Curriculum

Visual and Performing Arts

Intent and Spirit

The NJSLS-VPA reflect the National Core Arts Standards and emphasize the process-oriented nature of the arts and arts learning by:  

• Defining artistic literacy through a set of overarching philosophical foundations and lifelong goals that clarify long-term expectations for arts learning;  
• Placing artistic processes and anchor standards at the forefront of the work;  
• Identifying creative artistic practices as the bridge for the application of the artistic processes and anchor standards across all learning; and  
• Specifying enduring understandings and essential questions that provide conceptual through lines and articulate value and meaning within and across the arts discipline.  

The development of artistic literacy is dependent on creating an environment in which students are encouraged to independently and collaboratively imagine, investigate, construct, and reflect.  

Mission

To empower students to develop creative and critical thinking, social-emotional competencies, and intellectual and expressive abilities that will allow them to become active, contributing members of a global society.

Vision

All students will have equitable access to a quality, arts education that leads to artistic literacy and fluency in the artistic practices of the five art disciplines (dance, music, theatre, visual arts, and media arts) as a mechanism for:  

• Performing, presenting or producing, as artistically literate individuals, by expressing and realizing creative ideas and implementing essential technical skills and cognitive abilities significant to many aspects of life and work in the 21st century;  
• Responding to artistic ideas and work with personal meaning and cognizance of the ability of the arts to address universal themes, including climate change;  
• Creating new artistic work reflective of a variety of ethnic, racial, and cultural perspectives; and  
• Connecting and evaluating how the arts convey meaning through all arts and non-arts disciplines and contexts of our global society.  

The vision of all students having equitable access to a quality arts education is only achieved when the five arts disciplines are offered continuously throughout the K–12 spectrum.  

Guidance

To view the guidance curriculum for a particular grade level, please use the links below.

English Language Arts

As a means of achieving College and Career Readiness, the English Language Arts curriculum must define a vision of what it means to be a literate person in the twenty-first century.   In short, students must develop the skills in reading, writing, speaking, and listening that are the foundation for any creative and purposeful expression in language.  Such an instructional approach engages students in meaningful reading and writing experiences on a regular basis as a means to demonstrate the cogent reasoning and use of evidence that is essential to deliberation and responsible citizenship. CPS follows The New Jersey Student Learning Standards for English Language Arts (ELA)  which build on the best of existing standards and reflect the skills and knowledge students need to succeed in college, career, and life.

Through the use interactive and engaging activities, CPS has created a cohesive program that allows our students to make a seamless transition from the elementary grades to the secondary level within the framework of Reader's and Writer's Workshop.  Students of all grade levels work on authentic tasks that require a synthesis of skills across different disciplines.

To view the English Language Arts curriculum for a particular skill area, please use the links below. 

Math

The economy in which graduates of our schools will seek employment is more competitive than ever and is rapidly changing in response to advances in technology. To compete in today’s global, information-based economy, students must be able to solve real problems, reason effectively, and make logical connections. In this changing world those who have a good understanding of mathematics will have many opportunities and doors open to them throughout their lives. Today’s workforce requires mathematical knowledge and skills in areas such as data analysis, problem-solving, pattern recognition, statistics and probability; therefore, our school’s curriculum must prepare students for these expectations.

The Clinton-Glen Gardner School is committed to providing all students with the opportunity and the support necessary to learn significant mathematics with depth and understanding. To that end, students will engage in a wide variety of learning activities designed to develop their ability to reason and solve complex problems. Calculators, computers, manipulatives, technology, and the Internet will be used as tools to enhance learning and assist in problem solving. Group work, projects, literature, and interdisciplinary activities will make mathematics more meaningful and aid understanding. Classroom instruction will be designed to meet the learning needs of all children and will reflect a variety of learning styles.

The math curriculum fosters students who:

• Develop computational, conceptual, problem-solving and reasoning skills

• Demonstrate their understanding of mathematical concepts based on higher levels of mathematical thought

• Use technology and other tools as an integral part of solving mathematical problems

New Jersey Student Learning Standards

Intent and Spirit of the New Jersey Mathematics Learning Standards

For more than a decade, research studies of mathematics education in high-performing countries have concluded that mathematics education in the United States must become substantially more focused and coherent in order to improve mathematics achievement in this country. To deliver on this promise, the mathematics standards are designed to address the problem of a curriculum that is "a mile wide and an inch deep."

The math standards provide clarity and specificity rather than broad general statements. The standards draw on the most important international models for mathematical practice, as well as research. They endeavor to follow the design envisioned by William Schmidt and Richard Houang (2002), by not only stressing conceptual understanding of key ideas, but also by continually returning to organizing principles (coherence) such as place value and the laws of arithmetic to structure those ideas.

In addition, the "sequence of topics and performances" that is outlined in a body of math standards must respect what is already known about how students learn. As Confrey (2007) points out, developing "sequenced obstacles and challenges for students…absent the insights about meaning that derive from careful study of learning, would be unfortunate and unwise." Therefore, the development of the standards began with research-based learning progressions detailing what is known today about how students' mathematical knowledge, skill, and understanding develop over time. The knowledge and skills students need to be prepared for mathematics in college, career, and life are woven throughout the mathematics standards.

To view the mathematics curriculum for a particular grade level, please use the links below.

Phys. Ed. and Health

The New Jersey Student Learning Standards (NJSLS) are reviewed and revised every five years. The 2020 NJSLS in Comprehensive Health and Physical Education were adopted by the State Board of Education on June 3, 2020. Districts are required to implement by September 2022. The Comprehensive Health and Physical Education provides links to the 2020 NJSLS and information regarding curriculum implementation dates.

Intent and Spirit

The 2020 revised NJSLS-CHPE highlights the expectation that all students participate in a high-quality, K–12 sequential health and physical education program that emphasizes 21st Century skills and interdisciplinary connections to empower students to live a healthy active lifestyle. The standards provide a blueprint for curriculum development, instruction, and assessment, and reflect the latest research for effective health and physical education programs. The primary focus of the standards consists of the development of concepts and skills that promote and influence healthy behaviors.

• Maintains mental health awareness and relies on social/emotional support systems;
• Engages in a physically active lifestyle;
• Maintains awareness of health and wellness and how to access resources;
• Recognizes the influence of media, peers, technology, and cultural norms in making informed health-related decisions as a consumer of health products and wellness services;
• Practices effective cross-cultural communication and conflict resolution skills;
• Builds and maintains healthy relationships;
• Accepts and respects individual and cultural differences; and  Advocates for personal, family, community, and global wellness and is aware of local, national and global public health and climate change.

Science

Intent and Spirit

Social Studies

Intent and Spirit

All students receive social studies instruction from Kindergarten through grade 12. Today’s challenges are complex, have global implications, and are connected to people, places, and events of the past. The study of social studies focuses on deep understanding of concepts that enable students to think critically and systematically about local, regional, national, and global issues. Authentic learning experiences that enable students to apply content knowledge, develop social studies skills, and collaborate with students from around the world prepare New Jersey students for college, careers, and civic life. The natural integration of technology in social studies education allows students to overcome geographic borders, apply scientific and mathematical analysis to historical questions and contemporary issues, appreciate cultural diversity, and experience events through the examination of primary sources. The 2020 New Jersey Student Learning Standards — Social Studies (NJSLS-2020) are informed by national and state standards and other documents such as the College, Career, and Civic Life (C3) Framework for Social Studies State Standards, as well as those published by the National Center for History Education, National Council for Social Studies, National Council for Geographic Education, Center for Civic Education, National Council on Economic Education, National Assessment of Educational Progress, and the Partnership for 21st Century Skills. Social studies instruction occurs throughout the K-12 spectrum, building in sophistication of learning about history, economics, geography, and civics at all ages.

Mission

Social studies education provides learners with the knowledge, skills, attitudes, and perspectives needed to become active, informed, and contributing members of local, state, national, and global communities. 

Vision

An education in social studies fosters a population that: 

• Is civic-minded, globally aware, and socially responsible; 
• Exemplifies fundamental values of democracy and human rights through active participation in local, state, national and global communities;
• Makes informed decisions about local, state, national, and global events based on inquiry and analysis; 
• Considers multiple perspectives, values diversity, and promotes cultural understanding; 
• Recognizes the relationships between people, places, and resources as well as the implications of an interconnected global economy; 
• Applies an understanding of critical media literacy skills when utilizing technology to learn, communicate, and collaborate with diverse people around the world; and 
• Discerns fact from falsehood and critically analyzes information for validity and relevance.

World Language

The study of another language and culture enables individuals to communicate in an appropriate way with people from diverse cultures.  Individuals who effectively communicate in more than one language, with an appropriate understanding of cultural contexts, are globally literate and possess the attributes to successfully interface with those across the globe.