NEW
JERSEY DEPARTMENT OF EDUCATION
NEW JERSEY CORE CURRICULUM CONTENT STANDARDS
Addressed By the Relationship Improvement Skills
Program
Cross-Content Workplace Readiness Standard and Progress Indicators
Standard 4:
All
Students Will Demonstrate Self-Management Skills.
Descriptive Statement: Students will be expected to address issues related
to personal development, such as accepting responsibility for their own
learning and understanding expectations for performance. They are also
expected to demonstrate positive work behaviors and ethics, the ability
to work individually and cooperatively in groups, and respect for others
of diverse cultural and social backgrounds.*
Cross-Content Workplace
Readiness Standards:
Scans Workplace Competencies
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Effective workers can productively use: |
Cross-Content Standards: |
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Interpersonal skills—They can work on teams, teach others,
serve customers, lead, negotiate, and work well with people from
culturally diverse backgrounds.
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Demonstrate self-management skills |
Scans Foundation Skills
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Competent workers in high performance workplace need:
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Cross-Content Standards: |
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Basic Skills—reading,
writing, speaking and listening.
Thinking Skills—the
ability to learn, to reason, to think creatively, to make to make
decisions, and to solve problems.
Personal Qualities—individual responsibility, self-esteem and
self-management, sociability, integrity, & honesty
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Four sections of core content
Use critical thinking, decision- making, and
problem-solving skills
Demonstrate self-management skills |
Standard 4: All Students Will Demonstrate Self-Management Skills.
Cumulative Progress Indicators:
2. Set short and long
term goals.
3. Work cooperatively
with others to accomplish a task.
5.
Describe
constructive responses to criticism.
6.
Provide
constructive criticism to others.
7.
Describe
actions with demonstrate respect for people of different races, ages,
religions, ethnicity and gender.
8.
Describe the
roles people play in groups.
9.
Demonstrate
refusal skills.
COMPREHENSIVE HEALTH AND
PHYSICAL EDUCATION STANDARDS:
Standard 2.1:
All
Students Will Learn Health Promotion and Disease Prevention Concepts and
Health-Enhancing Behaviors
Descriptive Statement: Health-literate and physically educated students seek
to improve personal, family and public health. Using health promotion and
disease prevention principles, nutritional concepts, and injury prevention
strategies, students modify personal behaviors based on risk factors and
adopt health practices to reduce or eliminate preventable health problems.
Health-literate and physically education students recognize the importance
of prevention, early detection, and treatment in enhancing personal
wellness.
Cumulative Progress Indicators
By the
end of Grade 4, students
3.
Identify and
demonstrate responsible health behaviors for children.
4.
Explain how
childhood injuries and illnesses can be prevented and treated.
5.
Describe
potentially dangerous or threatening situations related to childhood
activities, develop personal protection strategies, and cite resources for
help.
7.
Describe a
healthy adolescent, discuss injuries and illnesses common to this age group,
and identify ways to prevent, reduce, or eliminate these health problems.
9.
Analyze how
family, peers, culture, media, technology, and the environment affect
wellness.
10.
Identify and
demonstrate health practices that support and enhance personal and family
physical and mental health.
11.
Analyze a
health profile to determine strengths and potential health risks resulting
from risk factors and health-enhancing behaviors.
Building upon knowledge and skills gained in the preceding grades, by the
end of Grade 12, students:
15.
Describe a
healthy adult, discuss adult physical and mental health problems, and use
health assessment date to develop strategies for reducing health problems
and related risk factors.
16.
Analyze the
impact of genetic, nutritional, behavioral, cultural, and environmental
factors on the functioning of body systems and use this information to
identify responsible health practices.
19.
Describe the
principles of injury prevention and risk management, analyze factors that
contribute to the incidence of injuries and violence, and develop strategies
for prevention.
20.
Analyze the
influence of the media on risk behaviors, disease prevention, and the
incidence of injuries and violent behavior.
Standard 2.2:
All
Students Will Learn Health-Enhancing Personal, Interpersonal, and Life
Skills.
Descriptive Statement: Health-literate and physically educated students
communicate effectively. These students set health goals, solve
health-related problems, and resolve conflicts. They use health-enhancing
personal, interpersonal, and life skills to initiate and maintain healthy
relationships that contribute to wellness.
Cumulative Progress Indicators
By the
end of Grade 4, students:
2.
Demonstrate
decision-making and refusal skills in situations affecting health and
safety.
4.
Define
conflict and demonstrate appropriate nonviolent strategies to resolve it.
5.
Describe how
culture and the media affect the ways individuals communicate, show
emotions, and cope with stress.
Building upon knowledge and skills gained in the preceding grades, by the
end of Grade 8, students
7. Describe and
demonstrate effective communication skills, decision-making skills, refusal
skills, negotiation skills, and assertiveness in situations that influence
adolescent health and safety.
8.
Analyze how
health decisions and behaviors are influenced by family, peers, culture, and
the media, and develop strategies that support effective decision-making and
safe behavior.
10.
Analyze the
causes of conflict and violent behavior in youth and adults, and describe
nonviolent strategies for individuals and groups to prevent and resolve
conflict.
11.
Describe the
impact of crisis, stress, rejection, separation, and loss, and develop
coping strategies for each.
Building upon knowledge and skills gained in the preceding grades, by the
end of Grade 12, students:
13.
Analyze
social situations and conditions that affect health and safety, and select
and evaluate the
appropriate skills for each situation.
14.
Analyze the
causes of conflict in groups, families, and within the community, and
demonstrate and evaluate nonviolent strategies to prevent, mediate, and
resolve conflict.
15.
Analyze the
impact of crisis, stress, rejection, separation, and loss on physical and
emotional health, and develop coping strategies that consider the influence
of family, culture, and personal experiences.
Standard 2.4:
All
Students Will Learn The Biological, Social, Cultural, ad Psychological
Aspects of Human Sexuality and Family Life
Descriptive Statement: Health-literate and physically educated students
consider the biological, social psychological, and cultural implications of
sexual behavior when making health-enhancing choices. Health-literate and
physically educated individuals take personal responsibility for their
sexual health and the health of their relationships, and recognize the
impact that sexual decisions may have on the well-being of others.
Cumulative Progress Indicators
By the
end of Grade 4, students:
2.
Identify ways
to show affection and caring that are appropriate for children.
3.
Discuss how
family and friends are important throughout life and that relationships
require respect for others.
Building upon knowledge and skills gained in the preceding grades, by the
end of Grade 8, students:
6.
Describe the
significant developmental milestones of each state of human development,
with emphasis on the physical, emotional, and social changes of adolescence.
7.
Describe the
functioning of the human reproductive system and the physical and emotional
changes that occur at puberty.
8.
Describe and
discuss affection, love commitment, and sexual attraction, and the
difference between having sexual feelings and acting on them.
9.
Discuss
factors that support and sustain relationships such as friendships and
marriage.
12.
Develop
strategies to support sexual abstinence.
Building upon knowledge and skills gained in the preceding grades, by the
end of Grade 12, students:
14. Discuss theoretical
models of human personality development.
18.
Describe safe
and effective parenting skills, and identify resources for information and
help with parenting.
19.
Discuss
issues regarding sexual orientation, sexual harassment, sexual assault, and
domestic violence.
20.
Compare and
contrast risk reduction and prevention strategies, including sexual
abstinence.
LANGUAGE AND ARTS LITERACY STANDARDS
Standard 3.1:
All
Students Will Speak For A Variety Of Real Purposes And Audiences
Descriptive Statement: Speaking, both formally and informally, is critical
to the learning process. Language arts literacy develops when students in
large and small groups engage in discourse and dialogue about literature,
nonfiction, and topics of current
concern and interest. Students should have opportunities to prepare and
participate in more formal presentations, such as speeches, panel
discussions, and debates. They should have opportunities to use language
for a variety of other purposes, including questioning, sharing information,
telling a humorous story, and helping others to achieve goals. Students
should recognize that what they hear, write, read, and view contributes to
the content and quality of their oral language.
Cumulative Progress Indicators
By the
end of Grade 4, students:
1.
Use
listening, writing, reading, and viewing to assist with speaking.
2.
Adjust oral
communications for different purposes and audiences.
3.
Use oral
communication to influence the behavior of others.
4.
Modify oral
communication in response to the reactions of others.
5.
Participate
in collaborative speaking activities, such as choral reading, plays, and
reciting of poems.
6.
Participate
in discussion by alternating the roles of speaking and listener.
7.
Talk with
others to identify, explore, and solve problems.
8.
Speak before
a group to express thoughts and ideas, convey an opinion, present
information, and tell a story.
12. Tell, retell,
summarize, and paraphrase ideas.
13.
Use visual
aids and nonverbal behaviors to support spoken messages.
Building upon knowledge and skills gained in the preceding grades, by the
end of Grade 8, students:
15. Speak before a group
to defend an opinion and present an oral interpretation.
16.
Recognize
when audiences do not understand the message, and make appropriate
adjustments.
18. Receive and use
constructive feedback to improve speaking ability.
Standard 3.2:
All
Students Will Listen Actively In A Variety Of Situations To Information From
A Variety Of Sources
Descriptive Statement: Through active listening, students gain understanding
and appreciation of language and communications. They develop an awareness
of the role of sound, including intonation, rhythm, pace, enunciation,
volume, and quality, in combination with words and/or visual presentations
to convey meaning. Effective listeners are able to restate, interpret,
respond to, and evaluate increasingly complex messages conveyed through
sound. Students should have opportunities to listen to language used for a
variety of purposes including telling a story, sharing information,
questioning, persuading, and helping others to achieve goals. Students
should recognize that what they say, write, read, and view contributes to
the content and quality of their listening experiences.
Cumulative Progress Indicators
By the
end of Grade 4, students:
1.
Use speaking,
writing, reading, and viewing to assist with listening.
2.
Demonstrate
comprehension of a story, interview, and oral report of an event or
incident.
3.
Listen for a
variety of purposes, such as enjoyment and obtaining information.
4.
Interpret
meaning through sounds, such as how speaking style reveals character in an
oral interpretation.
5.
Listen
attentively and critically to a variety of speakers.
6.
Develop
listening strategies, such as asking relevant questions, taking notes, and
making predictions, to understand what is heard.
7.
Follow oral
directions.
Building upon knowledge and skills gained in the preceding grades, by the
end of Grade 8, students:
8.
Demonstrate
comprehension of, and appropriate listener response (e.g., listening
attentively) to, an oral report, discussion, and interview.
9.
Give
appropriate feedback to a variety of speakers.
10.
Recognize
persuasive techniques and credibility in oral communication.
Building upon knowledge and skills gained in the preceding grades, by the
end of Grade 12, students:
11.
Demonstrate
comprehension of, and appropriate listener response to, ideas in a
persuasive speech, an oral interpretation of a literary selection,
interviews in a variety of real-life situations, and educational and
scientific presentations.
Standard 3.3:
All
Students Will Write in Clear, Concise, Organized Language That Varies In
Content and Form For Different Audiences And Purposes.
Descriptive Statement: Writing is a complex process that may be used for
self or others in communication, expression, and learning. Proficient
writers have a repertoire of strategies that enables them to vary forms,
style, and conventions in order to write for different audiences, contexts,
and purposes.
Cumulative Progress Indicators
By the
end of Grade 4, students:
1.
Use speaking,
listening, reading, and viewing to assist with writing.
2.
Write from
experiences, thoughts, and feelings.
7.
Use a variety
of strategies and activities, such as brainstorming, listening, discussion,
drawing, role playing, note-taking, and journal writing, for finding and
developing ideas about which to write.
Standard 3.4:
All
Students Will Read Various Materials And Texts With Comprehension And
Critical Analysis
Descriptive Statement: Reading is a complex process through which readers
actively construct meaning and connect with others’ ideas. The reading
process requires readers to relate prior knowledge and personal experiences
to written texts…students should recognize that what they hear, speak,
write, and view contributes to the content and quality of their reading
experiences.
Cumulative Progress Indicators
By the
end of Grade 4, students:
1.
Use
listening, speaking, writing, and viewing to assist with reading.
9.
Use prior
knowledge to extend reading ability and comprehension and to link aspects
of the text with
experiences and people in their own lives.
10.
Identify
passages in the text that support their point of view.
11.
Distinguish
personal opinions and points of view from those of the author, and
distinguish fact from opinion.
12.
Demonstrate
comprehension through retelling or summarizing ideas and following written
directions.
Building upon knowledge and skills gained in the preceding grades, by the
end of Grade 8, students:
18. Begin to identify
common aspects of human existence.
19.
Recognize
propaganda and bias in written texts. |
