Coweta County Schools follow Georgia State Standards. The Division of Curriculum and Instruction supports research-based instructional practices and strategies for differentiated, innovative, and effective teaching and learning based on the State-adopted standards. Georgia K-12 teachers in collaboration with post-secondary educators, business and industry representatives, parents, and educational agencies and organizations work to develop challenging and relevant standards. Georgia standards are reviewed for revision on a regular cycle to stay current with an ever-changing, fast-paced, and technological global society. Georgia standards for all content areas, along with sample instructional resources, are available on GeorgiaStandards.Org.
Fall 2015 Update: The current standards for Science and Social Studies are under review for revision. Teacher and stakeholder survey results and research will help inform the revision process. Committees comprised of K-12 teachers, post-secondary educators, business/industry representatives, parents, and educational agencies and organizations will be involved in creating draft standards for public review and feedback. It is anticipated that the State Board of Education will review the revised draft standards and stakeholder feedback in the Spring of 2016. The projected date for implementation has not yet been established.
Academic Content Areas
(Each academic class is 75 minutes.)
The English Language Arts curriculum is a process designed to introduce students to core concepts that are further developed and expanded as students progress through each grade level. Through the curriculum students learn to integrate the processes of reading, writing, and listening/speaking/viewing in order to effectively communicate and interpret information in a variety of modes.
The Georgia Mathematics Curriculum focuses on actively engaging the students in the development of mathematical understanding by using manipulatives and a variety of representations, working independently and cooperatively to solve problems, estimating and computing efficiently, and conducting investigations and recording findings. There is a shift towards applying mathematical concepts and skills in the context of authentic problems and for the student to understand concepts rather than merely follow a sequence of procedures. In mathematics classrooms, students will learn to think critically in a mathematical way with an understanding that there are many different ways to a solution and sometimes more than one right answer in applied mathematics. Mathematics is the economy of information. The central idea of all mathematics is to discover how knowing some things well, via reasoning, permit students to know much else—without having to commit the information to memory as a separate fact. It is the connections, the reasoned, logical connections that make mathematics manageable. As a result, implementation of Georgia Standards of Excellence places a greater emphasis on problem solving, reasoning, representation, connections, and communication.
In Grade 6, instructional time focuses on four critical areas: (1) connecting ratio and rate to whole number multiplication and division and using concepts of ratio and rate to solve problems; (2) completing understanding of division of fractions and extending the notion of number to the system of rational numbers, which includes negative numbers; (3) writing, interpreting, and using expressions and equations; and (4) developing understanding of statistical thinking.
In Grade 7, instructional time focuses on four areas: (1) developing understanding of and applying proportional relationships; (2) developing understanding of operations with rational numbers and working with expressions and linear equations; (3) solving problems involving scale drawings and informal geometric constructions, and working with two‐ and three‐dimensional shapes to solve problems involving area, surface area, and volume; and (4) drawing inferences about populations based on samples.
In Grade 8, instructional time focuses on three critical areas: (1) formulating and reasoning about expressions and equations, including modeling an association in bivariate data with a linear equation, and solving linear equations and systems of linear equations; (2) grasping the concept of a function and using functions to describe quantitative relationships; (3) analyzing two‐ and three‐dimensional space and figures using distance, angle, similarity, and congruence, and understanding and applying the Pythagorean Theorem.
The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science. The Project 2061’s Benchmarks for Science Literacy is used as the core of the curriculum to determine appropriate content and process skills for students. The GPS is also aligned to the National Research Council’s National Science Education Standards. Technology is infused into the curriculum, and the Performance Standards guide the instruction. To become literate in science, students need to acquire understandings of both the Characteristics of Science and its Content; therefore they are presented as co-requisites incorporating hands-on, student-centered, and inquiry-based approaches.
The Georgia Performance Standards for Social Studies were designed to develop informed Georgia citizens who understand the history of the United States and our place in an ever increasing interconnected world. It is essential that students understand their past and how that past influences the present day and the future.