Secondary Curriculum

"English language arts (ELA) are all of the communication and language skills and processes people use every day to receive and send information. We receive information through listening, viewing, and reading, and we send information through writing, speaking, facial expression, body language, and auditory and visual representations. We use language to learn, to question, to share feelings, to help others, to be part of civilization. The ability to use and understand language, both spoken and written, is critical to every aspect of students’ lives.

Students learn and apply knowledge of the English language by gathering, comprehending, evaluating, synthesizing, and reporting information and ideas, by conducting original research in order to answer questions and solve problems, and by analyzing and creating a range of print and non-print texts in old and new media. They also explore the literature of several cultures and historical periods and create their own literature, learning how purpose, audience and cultural perspective impact one’s use of language along the way."

(Source: Minnesota Department of Education - English Language Arts, Standards, Curriculum and Instruction)

• Standards for Reading
• Standards for Writing
• Standards for Speaking, Viewing, Listening & Media Literacy
• Standards for Language

For more detail, view the Minnesota Department of Education, English Language Arts curriculum page.

The Minnesota Department of Education adopted the National Standards for Physical Education, developed by the National Association for Sport and Physical Education. These standards were adopted by state schools in 2012. In addition, each school district is required to have developed local standards for health education.

• National Physical Education Standards
• National Health Education Standards

The Minnesota Academic Standards in Mathematics set the expectations for achievement in mathematics for K-12 students in Minnesota. This document is grounded in the belief that all students can and should be mathematically proficient. All students should learn important mathematical concepts, skills, and relationships with understanding. The standards presented here describe a connected body of mathematical knowledge that is acquired through the processes of problem solving, reasoning and proof, communication, connections, and representation. The standards are placed at the grade level where mastery is expected with the recognition that intentional experiences at earlier grades are required to facilitate learning and mastery for other grade levels.

The Minnesota Academic Standards in Mathematics are organized by grade level into four content strands: 1) Number and Operation, 2) Algebra, 3) Geometry and Measurement, and 4) Data Analysis and Probability. Each strand has one or more standards.

(Source: Minnesota Department of Education - Mathematics Academic Standards)

Edina Public Schools has adopted Envision 2.0 and Envision A|G|A at the secondary level. The new materials will be phased in over 3 years beginning in the fall of 2018-19. The adoption is the result of a district wide Design Committee recommendation to purchase resources that align with the Minnesota Math Standards and reflect best practices in student learning.  These new resources will allow for a deep conceptual understanding through mathematical problem based learning.  The program has a wealth of resources to help teachers personalize learning for their students. 

• Gr. 6-12 Math Standards
• Mathematics Pathways

For more detail, view the Minnesota Department of Education Mathematics curriculum page.

The Minnesota Department of Education uses the diagram below to describe the four content “strands” and “substrands” within each area of content. For each substrand, there are academic standards identifying the academic knowledge to be achieved.

“The standards … describe a connected body of science and engineering knowledge acquired through active participation in science experiences. These experiences include hands-on laboratory activities rooted in scientific inquiry and engineering design. The standards are placed at the grade level where mastery is expected with recognition that a progression of learning experiences in earlier grades builds the foundation for mastery later on.”

(Source: Minnesota Department of Education - Academic Standards Science K-12)

For more details, view the Minnesota Department of Education Academic Standards Science K-12 curriculum page.

Social Studies is the interdisciplinary study of citizenship and government, economics, geography, history, and other disciplines in the social sciences and humanities in which students develop the content knowledge, skills, and dispositions necessary to be informed and engaged citizens in the contemporary world. According to the National Council for the Social Studies, the purpose of social studies is to develop civic competence and "help young people make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world."

(Source: Minnesota Department of Education - Standards, Curriculum and Instruction/Social Studies)

The state uses the diagram below to show the four primary disciplines in social studies curriculum, the substrands of study within each, and the learning skills students will use in the course of their studies.

Here is an overview of state social studies substrands and standards.

For more details, view the Minnesota Department of Education Academic Standards Social Studies K-12 curriculum page.

The study of world languages prepares students to be linguistically and culturally competent and to communicate, work and collaborate effectively with people of diverse backgrounds at home and abroad. Speaking the language of others is essential for understanding their culture, and perspectives and for the global competency students need to be prepared for life and work in the 21st century. The Minnesota Department of Education supports world language achievement for all learners by providing guidance and technical assistance on implementation of academic standards, current literacy best practices, multi-tiered systems of intervention, and world language policy administration.

Standards and Assessment
Minnesota Statute 120B.022 requires each district to use the current world languages standards developed by the American Council on the Teaching of Foreign Languages (ACTFL). The five goal areas for learning languages include communication, cultures, connections, comparisons, and communities. The Minnesota Department of Education provides a model that districts can use to develop local world language standards. School districts must use a locally selected assessment to determine if students have achieved standards in world languages.

(Source: Minnesota Department of Education - World Languages Standards, Curriculum and Instruction)

View the American Council on the Teaching of Foreign Language (ACTFL) standards. These standards shift instruction from assessing performance to assessing proficiency for credit completion.

Assessing Performance vs. Assessing Proficiency: How are these assessments different?

Earn Recognition for Bilingual or Multilingual Proficiency

Edina is one of only 35 districts in the state that participates in awarding Bilingual or Multilingual Seals or Certificates for student proficiency achievements in languages including Spanish, French, Italian, Russian, Portuguese, Chinese, and Latin. Edina has consistently had the highest percentage of students receiving these awards.

Students qualify by demonstrating proficiency in listening, speaking, reading and writing, based on the guidelines of the American Council on the Teaching of Foreign Languages. Students complete the Standards-based Measurement of Proficiency (STAMP test) to determine their level of mastery. Please contact your student's high school language teacher for approved proficiency assessments and more information.

Edina, to date, has awarded the most Multilingual Seals in the state to students demonstrating a high level of proficiency in more than two languages in addition to English.