Curriculum

Our subjects for each grade are:

Jewish Studies

Chabad Girls Academy is first and foremost a Jewish girls’ school. We follow the Lubavitcher Rebbe’s guidance about education and have Jewish Studies come first in each day as well as first in order of priority in our students’ education.

  • Davening
  • Chumash and Hebrew Literacy
  • Chassidus
  • Halacha and Chassidishe Yomim Tovim
  • Parasha
  • Novi
  • Biur Tefilla

Secular Studies

CGA is a NY State non-public school. We therefore follow the NY State “Next Generation” curriculum for our secular studies. We use the Constructivist model of education which enables students to construct their knowledge with guidance from their teachers. (See details below).

  • English Language Arts
  • Math
  • Science
  • Social Studies
  • Physical Education
  • Arts – Dance, Media Arts, Music, Theatre and Visual Arts

Electives and Extra-Curricular Activities

What makes CGA special is our holistic approach to education. We offer electives and extra-curricular activities which allow the whole child to blossom – to discover her talents, develop them and find ways beyond the academic realm to contribute in the world.

  • cocoa club before school
  • yoga​
  • aerobics
  • choir​
  • sewing
  • cooking
  • newsletter creation
  • productions
  • skits and games
  • crafts
  • lunch and learn sessions
  • mivtzoim
  • missions
  • special programs for Yama d’pagra
  • farbrengens
  • contests
  • hachona programs

Metacognition

Metacognition is awareness and understanding of one’s own thought processes.

Student understanding is tremendously enhanced when students discuss their learning in a metacognitive way. By discussing the context, the relevance, the significance, the purpose of what they are learning, their comprehension is heightened. Discussing their learning also gives the students vocabulary to grasp complex ideas.

The Constructivist model of learning employs metacognition.

Constructivist Learning Theory

The Constructivist model is not just another way of knowing, but a way of thinking about knowing. It is a theory of communication to students – accommodating the fact that each learner will understand content and will process information in different ways. The main principle is that learning is an active process, unique to each individual; our school is charged with guiding each student to construct relationships and meaning from what is being learned, using experiences already in the learner’s repertoire. In this model, much of the learning is done in partners or groups or in hands-on ways which allow the students to best absorb and understand the topics.

The students are empowered to take ownership of their learning and their learning process. For this reason, we have Student Led Conferences for Parent-Teacher interviews.

Major Tenets of Constructivism

  1. Construction of knowledge = Knowledge construction is a collaborative process which aims to produce new understanding or knowledge which exceeds something that anyone alone could not achieve. It is also essential that knowledge construction is based on each others’ ideas and thoughts.
  2. Process, not product = Even if every product isn’t a complete success, many positive learning moments occur during the process. Learning is a journey, not a destination. Facilitating a project, acting as a guide, and showing students how to learn rather than merely dispensing knowledge all demonstrate a model of how students can approach new ideas, information, and problems. 
  3. Multiple perspectives = intentionally emphasize different viewpoints, help students develop critical thinking skills and learn how to see beyond their own lives to the world outside and help students to understand, visualize, and empathize with someone else’s struggles.
  4. Situated cognition = emphasizes the importance of the social and cultural context in which learning occurs. This approach allows students to use knowledge learned in every context of their lives.
  5. Reflective cognition = involves: thinking, comparing and decision-making. It leads to new ideas and creativity: eg designing, learning, writing a book. It is a necessary process in achieving expert level performance in certain skills.
  6. Cognitive apprenticeship = the process where a master of a skill teaches that skill to an apprentice. It attempts to bring tacit processes out in the open.
  7. Process-based evaluation = A type of evaluation used to understand how a program works, as well as its strengths and weaknesses. This involves evaluating the process of learning rather than just evaluating the content and results.