Academic Creative Engagement (ACE) is our out-of-school academic curriculum connected to 21st Century Skills, National and Core State Standards and the sport of tennis. It is designed to encourage academic achievement, health/wellness and social/emotional skills by guiding children through educational processes that include decision making, problem solving and working together toward common goals. When combined with a tennis program, it provides important developmental assets and reflects the ideals and principles of Arthur Ashe by giving children access to a safe, healthy and educational opportunity. It can easily operate in partnership with schools, community centers, governmental programs, universities and other after-school providers. The lessons support classroom instruction and encourage students to communicate. Schools are mandated in preparing children for specific school and state assessments; whereas an out-of-school program provides the chance to talk about learning –the importance of thinking, discussing math concepts, writing clearly and speaking well. The activities contained in ACE provide a platform from which this goal can be reached.
The ACE curriculum consists of 50 activities to motivate and prepare students for success both in school and on court. It includes additional activities to stimulate thinking and writing for the Arthur Ashe Essay Contest. The curriculum is designed for grades 3 through 5; however, it can easily be differentiated to engage additional ages and grade levels. The lessons are created to be supportive, engaging and experiential in nature. They are guided by academic standards developed by the National Council of Teachers of Mathematics (NCTM) and the National Council of Teachers of English (NCTE) and support the Core Curriculum State Standards.
Cooperative learning is encouraged to help children think about what they can do to build a respectful, emotional climate on and off the court.
If you have any questions about the ACE Program, please contact Steve Duncan, ACE Sales & Marketing Manager, at firstname.lastname@example.org.
The NJTL of Trenton is considered a First Serve life skills chapter with USTA. It participates in the National Student Athletic Competition portion of the program with its Ashe Elite players. Report card grades & tournament results determine points earned throughout the year. The winners can earn up to a $1,000 scholarship from NJTLT and a chance to win $5,000 in college scholarship funds from the USTA.
NJTLT incorporates technology (iPads & lap top computers) into many our initiatives. Not only does it enhance and differentiate our existing programs, but it provides exciting opportunities for Trenton youth who may have little access to computer technology in their school system or at home. It supports the academic, tennis and nutritional education components by adding a “traveling” computer literacy program.
The NJTL of Trenton provides academic tutoring for those who need help with homework or test preparation. Volunteers and certified teachers are available for support. In addition, computers are available for those who do not have access to technology.
Pre-School Academic Creative Engagement
PACE is a collection of activities most suitable for children between the ages of four and six. Our goal is to stimulate and build upon a younger child’s curiosity and sense of wonder. Many activities promote physical and emotional growth through movement and play. We encourage the development of coordination, concentration, and self-expression through art projects. Literacy and mathematical concepts are explored through active, hands-on learning including organizing and manipulating materials.
PACE activities were developed around the needs of the children and around enriching content. It is important to consider the needs of your group. Choose activities that suit their interests and abilities. Which children can use materials independently? Are there challenges for children acquiring English? The abilities of children in this age range vary greatly. Some projects may be too advanced for a four-year-old and require more adult support than a six year old. These are decisions that need to be made by reflective, thoughtful instructors.