Section+C+-+Curriculum+-+Group+3


 * === Standard C1 === || ** Requires significant attention ** || ** Shows satisfactory development ** ||
 * === A comprehensive, coherent, written curriculum, based on the requirements of the programme and developed by the school, is available to all sections of the school community. === || === === ||= === X === ||

This is a strength of the Social Studies department, we have a clearly delineated scope and sequence through our Standards and Benchmarks which is built upon from Elementary school through High School, one area for improvement would be making this available to students and parents.
 * === Practices === |||||||||| ** Degree of implementation ** ||
 * || === Low === ||||||  || === High === ||
 * **1. A comprehensive, coherent curriculum is available in written form to all sections of the school community (including students, teachers, parents, administrators and members of the governing body).** ||||  ||   || X ||   ||
 * Evidence:

Atlas Rubicon has the articulated curriculum available to teachers and administrators, Atlas is not currently open to parents and students, but through our class blogs and websites teachers have made this available to students and their parents. The course catalog also provides the scope and sequence of courses available to our students.

Atlas timelines for selected IB classes
 * [|Economics Y1.pdf]
 * [|History Y2.pdf]
 * [|Psychology Y2.pdf]
 * [|Env Sys & Soc Y1.pdf]

IB Psychology – Syllabus overview and learning outcomes are available on the class wikispaces [|Psychology curriculum] || We feel that through the ES, MS, and HS Social Studies/Humanities Task Force’s work on aligning our curriculum through the Social Studies Curriculum Review for the past 2 school years that this is an area of strength. This is demonstrated through the scaffolding that is apparent in the k-12 Social Studies Standards and Benchmarks. As our student population changes quite frequently, in fact from year to year, we continually focus on differentiating for our students’ needs, at times this may lag due to the transient nature of our student population. With the introduction of our one-to-one laptop program there is ongoing staff development focused on merging best practices in differentiation with effective use of technology in the classroom.
 * **2. The curriculum is developed with consideration for students’ previous learning experiences and future educational needs.** ||||  ||   || X ||   ||
 * Evidence:

We feel this is an area of great strength in our department. The curriculum of our grades 9 and 10 courses are purposefully constructed to build the foundations necessary for student entry into the diploma program. Further, Diploma courses are specifically designed to meet their set learning outcomes. || This is an area of strength in our department, because we are continually re-evaluating the relevance of each of our course curricula and the demands our courses place on our students. In addition, through our internal curriculum review process we check that relevant updates and changes are being made to our curriculum. Through differentiation based on student needs, as well as relating key concepts to 21st Century issues, teachers ensure that the curriculum is appropriate for each of our students. At times requirements of certain courses mean that we may focus more on one category of issues, such as the individual. Overall our curriculum provides our students with a balanced awareness of all categories of issues. Through our school’s Expected Student Learner Results (ESLRs), the EAGLES, our teachers and school community encourage student involvement in individual, local, national, and global issues. Evidence in Atlas Our school’s ESLRs, the EAGLES, reflect and promote all the attributes of the IB learner profile. In terms of the learner profile, we are particularly strong in building knowledgeable enquirers and thinkers. Our courses are also designed to build collaborative working skills. While we feel we model principled, open-minded, and caring behavior, this may not be directly reflected in our course content. As a department our curriculum offers varied opportunities for students to develop their own strategies in learning and assessment. This is an area that our school as a whole is working towards through the implementation of a coherent, comprehensive assessment policy and philosophy. Some of our courses have progressed further in these areas, such as AP Economics, IB Economics, IB Psych, through self-assessment, peer editing, rubrics, and practice tests. This is an area of strength as our students are often required to make a variety of types of in-class presentations, participate in class discussions, and research areas of interest to individual students. This is an area of strength as our students are given ample opportunities to collaborate with classmates, through group projects, individual research assignments, and in-class opportunities to work together on case studies or practice work.
 * [|Social_Studies_course_offerings_flowchart.jpg] ||
 * **3. The curriculum clearly identifies the skills, concepts, knowledge and attitudes to be taught over time.** ||||  ||   ||   || X ||
 * Evidence:
 * **4. The curriculum places appropriate demands on students according to their age and stage of development, and incorporates issues that are relevant to them.** ||||  ||   || X ||   ||
 * Evidence:
 * [|IB Psych anorexia worksheet.pdf]
 * [|IB Psych student video on anorexia] ||
 * **5. The curriculum encourages students to become aware of individual, local, national and global issues.** ||||  ||   || X ||   ||
 * Evidence:
 * [|IB Psychology Abnormal] ||
 * **6. The curriculum promotes all the attributes of the IB learner profile.** ||||  ||   || X ||   ||
 * Evidence:
 * [|Grade 9 Asian History character collage.pdf] ||
 * **7. The curriculum encourages students to develop strategies for their own learning and assessment, and to assume increasing levels of responsibility in this respect.** ||||  || X ||   ||   ||
 * Evidence:
 * [|IB Psych reflection & self-assessment.pdf]
 * [|AP US History Self-assessment]
 * [|G9 Asian History self-assessment.pdf] ||
 * **8. The curriculum provides ample opportunity for student inquiry and the presentation of ideas.** ||||  ||   || X ||   ||
 * Evidence:
 * [|IB Psych localization notes.pdf]
 * [|IB Econ Supply & Demand prompt] ||
 * **9. The curriculum provides opportunities for students to work both independently and collaboratively.** ||||  ||   || X ||   ||
 * Evidence:
 * [|IB Econ podcast assignment.pdf]
 * [|IB Econ Podcast Rubric.pdf]
 * [|IB Psych localization notes.pdf]
 * [|IB_Psych_evolution_review.jpg] ||
 * **10. The curriculum is sensitive to cultural, gender, linguistic, ethnic and religious differences.** ||||  ||   ||   || X ||
 * Evidence:
 * [|IB Econ social cultural.pdf]
 * //IB Psych – culture and ethnicity is a learning outcome in every unit covered in this subject and explored through each level of analysis as well as in terms of its significance in research [|IB Psych role of culture.pdf]//

//* [|APUSH Ch 15, 16 notes.pdf]// || - Career Day - Alumni Speaker Series || - IB Self Study Language ||
 * **11. The curriculum is regularly reviewed in the light of programme developments.** ||||  ||   ||   || X ||
 * Evidence:
 * //IB Psych – Attended IB diploma conference workshop on Psych as part of PD due to changes in the syllabus, the current curriculum reflects every change made to this course [|IB Psych course overview (w/changes)]//
 * //Social Studies Curriculum Task Force//
 * //IB History Regional Workshop// ||
 * **12. The school takes advantage of local community organizations and the expertise of other adults to foster learning within the scope of the curriculum.** ||||  || X ||   ||   ||
 * Evidence:
 * **13. Where appropriate, the curriculum provides for learning experiences to be made visible to others through displays, posters, public performances etc.** ||||  ||   || X ||   ||
 * Evidence:
 * [|IB_Psych_brain_poster_1.jpg]
 * [|IB_Psych_brain_poster_2.jpg]
 * //IB Psych – our wiki is public and students post responses [|IB Psych student wiki page]//
 * //[|Grade 9 Asian History character collage.pdf]// ||
 * **14. The school actively supports the development of the mother-tongue language of all students.** ||||  ||   || X ||   ||
 * Evidence:
 * **15. The school provides opportunities for students to learn at least one language in addition to their mother tongue.** ||||  ||   ||   || X ||
 * Evidence: ||
 * Part of SAS graduation requirements ||  ||   ||   ||   ||   ||

- IB Informational night provides information on Group 3 course offerings || - Activities Council || - College Fairs - Naviance - Career Day ||
 * **16. The school provides appropriate information about the programme to potential students and advises them in their choice of courses.** ||  ||   ||   || X ||
 * Evidence: Potential students have access and meetings with school counsellors. The school also provides all students with a Course Description Handbook that details all course offerings. Finally, the IB coordinator meets with all Grade 10 students and their parents prior to course registration.
 * **17. There is a balance of subjects on offer in the school as well as an appropriate student schedule that provides for student access to the full diploma.** ||  ||   ||   || X ||
 * Evidence: There is a wide variety of Group 3 offered courses: psychology, economics, history, etc ||
 * **18. The school supports the central role of TOK by assigning adequate staffing and time for student learning and assessment, and establishing links to other subjects.** ||  ||   || X ||   ||
 * Evidence: The school supports the central role of TOK by assigning adequate staffing and time for student learning and assessment, and establishing links to other subjects. ||
 * **19. There is an appropriate and varied CAS programme.** ||  ||   ||   || X ||
 * Evidence: CAS hours are accumulated through student participation in a variety of fine arts, athletics, school groups, Habitat trips, volunteer experiences, and numerous other programs.
 * **20. The school provides guidance to students on progression to higher education and other career opportunities.** ||  ||   ||   || X ||
 * Evidence:

The statement of conclusions
CAS program College counseling ||
 * === Strengths === ||
 * Development of knowledge and skills over time

Taking advantage of other resources in the community || Currently being addressed through school-wide work on assessment Technology can be used to connect us to speakers and other community resources ||
 * === Practices in need of strengthening === || === Proposals for improvement === ||
 * Student responsibility for own learning


 * === Standard C2 === || ** Requires significant attention ** || ** Shows satisfactory development ** ||
 * === The school has implemented a system through which all teachers plan and reflect in collaborative teams. === || === === ||= === X === ||

IB Coordinator sends regular updates to all IB teachers. Teachers are also provided with access to the OCC to keep current. IB past papers are readily available on an internally shared server for aid in planning. Professional Development days are scheduled opportunities to work collaboratively with fellow colleagues in addition to weekly departmental staff meetings and subject meetings. - PD Wednesdays - PD Days - Teachers Teaching Teachers || The Social Studies Task Force was created with the goal of providing an overview of the scope and sequence of the Social Studies programme from Grades K-12. In addition, Atlas Rubicon allows teachers instant access to student programming and the learning experience. - SSTF meeting minutes - IB Year II Predicated Grades Report and Review || The ESLRs, the EAGLES, and the IB Learner Profile all describe the agreed expectations for student learning in the context of the school’s Diploma Programme. Lesson planning requires references to these documents. - Social Studies Standards and Benchmarks || There are a number of strategies – from group work to presentations to technological projects in addition to written assignments - to allow for differentiation and recognition of learning styles. Currently the school is midway through a comprehensive review of assessment policy. Professional development time has been earmarked for the discussions on issues arising from this process. guidelines and homework. As of September 2010, a draft form of our new Assessment Handbook has been opened for review by various stakeholders in the school community. In terms of scheduling major IB assessments, the teachers work with the IB Coordinator and the High School Administration to complete an annual calendar prior to the upcoming school year that helps students balance the demands of the Diploma Programme - Assessment Handbook || Teachers receive regular exercises in communication from ELL coordinators; these same coordinators speak regularly at divisional meetings and all school staff meetings. Various strategies are discussed and implemented; more work needs to be done however, in terms of Theory of Knowledge integration into the various courses.
 * === Practices === |||||||||| ** Degree of implementation ** ||
 * || ** Low ** ||||||  || ===** High **=== ||
 * ** 1.All teachers are provided with the appropriate documentation, including relevant IBO publications, in preparation for all planning activities. ** ||||  ||   ||   || X ||
 * Evidence:
 * [|IB History OCC screenshot] ||
 * ** 2. Planning at the school takes place collaboratively. ** ||||  ||   || X ||   ||
 * Evidence:
 * ** 3.Planning at the school enables all teachers to gain an overview of the students’ whole learning experience. ** ||||  ||   || X ||   ||
 * Evidence:
 * ** 4.Planning at the school is based on agreed expectations for student learning and in the context of a coherent programme. ** ||||  ||   || X ||   ||
 * Evidence:
 * ** 5. Planning at the school accommodates a range of learning needs and styles, as well as varying levels of competencies. ** ||||  ||   || X ||   ||
 * Evidence:
 * [|G9 Asian History activity choices.pdf] ||
 * **6. Planning at the school addresses assessment issues throughout the planning process.** ||||  || X ||   ||   ||
 * Evidence:
 * ** 7. Planning at the school recognizes that, in practice, all teachers are language teachers and consequently appropriate consideration is given to their responsibility in facilitating communication. ** ||||  ||   || X ||   ||
 * Evidence:
 * [|G9 Asian History Dynastic Cycles.pdf] ||
 * ** 8. Planning at the school includes the discussion and use of teaching and learning strategies appropriate to the objectives of the separate components of the Diploma Programme. ** ||||  ||   || X ||   ||
 * Evidence:
 * [|IB Econ exam approach.pdf]
 * [|IB Psych Genetic considerations in research .pdf] ||

The statement of conclusions
Use of teaching and learning strategies appropriate to separate DP components ||
 * === Strengths === ||
 * Availability of appropriate documentation


 * === Practices in need of strengthening === || === Proposals for improvement === ||
 * Addressing assessment issues throughout the planning process || Backwards planning is still new to many; is being addressed through work on assessment, implementation of Assessment Policy ||


 * === Standard C3 === || ** Requires significant attention ** || ** Shows satisfactory development ** ||
 * === Teaching and learning at the school empowers and encourages students to become lifelong learners, to be responsible towards themselves, their learning, other people and the environment, and to take appropriate action. === || === === ||= === X === ||

Use of pre-teaching entry-level assessment, (eg writing of biographies to ensure that the teacher has a better understanding of the student as an individual, and of their communication skills); consult with counsellors; consult student records and individual files; interview and converse with students when necessary. - IB History, AP Psych, Modern World: Student Biography [|1st day bio&inventory] || Students are provided with frequent opportunities to actively determine in their learning, such as: · Different options for assessment · Encouragement to join study groups - AP Econ: Retests on formative assessments, which then becomes summative || · Group work · Differentiation by learning styles · A combination of visual, aural and oral aids
 * === Practices === |||||||||| ** Degree of implementation ** ||
 * || ** Low ** ||||||  || === High === ||
 * ** 1. Teaching and learning at the school builds on what students know and can do. ** ||||  ||   || X ||   ||
 * Evidence:
 * ** 2. Teaching at the school allows students to become actively responsible for their own learning. ** ||||  ||   || X ||   ||
 * Evidence:
 * ** 3.Teaching at the school uses a range and balance of teaching strategies to meet the objectives of the programme. ** ||||  ||   ||   || X ||
 * Evidence:

· The focus in history is on the assessment and analysis of perspectives in history (historiography) · The foci in psychology and sociology are on specifying how we know what we know and the limitations and strengths of research || · Encouragement of student use of the writing center · ‘Push-in’ classroom support from ESOL teachers · designing assessments to meet the needs of different learning styles · 1-1 laptop program · re-designing of curricula to incorporate technology (see Learning Plans for Social Studies and Diploma subjects on Atlas) · PD support from Apple trainers and other recognized experts · Teachers teaching teachers PD program Subjects currently under review are under-resourced; this will be rectified once the demands of changes to the curriculum are recognized - Student Handbook- laptop program - Academic Support || · Small group discussion · Socratic Seminars · Critical analysis of research (primary and secondary sources; Students are encouraged to:  · Ask questions in person, as well as via mediums such as email, blogs, nings and wikis   · Take advantage of individual conference time offered during and after class   · Collaborate with peers as part of the problem-solving process   · Peer edit   · Form study groups as part of exam preparation   · Make use of learning strategies introduced in class   · Language B is offered   · There is no specific Grade 11 and 12 ESOL program. However, teachers differentiate (eg allow extra time for tests on occasion; increase focus on key vocabulary; use a variety of learning approaches to increase accessibility of subject material) ||  · Turn-it In.com is used by all subjects in the Social Studies department   · Students are made aware of the definitions and consequences of plagiarism (see student agenda, page 37); consequences are very clearly stated (see student agenda, page 51) · Students are required to sign a form agreeing to acceptable uses, practices and procedures for the Digital network (see Student agenda, page 59 on Copyright infringement) · Consequences for plagiarism are clearly outlined in school policy and these are made clear to all members of the school community · Teachers actively work towards modelling and teaching the development of individual voice and thinking in writing, speaking and presentation (eg. Identifying and analysis of appropriate sources; synthesis of evidence; correct forms of citation) - Snapshot of Student Agenda on cheating/plagiarism - Social Studies Handbook – page 50 - 56 ||
 * //[|IB Econ ABC review.pdf]//
 * //[| IB Psych OBSERVATION PROJECT.pdf]//
 * //[|G9 Asian History activity choices.pdf]// ||
 * ** 4. Teaching and learning at the school recognizes and reflects multiple perspectives. ** ||||  ||   || X ||   ||
 * Evidence:
 * **5. Teaching and learning at the school addresses the needs of students who have reached different stages in their development and those who have different learning styles.** ||||  ||   || X ||   ||
 * Evidence:
 * [|IB History Year 1 P2 Sem Exam Dec 2010.pdf]
 * [|IB Econ Love letter assignment.pdf]
 * [|Mark sheet For Brain Analogy.pdf] ||
 * ** 6. Teaching and learning at the school is supported by a range of appropriate resources, including ICT. ** ||||  ||   || X ||   ||
 * Evidence:
 * ** 7. Teaching at the school engages students as critical thinkers with developing views of their own. ** ||||  ||   ||   || X ||
 * Evidence: Teachers make use of strategies such as, but not limited to:
 * [|Scored Socratic Seminar.pdf]
 * [|ScoredSocratic SemScoresheet.pdf]
 * [|IB Psychology IA feedback.pdf] ||
 * ** 8. Teaching and learning at the school encourages students to take appropriate action in response to their own needs and the needs of others. ** ||||  ||   || X ||   ||
 * Evidence:
 * [|IB Econ peer review.pdf]
 * [|Peer Editing Questions French Rev letter.pdf]
 * [|Trouble Letter assign.pdf] ||
 * ** 9. Teaching at the school meets the needs of students who are not proficient in the language(s) of instruction. ** ||||  ||   || X ||   ||
 * Evidence:
 * ** 10. Teaching and learning at the school promotes the understanding and practice of academic honesty. ** ||||  ||   ||   || X ||
 * Evidence:

** The statement of conclusions **
Development of critical thinking ||
 * === ** Strengths ** === ||
 * Range of teaching strategies


 * === ** Practices in need of strengthening ** === || === ** Proposals for improvement ** === ||
 * Some resources in the department are out of date || This should be remedied through curriculum review this year ||


 * === Standard C4 === || ** Requires significant attention ** || ** Shows satisfactory development ** ||
 * === There is an agreed approach to assessment, and to the recording and reporting of assessment data, which reflects the practices and requirements of the programme. === || === === ||= === X === ||

· We feel this is an area in need of improvement at SAS. · This is currently being addressed, as SAS is in the beginning of its third year of setting in place a consistent, comprehensive school-wide assessment program that measures student learning and aligns with the learning outcomes. · The program is currently in the “getting started” stage of implementation, which includes gradual teacher implementation of the policies and procedures of our school-wide assessment philosophy. ||  · Over the past two school years faculty have been involved in discussions surrounding using assessment both formatively and summatively to ensure that our instruction is meeting the needs of our students.  · Throughout the first semester of the current school year (2010-2011) PD training sessions have been offered in the effective use, implementation, recording, and reporting of more formative assessments to enhance student learning. || · The Social Studies department clearly communicates learning expectations through the use of grading rubrics, ensuring that students receive these rubrics as part of the initial assignment. - Course Outlines, rubrics, course handout, blogs || · This is an area in need of improvement at SAS. As currently the Social Studies Department does not use a great variety of strategies in assessing our students. · SAS is currently in the process of offering PD sessions surrounding the implementation of strategies aimed at improving our use of formative and summative assessment to improve student learning. · SAS is currently in the process of offering PD sessions to increase teacher’s use of peer and self assessment to improve student learning.  · Over the past two school years faculty have been involved in discussions surrounding using assessment both formatively and summatively to ensure that our instruction is meeting the needs of our students.  · Throughout the first semester of the current school year (2010-2011) PD training sessions have been offered in the effective use, implementation, recording, and reporting of more formative assessments to enhance student learning. · Through the use of grading rubrics, students are promptly provided feedback through the set criteria as defined in the rubrics. - 24/7 access to Powerschool · This is an area in need of improvement within our Social Studies Department at SAS. We do not, as a whole, actively use self-assessment and/or student reflection as part of our classes. · SAS is currently in the process of offering PD sessions to increase teacher’s use of peer and self assessment to improve student learning. · Power School efficiently allows for the recording and display of data for student and parents to see student progress. || · Although … o quarterly report card grades with comments and narratives indicate progress o Power School access displays students progress o Parent –Student-Teacher conferences provides a medium to explain and have a dialogue about students’ progress · We, as a Social Studies Department, feel this is an area for improvement, as the grades we assign currently are not based on a common understanding of what should count for as a grade. · SAS is in the beginning of its third year of setting in place a consistent, comprehensive school-wide assessment program that measures student learning and aligns with the learning outcomes. · The program is currently in the “getting started” stage of implementation, which includes gradual teacher implementation of the policies and procedures of our school-wide assessment philosophy. || · We feel this is an area in need of improvement at SAS. · Currently assessment data is not necessarily being used to inform each teacher as to the individual needs of students. · Coordinate, Co-teach and co-plan with ESOL and Academic support teachers regarding the performance of individual students · SAS is in the beginning of its third year of setting in place a consistent, comprehensive school-wide assessment program that measures student learning and aligns with the learning outcomes. · The program is currently in the “getting started” stage of implementation, which includes gradual teacher implementation of the policies and procedures of our school-wide assessment philosophy. - IB Predicted Grade Report to teachers - Assessment Handbook || Not formalized · Teachers practice norming assessments to improve curriculum content and teaching strategies · Courses taught by several teachers evaluate assessment results to improve assessment practices - Composite score reports from AP and IB are used as a tool to improve our teaching of specific topics || · Teachers follow a curriculum which outlines forms of assessment · Teachers routinely assess students to indicate progress as indicated at the mid-quarter, quarter and semester reporting period · Atlas Rubicon provides and clear framework by which curriculum objectives are assessed for each course
 * === Practices === |||||||||| ** Degree of implementation ** ||
 * || ** Low ** ||||||  || === High === ||
 * **1. There is a written assessment policy in place that is available to all sections of the school community.** ||||  || X ||   ||   ||
 * Evidence:
 * **2. Assessment at the school is viewed as being integral with planning, teaching and learning.** ||||  ||   || X ||   ||
 * Evidence:
 * **3. Learning expectations and integral assessment strategies are made clear to students and parents.** ||||  ||   || X ||   ||
 * Evidence:
 * [|IB Psych rubric SAQ attribution theory.pdf]
 * [|IB Psych rubric Schema theory saq.pdf]
 * **4. The school uses a balanced range of strategies for formative and summative assessment, which are reviewed regularly.** ||||  || X ||   ||   ||
 * Evidence:
 * [|IB Econ diagram quiz.pdf] ||
 * **5. Learning at the school involves students in both peer- and self-assessment.** ||||  ||   || X ||   ||
 * Evidence:
 * [|IB Econ peer review.pdf] ||
 * **6. The levels of students’ current knowledge and experience are assessed before embarking on new learning.** ||||  ||   || X ||   ||
 * Evidence:
 * [|Peer Editing Questions French Rev letter.pdf]
 * [|Trouble Letter assign.pdf]
 * [|Intro schizophrenia.pdf] ||
 * **7. Students are provided with regular and prompt feedback to inform and improve their learning.** ||||  ||   || X ||   ||
 * Evidence:
 * [|IB Econ IA feedback (to students).pdf] ||
 * **8. Assessment at the school provides students with regular opportunities for reflection on their own learning.** ||||  || X ||   ||   ||
 * Evidence:
 * [|AP US History self-assessment] ||
 * **9. There are efficient systems for recording data about student learning, which are in keeping with the requirements of the programme.** ||||  ||   ||   || X ||
 * Evidence:
 * **10. The assessment process allows for meaningful reporting to parents about students’ progress.** ||||  ||   || X ||   ||
 * Evidence:
 * **11. Assessment data is analysed to provide information about the individual needs of students.** ||||  || X ||   ||   ||
 * Evidence:
 * **12. Assessment data is analysed to inform the evaluation and subsequent modification of teaching and learning strategies.** ||||  ||   || X ||   ||
 * Evidence:
 * [|Asian History Exam Answers Moderated.pdf]
 * **13. Student learning is regularly assessed against the objectives and assessment criteria specific to each subject.** ||||  ||   ||   || X ||
 * Evidence:
 * [|IB Econ mock exam.pdf]
 * [|IB History Paper 2 Mock March 2010.pdf]
 * [|IB Psych mock paper 1 - Oct 2010.pdf] ||

The statement of conclusions
Assessment against objectives and criteria for each course ||
 * === Strengths === ||
 * Systems for recording data


 * === Practices in need of strengthening === || === Proposals for improvement === ||
 * We feel that the school is just getting started with many issues related to assessment. || We are hopeful that these issues will be addressed through the implementation of the Assessment Policy. ||