Curriculum, Programming, Polices

On the proceeding pages, you will find information on the school’s curriculum map, curriculum programs for each school level, information on the special supplemental programming that aids student learning, information on our performing arts, clubs, and offerings.  Finally, you will find access to very important school handbooks and policies.

The ASI Curriculum is based on a school-wide set of standards or learning outcomes. Standards specify what students should know and be able to do. They indicate the knowledge and skills that must be taught and assessed throughout a school’s program.

While the standards apply to every grade level, benchmarks (or sub-standards) are written for a specific grade or small grade bands. A benchmark is a large idea or skill that takes repeated exposure to master. At this time ASI is using the American Common Core Standards for English Language Arts, Literacy in Social Studies and Math. We use AERO (American Education Reaches Out) standards for Science and Social Studies. Attainment Standards in Music, Art and Information Technology is largely based around the British National Curriculum. Copies of these standards will be available on the ASI website. While we adhere to these various standards, the content of the taught material provided is tailored to the context and setting of the school and its demographics.

The feedback students and parents receive is specific to ASI Standards and Benchmarks as they are the foundation of our teaching and learning.  Teachers collect evidence of student learning in many ways such as homework, daily work, observation, dialog, rubrics, scoring guides, projects, performances, and checklists which are both formative and summative assessments. This evidence is used to determine whether the student has fully mastered the skill or needs additional time and re-teaching.

Conversations in standards-based schools focus on student understanding rather than simply on grades. The goal of this system is true growth and development which requires teachers to talk about the natural consequences of poor effort and the importance of positive study skills. Students begin to realize the implications of off-task behavior and poor choices and choose to participate fully in class activities because it will lead to a better understanding, not because it will enhance their grade. This system helps students move from being extrinsically motivated to intrinsically motivated, which will better serve them in the long run.