ASP’s Mission Driven Curriculum
The Mission and Belief statements created by the ASP community are the blueprints for the ASP Curriculum. The mission and beliefs must be the through-line that is woven into each subject area and is the thread that binds each subject area to another to create a comprehensive and relevant curriculum for each student.
Teaching and Learning at the American School of Paris
The written curriculum of the American School of Paris is standards based. The standards include grades PK-12 as well as Advanced Placement (AP) and the Diploma Program of the International Baccalaureate (IB). The Understanding by Design Template is the format used for framing all curriculum units. All agreed upon units are documented in our Atlas Rubicon database and are written, revised, edited or changed by teachers in consultation with Teachers, Subject Area Coordinators,) , the Curriculum Coordinator and the division Directors.
Our Curriculum Goal
With Understanding as our key goal, we use a ‘backwards design’ method and framework to develop our written, assessed and taught curriculum. The aim of the method is to ensure that student outcomes are completely aligned with our Mission, Beliefs, and Program Goals; that our assessments reflect the goals and give evidence of understanding or its absence; and that learning is designed to achieve those goals and such understanding.
1. The curriculum, each course, and each unit reflect the mission and program goals.
2. The curriculum is prioritized by key student outcomes, cast in terms of the student as a result of having encountered the content and learning.
3. The design of work and the sequence of lessons, units, and courses reflect how people best engage, learn, and understand what they learn.
4. There is sufficient personalization and student choice in the curriculum.
5. The curriculum helps teachers to plan, troubleshoot, and adjust in methodical and valid ways, given the goals.
1. Unit, course, and program assessments align with Mission and program goals
2. Quality control resources are in place to ensure that local assessments are valid, reliable, and fair.
3. Performance standards and criteria are transparent to students.
4. Students receive helpful feedback against goals (and opportunities to use it).
1. Teacher instructional practices align with goals and assessments.
2. Instructional decisions are based on how people learn best.
3. Best Practices – as codified by the latest research and endorsed by seasoned educators – are used by teachers.
4. Instruction maximizes student engagement and deeper learning.
5. Instruction is understanding-focused.
6. Instruction focuses on achieving increasing student autonomy over time.
1. Students feel safe to take intellectual risks in class and in their work.
2. Students increasingly see the intrinsic value of learning and the content under consideration.
3. Teachers view themselves as coaches of learning and continuous progress.
4. Teachers view themselves as researchers into what works, what doesn’t and why.
5. Teachers have appropriate professional discretion, balanced against institutional goals and available best practice.