Continuous Curriculum Review
ISG has shifted to a continuous curriculum review process as described below. The model involves planning at system and at school level. The School Improvement Team caretakes implementation of curriculum via the GANTT chart. The GANTT serves as a planning and monitoring tool for our curriculum implementation cycles.
The Common Core State Standards and National Curriculum have shifted the standards movement from individual state standards to national standards. In each of our disciplines, we have adopted national standards, and this shifts our curriculum review from a cyclical review to a continuous review. Curriculum encompasses several key components; standards, scope & sequence, cornerstone assessment tasks, assessments, curriculum mapping, unit design, technology and resources. This inspires innovation in our learning programs.
Every 2-3 Years (District teams)
- Standards review (when relevant)
- K-12 Scope & Sequence
- Program resource adoption
Annually (School teams)
- Curriculum mapping
- Supplemental resources (orders)
Every Unit (Teaching teams)
- Unit design
- Design standards-based common assessments
- Resource review
Our adopted standards are only the starting point of our classroom instruction. Once we adopt standards, we spend significant time in implementation. This is a collaborative process of learning, trial and reflection. Useful resources for curriculum implementation include:
Ten Curriculum Components
- Mission-related accomplishments and curricular philosophy
Specifying the integrated accomplishments sought, indicative of transfer and habits of mind; the underlying beliefs about learning that the curriculum must embody.
- Understandings and essential questions derived from mission and content standards
Specifying the big ideas and recurring questions that should anchor the curriculum and shape how content is framed.
- K-12 curriculum mapping
Showing how habits of mind, big ideas, essential questions, and cornerstone assessment tasks spiral through the curriculum, bringing intellectual coherence.
- Cornerstone assessments and collections of evidence
Specific authentic tasks reflective of the key challenges and accomplishments in the disciplines, requiring transfer and habits of mind; collections of evidence in portfolios, so that students graduate with a resume of accomplishments, not simply a transcript.
- Analytic and longitudinal rubrics
Common analytic rubrics for providing more consistent evaluation and specific feedback against goals; longitudinal benchmarks for gauging and reporting progress against long-term institutional and program goals.
Tangible examples of student work (with commentary) to illustrate various performance levels.
- Suggested learning activities, teaching strategies and resources
Including guidance and resources for teachers and strategic tools for learners.
- Diagnostic and formative assessments
Pre-assessments and ongoing checks to determine readiness levels, to reveal potential misconceptions, and to gauge progress along the way.
- Suggestions for differentiation
Specific suggestions for responding to learners differences in readiness, interests, and learning profile.
- Troubleshooting guide
Advice and tips for addressing predictable learning-related problems (e.g misconceptions, performance weaknesses) and teaching predicaments (e.g running out of time).
At ISG, we have the unique privilege of offering American, British and IB programs. We appreciate that there are distinct differences in program and approach, but in all of our programs, we focus on student learning, and we believe that good teaching and learning transcends nations. We are proud of our unique differences and our profound similarities. Take a look at our ISG Curriculum Venn to understand more!