Curriculum Overview
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- AISV Programs
- High School (Grades 9-12)
- Curriculum Overview
Curriculum Overview
AISV’s educational program aims to be holistic, challenging, and developmentally appropriate. The curriculum at AISV is designed to be accessible and relevant for all students who are admitted to the School.
Standards-based, inquiry-driven education
Standards are the backbone of the curriculum. In High School, we use the following standards:
These standards, along with a commitment to a “standards-based approach” in assessment and instruction, allow all our students access to the curriculum and help guarantee progression as students move through the School. Inquiry-based instruction encompasses a range of teaching approaches that stimulate learning with a question or issue and promote students’ active engagement in constructing new knowledge and understandings. Teachers who use these approaches act as facilitators of learning. Students’ demonstration of these characteristics is assessed in the end-of-term Effort grade.
Approaches to Learning
The ATLs are deliberate strategies, skills, and attitudes identified in the IB program to help students learn how to learn. These are thinking skills, communication skills, social skills, self-management skills, and research skills. Attention to these approaches throughout the program at AISV helps us to speak the same language and to prepare students for the IB Diploma Program and lifelong learning.
Inclusive education
AISV’s teachers are dedicated to fostering each student's intellectual and emotional/social growth. To promote active learning, we work to develop students’ understanding of how they learn and how they are progressing. We use differentiated instruction to provide all students access to the curriculum and to meet the needs of a range of learners. Our Inclusive Education (IE) program is intended to provide support to students and teachers who need additional strategies and resources to maximize their success.
Assessing and reporting
Assessment is a process that allows us as educators to gather information about student performance in relation to standards/learning objectives. This information is used to give effective feedback to students, inform instruction, and track student growth. At AISV, we believe that the primary purpose of assessment is to improve student learning.
BYOD Program
The American International School of Vilnius has a Bring Your Own Device (BYOD) program, which is mandatory for Upper School (Grades 6-12) students. Integrating the use of technology across the curriculum is one-way AISV promotes the value of building an innovative school culture. In many cases, readings/texts are provided electronically. Therefore, students are required to bring a fully charged laptop and earbuds each day to school. Users are expected to abide by and model the accepted Digital Citizenship Agreement.
Grading Scale and Descriptors
|
Scale IB |
Descriptor |
AISV Descriptors |
|
7 |
Excellent |
Extraordinary mastery/understanding A consistent and thorough understanding of the required knowledge and skills and the ability to apply them almost faultlessly in a wide variety of situations. There is consistent evidence of analysis, synthesis, and evaluation where appropriate. The student consistently demonstrates originality and |
|
6 |
Very good |
Highly proficient A consistent and thorough understanding of the required knowledge and skills and the ability to apply them in a wide variety of situations. There is consistent evidence of analysis, synthesis, and evaluation where appropriate. The student generally demonstrates originality and insight. |
|
5 |
Good |
Proficient A thorough understanding of the required knowledge and skills and the ability to apply them in a variety of situations. The student generally shows evidence of analysis, synthesis, and evaluation where appropriate and occasionally demonstrates originality and insight. |
|
4 |
Satisfactory |
Meets expectations A good general understanding of the required knowledge and skills and the ability to apply them in normal situations. There is occasional evidence of analysis, synthesis, and evaluation. |
|
3 |
Limited |
Approaching expectations Limited achievement against most of the objectives or clear difficulties in some areas. The student demonstrates a limited understanding of the required knowledge and skills and is only able to apply them fully in normal situations with support. |
|
2 |
Poor |
Does not meet expectations Very limited achievement against all the objectives. The student has difficulty understanding the required knowledge and skills and is unable to apply them in normal situations, even with support. |
|
1 |
Very poor |
Unsatisfactory achievement Minimal, if any, achievement in terms of the objectives. |
|
I |
Incomplete |
The student has not produced sufficient evidence of learning by the end of the marking period. |
