FACT SHEET & EXPECTATIONS



AICE GENERAL PAPER EXPECTATIONS and GENERAL INFORMATION

Mr. Shoop - NORTH PORT HIGH SCHOOL

GENERAL PAPER COURSE OVERVIEW

The University of Cambridge Advanced International Certificate of Education (AICE) AS General Paper is a college-level course. General Paper is multi-disciplinary and draws the subject matter for the course from topics across the curriculum and all subject areas. In order to earn college credit for the course, students must pass a written exam administered by Cambridge near the end of the course. Detailed exam scoring information will be provided later.

Please understand that this is an advanced course, requiring research and word processing. A home computer, with internet access and a word processing program, is highly recommended. If you do not have internet access, please plan ahead to be able to use the public library or other resources.

Additionally, the course covers instruction in English language skills including reading, writing, speaking, and listening in the form of the short story, poetry, drama, the novel, essays, nonfiction work, public speaking, grammar, and research. The curriculum work aligns with the grade 10 Sunshine State Language Arts Standards. Bloom’s taxonomy of higher-order thinking skills is fundamental to the curriculum and daily work.

Why choose Cambridge International AS Level General Paper?

Cambridge International AS Level General Paper is accepted by universities and employers as proof of understanding and ability to communicate in English. The Cambridge International AS Level General Paper syllabus is multi-disciplinary, with subject matter drawn from across the curriculum. In broad terms, the syllabus encourages students to:

• Be more aware of the breadth and complexity of the contemporary world.

• Develop thinking and reasoning skills, and maturity of thought.

• Achieve an understanding of (and ability in) the English language which enables them to express arguments, ideas and opinions in a reflective and academic manner.

Although an awareness of the wider implications of particular issues will improve the quality of students’ learning, the Cambridge International AS Level General Paper is not a test of general knowledge.

3.1 Aims of the General Paper Course

The aims of the Cambridge International AS Level General Paper are to:

• Promote the skills of rational thought, persuasion, analysis, interpretation and evaluation.

• Promote maturity of thought and clarity of expression.

• Encourage the broad exploration and appraisal of social, cultural, economic, environmental, political, philosophical, scientific and technological issues.

• Promote understanding and appreciation of individual, societal and cultural diversity.

• Encourage independent, critical reading.

3.2 General Paper Assessment Objectives

In the Cambridge International AS Level General Paper syllabus, assessment objectives relate to the skills of:

• evaluation

• understanding

• analysis

• application

• communication

• knowledge

In the assessment, candidates should therefore be able to demonstrate:

• The ability to identify, select and interpret, through reasoned consideration, material (including knowledge) appropriate to a specific task.

• The ability to apply knowledge, understanding and analysis in relation to a specific task (e.g. in drawing inferences, providing explanations, constructing and developing arguments, understanding the implications of a suggested course of action or conclusion, etc.).

• The ability to exercise evaluation and discrimination in assessing evidence, ideas and opinions in order to formulate a supported conclusion.

• The ability to communicate information, ideas and opinions in a clear, concise, logical and appropriate manner.

• Knowledge and understanding in relation to the topic areas identified in the syllabus.

• Knowledge of methods and techniques appropriate to a specific task.

4.1 General Paper topic areas and question focus

Topic areas are cross-curricular and comprehensive, and some may appear in more than one section. Teachers do not need to cover all the topic areas when teaching the course, as candidates should be able to draw upon knowledge and understanding gained when studying other subjects. The areas for consideration listed here are suggestions only.

Section 1: Historical, social, economic, political and philosophical topics

• The role of history and war; terrorism.

• The role of the individual in society – the family, marriage, peer pressure, class.

• Cultural changes – youth and drug culture.

• Education and welfare.

• Sport, leisure, international competition.

• Wealth; changes in work practice.

• The importance and impact of tourism on a country – implications for the economy, employment, public transport, environmental concerns.

• The provision and politics of aid.

• The State and its institutions; development of State, democracy, post-imperialism, nationalism.

• Minority groups, pressure groups.

• Freedom of speech, action, thought.

• Judiciary.

• Matters of conscience, faith, tolerance, equality, opportunity.

• Corruption.

Section 2: Science, including its history, philosophy, general principles and applications; environmental issues; mathematical topics

• Medical dilemmas and issues of research and ethics; concept of progress in science.

• Drug manufacture and provision.

• Diet, health education.

• Old and new industries.

• Spin-offs from space industry; weaponry.

• Information and communications technology; the Internet.

• Environmental concerns; renewable energy resources; climate change.

• Migration; population dynamics.

• Feeding the global population; farming techniques for the twenty-first century.

• Public transport and travel.

• The uses and applications of mathematics in everyday life.

Section 3: Literature and language, arts and crafts

• Literature, biography, diary, science fiction.

• Language – heritage, tradition, dialect.

• The global media – TV, radio, satellite; influence and controls; effects on lifestyle, culture and habits; cultural dilution and diversification; advertising; role models.

• Censorship; privacy; the right to know; freedom of the press, etc. uses and abuses.

• Traditional arts and crafts; creativity; national heritage/preservation; effects of tourism.

• Architecture; painting; fashion; photography; sculpture; music; heritage.

Internet sources for topic research may include sites such as:

Wall Street Journal:

Time:

National Geographic:

National Public Radio:

Science Daily:

Smithsonian:

The Guardian: uk

Fox News:

The New York Times:

Questions are general in nature, demanding discussion and evaluation. In awarding marks, examiners will assess how well candidates have:

• Used their specialised knowledge to answer questions on the broad aspects of school subjects.

• Discussed general topics which are not directly related to school subjects.

• Used the English language.

STUDENT IN GENERAL PAPER WILL …

- Be accountable for their success.

- Read like writers, and write like readers.

- Learn reading strategies that enable them to read analytically and with metacognitive awareness.

- Think critically and creatively for a variety of authentic, higher-order tasks and assessment purposes.

- Compose a variety of formal and informal writing pieces that demonstrate a command of writing skills.

- Develop ownership of a mature vocabulary.

- Discover and appreciate the art of literature and the intricacy of an author’s craft.

- Explore a range of critical, creative, and personal responses to literature, both orally and in writing.

- Participate in formal and informal opportunities to hone speaking, listening, and viewing skills and strategies.

- Apply the study of grammar, usage, and mechanics to demonstrate command of Standard English.

- Refine study skills, organizational skills, and goal-setting strategies that will help guarantee future success.

RIGOROUS COURSEWORK AND REGULAR HOMEWORK

Reading, writing, and critical thinking are our major tasks each day. Effort and production are essential to success in this course. Students will produce most of the assignments for this class. Students who complete the assigned work will pass the class. Homework is assigned on a regular basis – generally with at least two days for completion. Students are expected to have their assignments completed and ready for class. Students must establish a usable method for recording homework assignments.

REQUIRED STATE TESTING

Each student will take a required state writing test and a required state computer-based reading test, and passing the reading test is required for graduation. Throughout the year, students will be tested on their achievement in these areas.

CLASS MATERIALS

Class materials must be in class each day and kept in good supply. Students who come without class materials can expect significant employability grade deductions. Materials for the class include:

a. at least two black pens at all times

b. a one and one-half inch binder minimum (no one inch binders, no trapper binders, no soft cover binders)

c. 200 sheets of loose-leaf paper

d. an agenda

e. binder dividers

OPEN CLASSROOM & SPECIAL SITUATIONS

Students are welcome to work in the classroom before school. Students are encouraged to consult with me before or after school regarding the need for extra instruction, classroom problems, special situations or missed assignments. Students with special needs must work with me to plan for success.

ABSENCES

Absences create a gap in the learning process. Absences negatively affect grades. Regular class attendance is expected. Students must follow the school’s attendance policy. Tardiness and unexcused absences will be deducted from the employability grade as full percentage points.

MAKE-UP WORK

Each student must have a classroom partner. Students who miss class should contact their partner for missed work and come to class with their completed work for the next class. It is the student’s responsibility to obtain and complete make up work. Additionally, students should meet with their teacher before or after school to obtain their makeup work. Students should not interrupt instruction to obtain their work. Students may make up work, but must follow the school district guidelines to receive credit.

GENERAL GRADING

Students are assessed on their mastery of the General Paper writing expectations and the grade 10 Sunshine State Standards Language Arts benchmarks.

Quarter Grading:

- Classwork = 75%

This includes all quizzes, class work, homework, discussions, projects, tests, homework, etc. related to the specific course benchmarks.

- Employability = 20%

This includes attendance (both in the classroom and online), participation, and preparedness. When necessary, full percentage points of employability will be deducted for a variety of reasons according to school district guidelines.

- Participation = 5%

This includes all types of verbal and nonverbal participation in the learning experience.

Semester and Final Exam Grading:

- Midterm and final exam = 10%

LATE WORK

Students must turn in their work on the due date assigned. According to district policy, students have one day for each day absent to complete required work. Extended absences require planned communication with the teacher in order to facilitate a plan for success. If a teacher gives the student an opportunity to “rework” an assignment, students can expect to receive a maximum of 50 percent credit for their work.

BONUS GRADING

Opportunities for bonus credit are available throughout the year. It is up to the student to pursue these opportunities.

CONTACT INFORMATION

I invite you to come to me with your needs. E-mail flint.shoop@ with any questions. This class is student-centered, and it is important to me that each student is getting the support needed to unlock his or her full potential.

CLASS BEHAVIOR EXPECTATIONS

Each student is expected to cooperate with the following basic classroom expectations. Of course, these expectations do not cover every possible inappropriate behavior.

1. Cell phones:

Per school rules, cell phones may not be used in the classroom. Cell phones must be turned off and put away throughout the period and may not be used without teacher permission.

2. Dress code:

Per school rules, students must meet the school dress code. Specific guidelines are outlined in the student agenda. Students who do not comply will be sent to the student office.

3. Electronic devices:

Per school rules, electronic devices such MP3 players or IPods may not be used in class. Electronic devices must be turned off and put away throughout the period. Earbuds should be out of sight.

4. Disruptive behavior:

Students are expected to act in an appropriate manner in the classroom. Students who disrupt the learning of others may be removed from class and further disciplinary may be taken.

5. Tardies:

Per school rules, students are expected to be in the classroom when the tardy bell rings. Students who enter the classroom after the bell are tardy. Students should expect specific consequences for each tardy including loss of employability points, detentions, and referrals.

6. Food:

Per school rules, students may have only drinking water in the classroom. Food and other drinks are not allowed.

7. Profanity:

Profanity is not allowed in the classroom and will result in immediate removal from the classroom.

8. Attentiveness:

Sleeping is not allowed in the classroom. Students are expected to be attentive and follow the classroom instruction.

CLASS BEHAVIOR CONSEQUENCES

Each student will be given the opportunity to learn without interruption. If a student disrupts the learning environment or does not comply with all school rules, then the Behavior Modification System will be employed. Referrals to administration may necessary immediately for serious inappropriate behaviors. Failure to follow school rules, complete required work, participate in class, bring class materials, or issues involving attendance will each result in parent contact. Consequences may include, but are not limited to:

a. Verbal warning

b. Time out of classroom

c. Formal one-to-one conference with teacher

d. Change of seat

e. Phone contact home

f. Detention (lunch, before school, after school)

g. Removal from classroom and phone contact home

i. Referral to administration

CAMBRIDGE AICE HONOR CODE

The University of Cambridge AICE program offers a quality education that not only ensures knowledge, but also cultivates virtues of honesty, integrity, and perseverance. Of these virtues, honor and integrity are essential to the full exercise of academic freedom. At the core of the Cambridge Honor Code is the belief that every student has the right to pursue an education free from the ills caused by any form of intellectual dishonesty. The Code exists to uphold and reinforce values central to the mission of the Cambridge AICE program, the NPHS tradition of excellence, and to prevent violations of these institutional values. While understanding that the Cambridge AICE program is rigorous and difficult, ethical conduct is expected at all times. Acts of academic dishonesty and inappropriate school behavior are considered serious offenses that compromise the foundation of trust and honesty upon which an academic community rests.

Violations of the NPHS and Cambridge AICE Honor Code consist of the following:

➢ Receiving or giving unauthorized answers on tests, quizzes, essays, research or projects

➢ Using any form of “cheat sheet” on tests/quizzes

➢ Obtaining or giving copies of test or quiz questions prior to test time

➢ Guidance from parents or others that is clearly undue influence (as evidenced by a comparison of day-to-day achievement of the student)

➢ Submitting the same academic work in more than one course without prior permission

➢ Intentionally copying words or ideas of authors or sources (including the internet) without giving credit to the specific source or any representation of another’s work as one’s own

➢ Fabricating information, sources or citations

➢ Unauthorized use of computers, cell phones, or other electronic devices (including the use of cell phones during assignments and/or assessments where the uses of such devices are prohibited.)

Students who see or know about acts of academic dishonesty are bound to take actions to stop such violations. Such actions include speaking directly to the offender, and/or speaking privately to a teacher or other adult. Failure to act implies that the student condones inappropriate behavior and is also guilty.

CONSEQUENCES

The Honor Code will include ALL classes and offenses will be cumulative during the time the student attends NPHS.

1st Offense:

▪ Student will receive a “0” for the assignment

▪ Parents will be notified of the incident

▪ Incident will be recorded in the AICE office; referral to administration

2nd Offense:

▪ Student will receive a “0” for the assignment

▪ In-school suspension (ISS)

▪ Notification of the infraction to the sponsors of the NPHS National Honor Society

▪ Parent conference

▪ Incident will be recorded in the AICE office; referral to administration

3rd Offense:

▪ Student will receive a “0” for the assignment

▪ In-school suspension (ISS)

▪ Notification of the infraction to the sponsors of the NPHS National Honor Society

▪ Removal from the AICE program

▪ Parent conference

▪ Incident will be recorded in the AICE office; referral to administration

ACADEMIC REVIEW COMMITTEE

Members of the Academic Review Committee include:

▪ The Cambridge AICE Coordinator

▪ The Cambridge AICE Administrator (or designee)

▪ The Cambridge AICE Guidance Counselor

▪ Cambridge AICE Faculty Representative (as requested)

INAPPROPRIATE BEHAVIOR

➢ Any student who is in (serious or habitual) violation of the Sarasota County Schools Code of Conduct is acting in an inappropriate manner.

➢ Cambridge AICE students are expected to conduct themselves in a manner that is positive and serve as a role model for the school.

THE SCHOOL BOARD OF SARASOTA COUNTY, FLORIDA INFORMED PARENTAL CONSENT:

I understand that some of the instructional materials including readings, articles, video clips, and movies used in the General Paper college-level course often contain mature or controversial ideas, themes and/or language.

By signing below, both the student and parent acknowledge their understanding of the expectations for this course and agree to the parental consent form.

Parent Name ____________________________________________Signature_________________________________________________Date__________

Student Name___________________________________________Signature_________________________________________________Date__________

IMPORTANT: Once signed, these expectations must be kept in the front of your binder at all times.

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