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Academic Integrity

 

Penticton Secondary School

Scope and Sequence


Academic Integrity, Scholarly Research and Practices for Published Works

Rationale:

In a world where students are faced with a never-ending stream of information, it is important that we teach them how best to access, evaluate, check, assess and cite appropriate resources. As we leave textbooks behind, along with their carefully curated selections of information, students need to learn the importance of building a trail that can lead back to their sources. Learners at all levels should understand the value of citations and make a practice of respecting their teachers around the world by giving credit where credit is due.


Dans un monde où les étudiants sont confrontés à un flux d'informations sans fin, il est important que nous leur apprenions la meilleure façon d'accéder, d'évaluer, de vérifier, d'évaluer et de citer les ressources appropriées. Au fur et à mesure que nous laissons les manuels scolaires derrière eux, accompagnés de leurs sélections d’informations soigneusement préparées, les élèves doivent apprendre l’importance de la création d’un sentier qui renvoie à leurs sources. Les apprenants de tous les niveaux doivent comprendre la valeur des citations et s’engager à respecter leurs enseignants du monde entier en donnant crédit, le cas échéant.


Staff presentation.

MLA or APA…………………………………...


MLA

APA

Humanities: English, Social Studies, Art, History, Music, Religion, Language, Français, etc.

Science, Psychology, Math, etc.

Try: MLA


MLA style uses parenthetical in-text citations and a "Works Cited" list at the end of a paper to link sources

Try: APA

APA style uses parenthetical in-text citations and a "References" list at the end of the paper to link sources

The humanities place emphasis on authorship and interpreting primary sources in a historical context. The author's name is the first piece of information preceding title and publication information on the "Works Cited" list at the end of the work.

These disciplines place emphasis on the date of creation or publication, in an effort to track currency and relevance. The date is listed immediately following the author's name in the "References" list.


Grade 9 Curricular Competencies…………...

From English 9 Competencies:

Comprehend and connect (reading, listening, viewing)

  • Access information and ideas for diverse purposes,

such as to inquire, to explore, to inform, to interpret, to explain, to take a position, to evaluate, to problem solve, to entertain

  • and from a variety of sources,

includes digital sources; students need to develop the language and tools to successfully navigate digital media (e.g., be familiar with terms and concepts such as browser, cookie, browsing history, hyperlinked text, thread, URL, fair use/copyright, plagiarism, posting etiquette, following social media, tweeting, privacy, digital identity, predictive text, evaluating digital resources, how search engines work, collaborative writing online, the language register of texting versus standard Canadian English, digital ownership, data mining)

  • and evaluate their relevance

Students should be prompted to ask: Does it meet the purpose? Is it current? Does it add new information?

  • and check for accuracy,

Students should be prompted to distinguish fact from opinion and to consider the source of the information, whether it is supported by evidence, whether it is factually correct, and whether other sources support it.

  • and assess reliability

Students should be prompted to consider the credibility of the source’s voice, whether it is a primary or secondary source, and the trustworthiness and authority of the source.


From Social Studies 9 Competencies:

Use Social Studies inquiry processes and skills to ask questions; gather, interpret, and analyze ideas; and communicate findings and decisions.

  • Accurately cite sources.

  • Identify primary sources (e.g., original documents, political cartoons, interviews, surveys) and secondary sources (e.g., textbooks, articles, reports, summaries, historical monographs) for selected topics.

  • Plan and conduct research using primary and secondary sources, including sources from a range of media types (e.g., print news, broadcast news, online sources) representing a range of perspectives.

  • Assess information sources for selected topics in terms of bias and point of view.

  • Examine primary sources (e.g., photographs, newspaper articles, cartoons, speeches) and evaluate what these sources reveal about the worldview and beliefs of the author.

  • Compare primary and secondary sources about a controversial historical person.

From Science 9 Competencies:

  • Demonstrate an awareness of assumptions, question information given, and identify bias in their own work and secondary sources

  • Exercise a healthy, informed skepticism, and use scientific knowledge and findings to form their own investigations and to evaluate claims in secondary sources

  • Critically analyze the validity of information in secondary sources and evaluate the approaches used to solve problems

  • Communicate scientific ideas, claims, information, and perhaps a suggested course of action, for a specific purpose and audience, constructing evidence-based arguments and using appropriate scientific language, conventions, and representations

Grade 9 Lesson Plans………………………..

Grade 9 Templates…………………………...

Science, Psychology, Math, etc.

English, Art, Social Studies, History, Music, Language, etc

Grade 10 Curricular Competencies………….

From English 10 Competencies:

Comprehend and connect (reading, listening, viewing)

  • Access information for diverse purposes and from a variety of sources to inform writing

  • Explore the relevance, accuracy, and reliability of texts

  • Apply appropriate strategies to comprehend written, oral, visual, and multimodal texts

    • Strategies used will depend on purpose and context. These may include making predictions, asking questions, paraphrasing, forming images, making inferences, determining importance, identifying themes, and drawing conclusions.

  • Recognize and appreciate how different forms, formats, structures, and features of texts enhance and shape meaning and impact

  • Think critically, creatively, and reflectively to explore ideas within, between, and beyond texts

  • Identify bias, contradictions, and distortions

From Social Studies 10 Competencies:

Use Social Studies inquiry processes and skills to ask questions; gather, interpret, and analyze ideas and data; and communicate findings and decisions

  • Draw conclusions about a problem, an issue, or a topic.

  • Assess and defend a variety of positions on a problem, an issue, or a topic.

  • Identify and clarify a problem or issue.

  • Interpret information and data from a variety of maps, graphs, and tables.

  • Accurately cite sources.


From Science 10 Competencies:

  • Demonstrate an awareness of assumptions, question information given, and identify bias in their own work and secondary sources

  • Exercise a healthy, informed skepticism, and use scientific knowledge and findings to form their own investigations and to evaluate claims in secondary sources

  • Critically analyze the validity of information in secondary sources and evaluate the approaches used to solve problems

  • Communicate scientific ideas, claims, information, and perhaps a suggested course of action, for a specific purpose and audience, constructing evidence-based arguments and using appropriate scientific language, conventions, and representations

Grade 10 Templates…………………………...


Science, Psychology, Math, etc.


English, Art, Social Studies, History, Music, Language, etc

Grade 11 Curriculum Competencies……….

From English 11 Competencies:

Comprehend and connect (reading, listening, viewing)

  • Access information for diverse purposes and from a variety of sources to inform writing

  • Explore the relevance, accuracy, and reliability of texts

  • Apply appropriate strategies to comprehend written, oral, visual, and multimodal texts

    • Strategies used will depend on purpose and context. These may include making predictions, asking questions, paraphrasing, forming images, making inferences, determining importance, identifying themes, and drawing conclusions.

  • Recognize and appreciate how different forms, formats, structures, and features of texts enhance and shape meaning and impact

  • Think critically, creatively, and reflectively to explore ideas within, between, and beyond texts

  • Identify bias, contradictions, and distortions

From Social Studies 11 Competencies:

Use Social Studies inquiry processes and skills to ask questions; gather, interpret, and analyze ideas and data; and communicate findings and decisions

  • Draw conclusions about a problem, an issue, or a topic.

  • Assess and defend a variety of positions on a problem, an issue, or a topic.

  • Identify and clarify a problem or issue.

  • Interpret information and data from a variety of maps, graphs, and tables.

  • Accurately cite sources.


From Chemistry 11 Competencies:

  • Demonstrate an awareness of assumptions, question information given, and identify bias in their own work and secondary sources

  • Exercise a healthy, informed skepticism, and use scientific knowledge and findings to form their own investigations and to evaluate claims in secondary sources
  • Critically analyze the validity of information in secondary sources and evaluate the approaches used to solve problems
  • Communicate scientific ideas, claims, information, and perhaps a suggested course of action, for a specific purpose and audience, constructing evidence-based arguments and using appropriate scientific language, conventions, and representations

Grade 11 Lesson Plans……………………….

Grade 11 Templates…………………………...

Science, Psychology, Math, etc.

English, Art, Social Studies, History, Music, Language, etc

Grade 12 Curricular Competencies………….

From English 12 Competencies:

Comprehend and connect (reading, listening, viewing)

  • Access information for diverse purposes and from a variety of sources to inform writing

  • Explore the relevance, accuracy, and reliability of texts

  • Apply appropriate strategies to comprehend written, oral, visual, and multimodal texts

    • Strategies used will depend on purpose and context. These may include making predictions, asking questions, paraphrasing, forming images, making inferences, determining importance, identifying themes, and drawing conclusions.

  • Recognize and appreciate how different forms, formats, structures, and features of texts enhance and shape meaning and impact

  • Think critically, creatively, and reflectively to explore ideas within, between, and beyond texts

  • Identify bias, contradictions, and distortions

From Social Studies 12 Competencies:

Use Social Studies inquiry processes and skills to ask questions; gather, interpret, and analyze ideas and data; and communicate findings and decisions

  • Draw conclusions about a problem, an issue, or a topic.

  • Assess and defend a variety of positions on a problem, an issue, or a topic.

  • Identify and clarify a problem or issue.

  • Interpret information and data from a variety of maps, graphs, and tables.

  • Accurately cite sources.


From Physics 12 Competencies:

  • Demonstrate an awareness of assumptions, question information given, and identify bias in their own work and secondary sources

  • Exercise a healthy, informed skepticism, and use scientific knowledge and findings to form their own investigations and to evaluate claims in secondary sources
  • Critically analyze the validity of information in secondary sources and evaluate the approaches used to solve problems
  • Communicate scientific ideas, claims, information, and perhaps a suggested course of action, for a specific purpose and audience, constructing evidence-based arguments and using appropriate scientific language, conventions, and representations

Grade 12 Lesson Plans……………………....

Grade 12 Templates……….………………...

Science, Psychology, Math, etc.

English, Art, Social Studies, History, Music, Language, etc