CURRICULUM RENEWAL

April 16, 2008

PURPOSE OF RENEWAL

► To sustain and strengthen the best of what currently exists

► To focus on the development of concise and coherent curriculum Clarify expectations for students Ensure relevance and consistency for students

across grade levels and areas of study Provide ease of access and use for teachers.

RATIONALE

► These changes are needed to provide a bridge between Core Curriculum’s philosophical base and what is practical and doable by teachers to meet the increasingly diverse needs and abilities of students.

IMPETUS FOR RENEWAL

► Through curriculum evaluations, teachers have provided feedback that the provincial curricula are large and difficult to navigate.

► Recent assessments of student learning reveal that Saskatchewan students are not achieving at the desired levels compared to their Canadian counterparts.

► It is timely to review the curriculum and its

philosophical base which, since the introduction of the Goals of Education in 1985, has occurred approximately every 7 years.

IMPETUS FOR RENEWAL

► These critical aspects, taken together, have provided the base and set the philosophical frame for a renewed and revitalized focus by the Ministry of Education and the provincial stakeholders on excellence in curriculum, teaching, and learning.

WHAT IS THE FOCUS?

► Curriculum Framework► First Nations, Métis, and Inuit Content,

Perspectives, and Ways of Knowing► Learning Resources► Professional Learning► Partners and Stakeholders

CURRICULUM FRAMEWORK

► Develop a curriculum framework that is concise, persuasive, and educative through: Determining a reduced number of learning

outcomes with indicators for each grade level Focusing on central tenets and developing deep

understanding within areas of study Incorporating effective research-based

instruction and assessment practices

CURRICULUM FRAMEWORK

►Outcomes-based curriculum The learning expected of students will be

based on a reduced set of outcomes rather than a large set of objectives.

Outcomes will clearly define what a student is expected to know or be able to do at the end of the grade.

Indicators will be provided for each outcome to clarify the breadth and depth of the outcome.

This renewal will ensure coherence and rigour within each area of study while attaining complementarity across the areas of study within each grade level.

FIRST NATIONS, MÉTIS, AND INUIT CONTENT, PERSPECTIVES, AND WAYS OF KNOWING

► Ensure First Nations, Métis, and Inuit Content, Perspectives, and Ways of Knowing as foundational through: Valuing knowledge of First Nations, Métis, and

Inuit peoples Learning with, about, and from First Nations,

Métis, and Inuit peoples Centralizing within foundational aspects of Core

Curriculum

FIRST NATIONS, MÉTIS, AND INUIT CONTENT, PERSPECTIVES, AND WAYS OF KNOWING

► Explicit efforts to reflect First Nations, Métis and Inuit content, perspectives, and ways of knowing as foundational aspects of the learning program In educational aims (e.g., Broad Areas of

Learning) In Core Curriculum framework (e.g., Cross-

curricular Competencies) In subject area outcomes (e.g., FNMI arts

expressions) In foundational processes (e.g., inquiry) In topics (e.g., treaties) In instructional methods (e.g., community-

based learning) In instructional resources (e.g., Elders)

LEARNING RESOURCES

► Introduce a renewed vision and policy for the role of learning resources in education through: Developing new provincial policy and guidelines

for school libraries Creating an educational environment that fosters

information literacy Identifying Core resources and additional

resources (including electronic) to support curricula

LEARNING RESOURCES

► A new school library policy available in 2007-08.

► Including information literacy outcomes in the cross-curricular competencies.

► A small, select group of core resources was

identified for each of the mathematics curricula (K, 1, 4, and 7) introduced in 2007-08 along with a list of “additional” resources (rather than large bibliographies with extensive listing of resources).

PROFESSIONAL LEARNING

►Develop a comprehensive plan to strengthen teaching and improve student learning through: Consulting with universities to deliver pre-

service programs that give beginning teachers required knowledge, skills, and attitudes

Establishing a framework of shared responsibility for in-service education that supports reflective practice

Supporting research-based innovative projects that focus on teaching and learning

PROFESSIONAL LEARNING

► A framework for the strategic alignment of professional learning opportunities that are designed and/or delivered by the Ministry.

For example, a coherent and comprehensive approach to the infusion of technology in teaching and learning rather than isolated workshops for interested individuals.

PROFESSIONAL LEARNING► Exploration of a range of professional

learning strategies related to provincial curriculum.

Teacher-leader model (i.e., trainer-of-trainers model)

Catalyst teacher model (e.g., Middle Level Health) Mentors (e.g., Math) Renewal teacher teams (e.g., Elementary Level

ELA) Partnership projects (e.g., Artists-in-Schools) DVD and online supports

PARTNERS AND STAKEHOLDERS

► Work with partners and stakeholders to achieve our vision and renewal through: Developing effective communication practices Including stakeholders in planning,

implementing, sustaining, and evaluating Engaging with researchers, innovators, and

others to strengthen the learning program

PARTNERS AND STAKEHOLDERS

►Use of provincial reference committees and other processes to broaden the possibility for stakeholder input Vetting of outcomes with teachers,

university educators, and others at regional focus group meetings

CURRENT THINKING► In addition to Kindergarten, an integrated

curriculum will be designed for Grade 1, Grade 2 and Grade 3 to provide teachers with support for facilitating holistic student learning.

► A separate curriculum will be produced for each area of study for other grades (rather than one curriculum containing three to five grades).

CURRENT THINKING

►All curricula will identify opportunities to integrate learning with other areas of study.

►All curricula will have materials developed and available online that will assist teachers with effective implementation of the curriculum. The online materials will have some

familiar components such as assessment tools and instructional strategies, but will also provide richer, educative support.

Eventually, there will be exemplars and multimedia components.

INTEGRATED CURRICULUM - IMPLICATIONS

An integrated grade 1, 2, and 3 curriculum, along with the expectation of cross-curricular integration at the middle years will have scheduling implications. What might these be?

We will have an opportunity to discuss this later in Forum.

WHAT REMAINS CONSTANT?

► The nine Goals of Education for Saskatchewan.

► The strong foundational philosophical basis of Core Curriculum (e.g, the CELs, resource-based learning, the adaptive dimension, locally-determined options).

► The course time allocations, areas of study, and credit requirements for graduation.

WHAT REMAINS CONSTANT?

► Curriculum development and refinement of outcomes and indicators includes feedback and input from teachers through a variety of formal and informal mechanisms.

► The philosophical approach used in each area of study is consistent with previous curriculum.

► There will be a greater emphasis, however, on teaching for deeper understanding in all areas of study.

WHERE IS THE MINISTRY RIGHT NOW?

►Establishing a complementary draft set of outcomes and indicators for each area of study for Grades K-9.

►Field testing K-9 outcomes with groups of teachers, administrators, university educators, First Nations and Métis communities, Elders, and others in an effort to receive a wide range of feedback.

►Introducing the K, 1, 4, and 7 mathematics curricula and developing provincial 5 and 8 mathematics assessments based on the WNCP outcomes.

WHERE IS THE MINISTRY RIGHT NOW?

►Defining some Broad Areas of Learning that reflect the broader educational aims for our students.

►Identifying the Cross-curricular Competencies required for 21st century citizens. The Broad Areas of Learning and Cross-

curricular Competencies will connect the specificity of the areas of study and the day-to-day work of teachers with the broader philosophy of Core Curriculum and the Goals of Education for Saskatchewan.

Mathematics

Science

Social Studies

Knowledge Construction

Identity and Interdependence

SocialResponsibility

LanguageArts

Literacy

Building A Disposition for Learning

Building A Sense of Self

and Connection To

Others

Building Engaged Citizens

Learning Outcomes

Physical Education

Goal 2 for Physical Education

Goal 1 for Physical Education

Goal 3 for Physical Education

Arts Education

Health Education

Practical and Applied Arts

WHERE IS THE MINISTRY RIGHT NOW?

► Reviewing bibliographic services and learning resource evaluation processes to support the listing of core and additional resources.

► Reviewing video services to enhance the collection and explore the use of new video streaming technology.

WHAT ARE THE TENTATIVE PLANS FOR 2008-09?► New curricula for Grades 6-9 for the seven

Required Areas of Study and Middle Level Career Guidance are being developed for the fall of 2008.

► Grade 2, 5, and 8 mathematics curricula will be available in the fall of 2008.

► An integrated Kindergarten curriculum will also be available for the fall of 2008.

► Outcomes for Grades 10-12 will be developed for each area of study and will be fleshed out as particular course developments occur.

WHAT ARE THE TENTATIVE PLANS FOR 2009-2010 AND BEYOND?►An aggressive 5-year plan will see

outcome-based curricula in all 7 Required Areas of Study from K-9 with a number available at the Secondary Level.

►It is anticipated that teachers will find the new curriculum to be clear, concise, and educative.

►A Curriculum Development and Implementation Schedule will be posted on the Ministry web site and updated, as necessary.

WHAT THIS COULD LOOK LIKE FOR US…

Learning Services will be continuing with the plans we already have in place. For example, we will stay on course with our Math implementation plan. Curriculum committees working at getting ready for full implementation will continue.

Once the renewed curriculum is published, we will work together to plan an implementation timeline that can be managed by schools and the division.

While we are doing this, we can not withhold the curriculum.

SUMMARYWhere the Province is now:Where the Province is now: Where the Province is movingWhere the Province is moving

Goals of Ed/CELsGoals of Ed/CELs Synthesis through Broad Areas Synthesis through Broad Areas of Learning/Cross-curricular of Learning/Cross-curricular CompetenciesCompetencies

Surfeit of objectivesSurfeit of objectives Reduced set of outcomes with Reduced set of outcomes with indicatorsindicators

Expansive lists of Expansive lists of recommended resourcesrecommended resources

Small number of core and Small number of core and additional resources additional resources recommendedrecommended

Large curriculaLarge curricula Manageable curriculum Manageable curriculum framework – both print and framework – both print and electronicelectronic

Scope and sequence/RASScope and sequence/RAS Coherent, complementary set Coherent, complementary set of outcomes for each gradeof outcomes for each grade

FNMI content and perspectives FNMI content and perspectives in objectives, examples, in objectives, examples, activities, topics, and resourcesactivities, topics, and resources

FNMI content, perspectives, FNMI content, perspectives, and ways of knowing are and ways of knowing are foundational in the learning foundational in the learning programprogram

COMMENTS? QUESTIONS?