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 ► 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 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 21 st 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 Social Responsibility Language Arts 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 ? ► 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 ► Grade 2, 5, and 8 mathematics curricula will be available in the fall of ► An integrated Kindergarten curriculum will also be available for the fall of ► Outcomes for Grades will be developed for each area of study and will be fleshed out as particular course developments occur.

WHAT ARE THE TENTATIVE PLANS FOR 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.

SUMMARY Where the Province is now: Where the Province is moving Goals of Ed/CELs Synthesis through Broad Areas of Learning/Cross-curricular Competencies Surfeit of objectives Reduced set of outcomes with indicators Expansive lists of recommended resources Small number of core and additional resources recommended Large curricula Manageable curriculum framework – both print and electronic Scope and sequence/RAS Coherent, complementary set of outcomes for each grade FNMI content and perspectives in objectives, examples, activities, topics, and resources FNMI content, perspectives, and ways of knowing are foundational in the learning program

COMMENTS? QUESTIONS?