Curriculum Renewal Dr. Jane Thurgood Sagal Executive Director Curriculum and E-Learning Ministry of Education January 2010

Context of Curriculum Renewal Core Curriculum Components –Required Areas of Study –Common Essential Learnings –Adaptive Dimension –Locally-determined Options

(Some of the) Core Curriculum Policies First Nations and Métis Education Resource-based Learning Gender Equity Multicultural Education Evaluation Instructional Approaches ELA, arts ed, health ed, science, etc. Connections: Policy and Guidelines for School Libraries in Saskatchewan (2008

Purpose for Renewal Sustain and strengthen Concise and coherent curriculum –Clarify expectations for students –Ensure relevance and consistency for students –Provide ease of access and use for teachers

Impetus for Renewal Provincial curriculum evaluations Provincial and national student assessments Timely review

Foundation for Renewal Curriculum Framework First Nations, Métis, and Inuit Content, Perspectives, and Ways of Knowing Learning Resources Professional Learning Partners and Stakeholders

Curriculum Framework Intent: Develop a curriculum framework that is concise, persuasive, and educative Practical Application: Outcomes-based curriculum –Higher level outcomes for each grade –What students will know and do at the end of a grade –Coherence and rigour within and across areas of study

Outcomes Represent thinking or behaving like a subject discipline expert within the subject discipline Are considered a high priority learning outcome by most experts in the discipline Require creation using a combination of factual, conceptual, procedural and metacognitive knowledge (i.e., addresses competency and not just content coverage)

Outcomes (expert, priority, creation) Grade 6 Arts Education Compare traditional and contemporary arts expressions from a diverse range of cultures, and analyze how cultural identity is reflected in the work

Outcomes-based Curriculum Outcomes attempt to show “the world of mathematics [or arts education or science, etc.] as a living, breathing, contested, human discipline that has been handed to us [by vanished others] … and needs our intelligence and our work” (Adapted from W. Berry, 1986, in Jardine, Friesen, & Clifford, 2006, Curriculum in Abundance, p. 22)

Outcomes (Living, Breathing, Human Discipline) Grade 8 Mathematics Demonstrate understanding of the Pythagorean Theorem concretely or pictorially and symbolically and by solving problems –How does this outcome invite teachers and students into the “living, breathing, human” world of mathematics?

Inquiry Space “In a genuine inquiry, the topic itself matters far less than the attitude kids and teachers take toward it. If they are moved to ask why, to wonder who thinks otherwise, to explore what other strange things just might be connected to this one little problem, then they are in an inquiry space.” (Refer to Clifford & Marinucci, 2008, Testing the Waters: Three Elements of Classroom Inquiry, in Harvard Educational Review, 78(4), p. 679.)

Inquiry Questions What is it that matters about this topic as it is lived in the world? How did we come to have such a topic in our world? Why would we want to pass along such a topic to our students? Where does it belong in human experience? How is it and can it be understood, shown, represented? Where does it appear and how, in what guises, to what ends?

Understanding by Design Desired Results: A clear, concise curriculum that defines what is to be learned Evidence of Results: Assessment and evaluation techniques aligned with the outcomes Planning for Results: Detailed knowledge of how best to enable students to achieve the outcomes

Outcomes (Supporting Inquiry) Grade 7 Science Investigate methods of separating the components of mechanical mixtures and solutions, and analyze the impact of industrial and agricultural applications of those methods –Desired Results: What is it I want students to learn? (i.e., Factual? Conceptual? Procedural? Metacognitive? A combination?) –Evidence of Results: How will I know when they have learned it? (i.e., Evidence of student achievement?) –Planning for Results: How will I support student questioning, learning, and deep understanding? (Refer to Never Work Harder than your Students and Other Principles of Great Teaching, 2009,Jackson)

First Nations, Métis, and Inuit Content, Perspectives, and Ways of Knowing Intent: Ensure First Nations, Métis, and Inuit (FNMI) Content, Perspectives, and Ways of Knowing Practical Application: Explicit reflection in foundational aspects of learning program –Broad educational aims and curriculum framework (e.g., cross-curricular competencies) –Subject area outcomes and foundational processes (e.g., inquiry) –Instructional methods (place-based learning) and resources (e.g., Elders)

Outcomes Are expansive enough to embrace First Nations and Métis content. Embrace diverse global perspectives and value the perspectives of local communities including First Nations and Métis communities Are expansive enough to encourage and require First Nations and Métis ways of knowing as well as other ways of knowing

Outcomes (explicit) Grade 2 Arts Education: Describe key features of traditional arts expressions of Saskatchewan First Nations and Métis artists Grade 7 Science: Relate key aspects of Indigenous knowledge to their understanding of ecosystems Grade 8 Social Studies: Describe the influence of the treaty relationships on Canadian identity

Outcomes (directive) Grade 7 Arts Education: Create dance expressions that express ideas about the importance of place (e.g., relationships to the land) Grade 8 Social Studies: Investigate the meaning of culture and the origins of Canadian cultural diversity –Analyze shared characteristics among First Nations, Inuit, and Métis cultures in Canada (indicator) –Investigate why First Nations, Inuit, and Métis communities strive to preserve and revitalize their languages and determine the consequences of the disappearance of cultures and languages (indicator)

Outcomes (implicit) Grade 6 Health Education: Analyze the influences (e.g., cultural, social) on perceptions of and personal standards related to body image, and the resulting impact on the identities and the well-being of self, family, and community. Grade 7 Career Education: Investigate non- traditional work scenarios involving issues such as stereotyping and discrimination to assess the impact on life and work.

K-12 Discipline Goals (explicit) English Language Arts (1 of 3 goals) Comprehend and Respond: Students will extend their abilities to view, listen to, read, comprehend, and respond to a range of contemporary and traditional grade-level texts from First Nations, Métis, and other cultures in a variety of forms (oral, print, and other texts) for a variety of purposes including for learning, interest, and enjoyment.

K-12 Discipline Goals (directive) Physical Education (2 of 3 goals) Active living: Enjoy and engage in healthy levels of participation in movement activities to support lifelong active living in the context of self, family, and community Relationships: Balance self through safe and respectful personal, social, cultural, and environmental interactions in a wide variety of movement activities

K-12 Discipline Goals (implicit) Mathematics Number Sense: Develop an understanding of the meaning of, relationships between, properties of, roles of, and representations (including symbolic) of numbers and apply this understanding to new situations and problems.

K-12 Disciplinary Foundational Process (directive) Health Education Shifting “Linear” decision-making model to “Circular”, iterative inquiry approach to making decisions

Learning Resources Intent: Introduce a renewed vision and policy for the role of learning resources in education Practical Application: –New School Library Policy –Listings of Core and Additional Resources –Resource Customization

Resource Customization K-12 Mathematics –K, 1, 4, 7 ( ) –Grades 2, 5, 8 ( ) –Grades 3, 6, 9 ( ) –Grade 10 ( ) Grades 6-9 Science –Saskatchewan context including “Ask an Elder” or “Ask a Traditional Knowledge Keeper” Grades 6-9 Career Education –Saskatchewan examples including Aboriginal role models

Professional Learning Intent: Develop a comprehensive plan to strengthen teaching and improve student learning Practical Application: –Developing framework for Ministry –Exploring various professional learning models (i.e., moving from strategies to principles) –Supporting reflective practice

Reflective Practice Transition/Introduction Year: Analyze instructional lessons/units/practice in relation to renewed curriculum outcomes Personal-Professional Growth Plan: Focus on personal, classroom, or collegial (ad)ventures in relation to curriculum outcomes Curriculum Reflection, Curriculum Inquiry, or Curriculum Networking: Engage in practices that deepen understanding related to supporting student achievement of curriculum outcomes

Conditions Teachers’ personal/social contexts Teachers’ theories Availability of resources Reflective practice Thurgood Sagal, 2007, Shifting Horizons: How Teachers Interpret Curriculum in Their Practice (2009 monograph available from VDM Verlag)

Personal/Social Contexts “ … the confluence of personal backgrounds and surrounding social environments creates strong contextual currents that move teachers toward particular interpretations of curriculum.” (p. 167) Thurgood Sagal, 2007, Shifting Horizons: How Teachers Interpret Curriculum in Their Practice (2009 monograph available from VDM Verlag)

Informal Theories “ … the informal theory of each participating teacher was a powerful influence on … interpretation of the curriculum. It is critical that these informal theories are unearthed so they can be interrogated in dialogue with other people or texts (such as the curriculum-as-plan).” (p. 175) Thurgood Sagal, 2007, Shifting Horizons: How Teachers Interpret Curriculum in Their Practice (2009 monograph available from VDM Verlag)

Availability of Resources “Addressing barriers related to the availability of resources whether … instructional materials for teachers and students; … time for studying the curriculum, reviewing instructional materials, … or sharing ideas with others; and space for … activities is critical if the curriculum-as-plan is to find expression in our schools”. (p. 179) Thurgood Sagal, 2007, Shifting Horizons: How Teachers Interpret Curriculum in Their Practice (2009 monograph available from VDM Verlag)

Reflective Practice “ … reflective practice is supported through the complementary and interrelated activities of reading the curriculum, bringing one’s own situation to bear in making sense of the curriculum, discussing tentative ideas with others, and writing about new ideas that arise. Such practice raises prejudices for examination, thereby risking one’s understanding. If understanding is finite and unstable, reflective practice is a way to shift one’s horizon of understanding”. (p. 183) Thurgood Sagal, 2007, Shifting Horizons: How Teachers Interpret Curriculum in Their Practice (2009 monograph available from VDM Verlag)

Partners and Stakeholders Intent: Work with partners and stakeholders to achieve our vision Practical application: –Regular provincial meetings –Provincial reference committees and other processes/events –Research and “critical friends”

Vision in Action All curricula will: identify opportunities to integrate with other areas of study have materials developed and available online focus on teaching for deeper understanding have a greater emphasis on centralizing FNMI content, perspectives, and ways of knowing

Vision in Action (continued) A stronger connection will be made between the broader philosophy of Core Curriculum and the provincial Goals of Education to the specificity of the areas of study and students’ daily experiences through: defining some Broad Areas of Learning that reflect the provincial Goals of Education identifying Cross-curricular Competencies required for 21 st century citizens

Saskatchewan’s Goals of Education (1985) Basic Skills Lifelong Learning Self Concept Development Positive Lifestyle Understanding and Relating to Others Spiritual Development Career and Consumer Decisions Membership in Society Growing with Change

Broad Areas of Learning Lifelong Learners Sense of Self, Community, and Place Engaged Citizens

How Broad Areas of Learning relate to Goals of Education Lifelong Learners relates to: Basic Skills, Lifelong Learning, Positive Lifestyle Sense of Self, Community, and Place relates to: Understanding & Relating to Others, Self Concept Development, Spiritual Development Engaged Citizens relates to: Membership in Society, Career and Consumer Decisions, Growing with Change

Common Essential Learnings Communication Numeracy Critical and Creative Thinking Technological Literacy Personal and Social Values and Skills Independent Learning

Cross-curricular Competencies Thinking Identity and Interdependence Literacies Social Responsibility

How the Cross-curricular Competencies relate to the CELs Thinking – relates to CCT Identity and Interdependence –relates to PSD & TL Literacies –relates to C, N, TL, & IL Social Responsibility –relates to C, CCT, & PSD (Refer to Renewed Objectives for CCT and PSD)

Mathematics Science Social Studies Thinking Identity and Interdependence Social Responsibility Language Arts Literacies Lifelong Learners Self, Community, and Place 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

Vision in Action (continued) Goals of Education (1985) (under review)   Broad Areas of Learning Core Curriculum  K-12 goals Required Areas of Study  Grade level outcomes for each goal Indicators for each outcome Common Essential Learnings  Cross-curricular Competencies Adaptive Dimension * K-12 goals Locally-determined Options * descriptors for each goal

Introduce curricula for Grades 2, 5, 8 mathematics (Transition Year) Introduce Grades 6-9 curricula for most of the Required Areas of Study (Transition Year) Support curriculum reflection, curriculum inquiry, and curriculum networking (Refer to Classroom Curriculum Connections: A Teacher’s Handbook for Personal- Professional Growth, 2001)

Implement curricula for Grades 3, 6, 9 mathematics Introduce Grades 6-9 curricula for remaining Required Areas of Study (Transition Year) Introduce kindergarten resource Five-year plan ( to )

Summary Where we startedWhere we are moving Goals of Ed/CELsSynthesis through Broad Areas of Learning/Cross-curricular Competencies Hundreds of objectives Higher level outcomes with indicators Expansive lists of resources Select number of core and additional resources recommended Large curriculaManageable curriculum framework Scope and sequence within each discipline Coherent, complementary set of outcomes across grades and areas of study Incorporation of FNMI content FNMI content, perspectives, and ways of knowing are foundational

Current Focus Continuing to engage in conversations about ambiguous ideas, difficult problems, and things that matter Continuing to think deeply about what is worth learning Continuing to ensure that outcomes point strongly enough to provide a “landing strip” that opens to a future we want to embrace

Prototype Approach Move into action without the entire plan figured out Pay attention and respond to opportunities as they arise Continually reflect and share everything that is being learned Engage in an ongoing process of jointly crystallizing and acting upon immediate steps