1. Key Elements of Curricula

2. In all curricula you will find: Evidence of the common curricula framework Subject specific goals Grade specific outcomes and indicators Throughlines First Nations, Metis and Inuit Inquiry Questions for deeper understanding Opportunity for active construction of meaning

3. Time Allocations Core Curriculum: Principles, Time Allocations, and Credit Policy (2007)

4. Subject Specific Goals Broad statements identifying what students are expected to know and be able to do upon completion of a particular area of study Same goals from K-12 in an area of study

5. Outcomes Describe what students will know or be able to do in a particular discipline by the end of the grade or course. Are unique from grade to grade, but may build on or expand on outcomes from previous grades

6. Indicators Are a representative sample of evidence that students would be able to demonstrate or produce if they have achieved the outcome Define the breadth and depth of the outcome

7. Throughlines There will be identifiable connections from the Broad Areas of Learning, to the Cross-curricular Competencies, to the subject specific goals, and to the outcomes and indicators

8. First Nations, Métis, and Inuit Outcomes and indicators have been written to make First Nations, Métis, and Inuit ways of knowing, knowledge, and perspectives foundational in the curriculum Resources are evaluated and recommended with a conscious effort to be inclusive and reflect this foundation

9. Perhaps the greatest of all pedagogical fallacies is the notion that a person learns only the particular thing he is studying at the time. John Dewey

10. Inquiry A philosophical approach to teaching and learning Builds on students’ inherent sense of curiosity and wonder Draws on students’ diverse background and experiences Provides opportunities for students to become active participants in a search for meaning

12. Effective Questions for Understanding “... Questions stimulate thought, provoke inquiry, and spark more questions—not just pat answers... The best questions point to and highlight the big ideas.” (Wiggins & McTighe, 2005) The curriculum has placed an emphasis on and provides examples of questions that engage students in a higher level of thinking

13. Active Construction of Meaning Achieved through Engaging in inquiry Grappling with challenging questions Being required to demonstrate understanding Having access and exposure to a wide variety of resources in a various formats

14. Other areas of focus Teachers using the new curriculum should be conscious and attentive to: the appropriate and effective use of technology education for sustainable development appropriate strategies for assessment and evaluation the utilization of community resources diversity of personal identities, worldviews, and backgrounds

15. “When a learner makes connections and learning takes place, it is because of focused teaching…” (Fullan, Hill & Crevola, 2006).

16. Focused teaching requires: A clear, concise curriculum that defines what is to be learned Assessment and evaluation tools aligned with the outcomes Detailed knowledge of how best to enable students to achieve the outcomes

17. The Role of the Teacher is to: Facilitate Plan Assess Explore InspireMonitor Discover Generate Knowledge Collaborate Construct Knowledge Lead Ensure Accountability Evaluate Support Advocate Inquire Reflect

18. The Role of the Student is to: Facilitate Plan Assess Explore InspireMonitor Discover Generate Knowledge Collaborate Construct Knowledge Lead Ensure Accountability Evaluate Support Advocate Inquire Reflect

19. The Role of the Administrator is to: Facilitate Plan Assess Explore Inspire Monitor Discover Generate Knowledge Collaborate Construct Knowledge Lead Ensure Accountability Evaluate Support Advocate Inquire Reflect

20. If a child is to keep alive his inborn sense of wonder... he needs the companionship of at least one adult who can share it, rediscovering with him the joy, excitement and mystery of the world we live in. Rachel Carson

21. Chaos in the world brings uneasiness, but it also allows the opportunity for creativity and growth. Tom Barrett

22. In times of rapid change, the learners inherit the earth, while the learned find themselves beautifully equipped to deal with a world that no longer exists. Eric Hoffer

23. Vision without action is merely a dream. Action without vision just passes the time. Vision PLUS action can change the world. Joel Barker

24. The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn and relearn. Alvin Toffler

25. Who dares to teach must never cease to learn. John Cotton Dana