Renewed Renewed Outcomes-based Outcomes-based

Curriculum Curriculum 6-96-9

Renewed Renewed Outcomes-based Outcomes-based

Curriculum Curriculum 6-96-9

Purpose for Renewal• Teacher feedback

– Provide concise & coherent curriculum– Time allocations have not changed– Curricula will provide opportunities to integrate learning with other

areas of study– Support materials will be developed and available online

• National & provincial student assessment data– Sask. Students are not achieving at the desired levels compared to

their Canadian counterparts– With a succinct curricular student achievement will increase

• Research based- Other jurisdictions are moving to higher level outcomes-based curricula

• Address First Nations and Métis Content

I am becoming anengag

ed citizen

.

I am a life long

learner.

Parents, Partners, & Community

Teachers and Staff

Administrators

Student

I have a sense of self and

community.

Broad Areas of Learning

• Building Lifelong Learners

• Building a Sense of Self and Community

• Building Engaged Citizens– These are the endpoint of what we want our students to

be capable of at the end of their K-12 schooling career.– Each grade level and area of study contributes to the

achievement of the endpoint.

Cross-curricular Competencies

• Developing Thinking• Developing Identity and Interdependence• Developing Literacies• Developing Social Responsibility

– These four interrelated areas reflect CELS and are addressed at each grade level.

– There are goals for each competency– These are the means by which we help students

achieve the endpoint.

Areas of Study

English Language ArtsMathematicsScienceSocial StudiesHealth EducationArts EducationPhysical EducationCareer Guidance

Goals

• There are three or four goals for each area of study

• What students will know and be able to do when they have completed each area of study

Outcomes

• Focus on what students will know or be able to do by the end of the grade.

• Observable and attainable• Grade and subject specific• Written using action-based verbs• Raise student achievement• Supported by indicators

Indicators

• Evidence that the students have achieved the outcome.

• Define the breadth and depth of the outcome.

Inquiry

• Active Construction of Meaning

• Questioning

• Deep Understanding

• Reflective Nature of Inquiry

Throughlines• Connections between the broad areas of

learning, cross-curricular competencies, goals, outcomes and indicators.

• Answer the question, “Why do we have to learn this stuff?”

First Nations and Métis Education…

• is holistic, lifelong, culturally responsive learning that allows students to reflect on their relationships with themselves, one another, and the natural world.

• is a commitment to improving achievement for all learners by providing equitable opportunities for all to succeed and contribute to society in a meaningful manner.

• comes from the teachings of Elders and Traditional knowledge keepers who reveal First Nations and Métis worldviews as valid ways of knowing and understanding the world.

• incorporates First Nations and Métis Ways of Knowing as historical and contemporary cultures that are rooted in First Nations and Métis languages, and require the protection, revitalization and retention of languages in order to flourish and thrive.

Vision for FNM Education

A provincial education system that foundationally places First Nations and Métis ways of knowing together with the

historical, contemporary and future contributions of First Nations and Métis peoples to create a culturally responsive

education system that benefits all learners.

Curriculum Renewal Commitment

• Is to ensure First Nations, Métis, and Inuit Content, Perspectives, and Ways of Knowing is 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 broad educational aims – In Core Curriculum framework (e.g., Cross-curricular

Competencies)– In subject area outcomes– In foundational processes (e.g., inquiry)– In instructional methods (e.g., place-based learning)– In instructional resources (e.g., Elders)

First Nations, Métis Ways of Knowing

• Relationships with integrity

• Inquiry-based learning opportunities

• Encapsulated in the language

• Place-based knowledge

Processes • Reviewed and collaborated on processes to

ensure First Nations and Métis (FNM) infusion • Vetted through many processes: FNM educators

involved with other educators; or a cohort of like-minded visionaries such as Elders, academics, Teacher Education programs with FNM representation from across province

• Provided ongoing advice and/or researching sources to provide background information to

support First Nations and Métis concepts

What does this mean for Educators?

First Nations and Métis Education will be:• Foundational in school division Continuous

Improvement Plans• Foundational in reviewing and revising current

policies and practices (division and schools) • Foundational in all areas of program planning based

on current research findings• Foundational in all subject areas

Continued Engagement

• With FNM partners (partnerships, communities, and individuals)

• With Representative Workforce strategies• With Elders and Traditional Knowledge keepers• With opportunities for in-services, workshops,

strategies to build capacity in this area (FNM community, Ministry of Education, academics, colleagues, educators, parents, and students)

Stakeholders

• Students

• Teachers and staff

• Administrators

• Parents

• Community Partners

Role of the Teacher

• Facilitate• Plan• Inspire• Assess• Evaluate• Advocate• Reflect• Monitor

Role of the Student• Inquire• Collaborate• Discover• Explore• Reflect• Generate Knowledge• Assess• Construct Knowledge

Role of the Administrator

• Plan• Collaborate• Advocate• Facilitate• Lead• Assess• Support• Ensure Accountability

Other Areas of Focus

• Technology

• Sustainable development

• Resources

• Diversity

In all Curricula you will find:

• Goals• Outcomes• Indicators• Inquiry• Throughlines• First Nations, Métis and Inuit• Questions for deeper understanding• Opportunity for active constructive of

meaning

Old Curriculum New

Curriculum • Goals of Education• Hundreds of Objectives• Expansive lists of

resources• Large curricula• Scope & Sequence

within each discipline• Incorporation of FNMI

content

• Broad Areas of Learning/Cross-curricular competencies

• High level outcomes with indicators

• Select number of core resources

• Manageable curriculum • Coherent, complementary

set of outcomes for each grade

• FNMI content, perspectives and ways of knowing are foundational

Future Plans

• Develop Grades 1-5 curricula for other Required Areas of Study

• Develop 10-12 outcomes to guide Secondary Level course development

• Aggressive 5-year plan