Transcript Saskatchewan

Introduction of Outcomes-based
Curricula
Ministry of Education
Fall 2008
Purpose for Renewal
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Sustain and strengthen
Concise and coherent curriculum
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Clarify expectations for students
Ensure relevance and consistency for
students
Provide ease of access and use for
teachers
Impetus for Renewal
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Provincial curriculum evaluations
National and provincial student
assessments
Timely review
Vision for Renewal
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“In-between” space (Gadamer, 1975)
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Research
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Five strategies
Foundation for Curriculum
Renewal
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Curriculum Framework
First Nations, Métis, and Inuit Content,
Perspectives, and Ways of Knowing
Learning Resources
Professional Learning
Partners and Stakeholders
Curriculum Framework
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Intent: Develop a curriculum framework
that is concise, persuasive, and
educative
Practical Application: Outcomes-based
curriculum
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What students will know and be able to
do at the end of a grade
Coherence, rigour, and deeper
understanding
Higher level outcomes
First Nations, Métis, and Inuit
Content, Perspectives, and Ways of
Knowing
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Intent: Ensure First Nations, Métis, and Inuit
(FNMI) Content, Perspectives, and Ways of
Knowing are foundational in the curriculum
Practical Application: Explicit reflection in
foundational aspects of learning program
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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)
Learning Resources
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Intent: Introduce a renewed vision and
policy for the role of learning resources
in education
Practical Application:
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New School Library Policy
Information Literacy
Listings of Core and Additional Resources
Professional Learning
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Intent: Develop a comprehensive plan
to strengthen teaching and improve
student learning
Practical Application:
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Framework for Ministry
Exploration of various professional learning
models
Partners and Stakeholders
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Intent: Work with partners and
stakeholders to achieve our vision
Practical application:
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Regular provincial meetings
Provincial reference committees and other
processes
Research and “critical friends”
Partnerships
Overarching Ideas
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Broad Areas of Learning that reflect the
provincial Goals of Education
Cross-curricular Competencies required for 21st
century citizens
 The Cross-curricular Competencies and the
Broad Areas of Learning connect the
specificity of the areas of study and students’
daily experiences with the broader philosophy
of Core Curriculum and the Goals of Education
for Saskatchewan
Broad Areas of Learning
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Building Lifelong Learners
Building a Sense of Self and Community
Building Engaged Citizens
Cross-curricular Competencies
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Developing Thinking
Developing Identity and
Interdependence
Developing Literacies
Developing Social Responsibility
Vision in Action
All curricula will
 focus on teaching for deeper understanding
 have support materials developed and
available online
 identify opportunities to integrate with other
areas of study
 have a greater emphasis on centralizing FNMI
content, perspectives, and ways of knowing
Future Plans
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2008 – 09
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Develop curricula for Grades 3, 6, 9
mathematics
Develop Grades 1-5 curricula for other
Required Areas of Study
Develop Grades 10-12 outcomes to guide
Secondary Level course development
Aggressive 5-year plan (2007-08 to
2011-12)
Summary
Where we are now Where we are moving
Goals of Ed/CELs
Synthesis through Broad Areas of
Learning/Cross-curricular
Competencies
Hundreds of
objectives
Expansive lists of
resources
Higher level outcomes with
indicators
Select number of core and
additional resources recommended
Large curricula
Manageable curriculum framework
Scope and sequence Coherent, complementary set of
within each discipline outcomes for each grade
Incorporation of
FNMI content
FNMI content, perspectives, and
ways of knowing are foundational