Introduction of Outcomes-based Curricula Ministry of Education Fall 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 National and provincial student assessments Timely review

Vision for Renewal “In-between” space (Gadamer, 1975) Research Five strategies

Foundation for Curriculum 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 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 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 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 Intent: Introduce a renewed vision and policy for the role of learning resources in education Practical Application: New School Library Policy Information Literacy Listings of Core and Additional Resources

Professional Learning Intent: Develop a comprehensive plan to strengthen teaching and improve student learning Practical Application: Framework for Ministry Exploration of various professional learning models

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

Overarching Ideas Broad Areas of Learning that reflect the provincial Goals of Education Cross-curricular Competencies required for 21 st 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 Building Lifelong Learners Building a Sense of Self and Community Building Engaged Citizens

Cross-curricular Competencies 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 2008 – 09 Develop curricula for Grades 3, 6, 9 mathematics Develop Grades 1-5 curricula for other Required Areas of Study Develop Grades outcomes to guide Secondary Level course development Aggressive 5-year plan ( to )

Summary Where we are nowWhere we are moving Goals of Ed/CELs Synthesis 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 for each grade Incorporation of FNMI content FNMI content, perspectives, and ways of knowing are foundational