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Curriculum Overview Part Five (of Six)
Redesigned Curriculum In Action
When planning, it is important to begin with a broad understanding of the curriculum being used.
- The rationale and goals provide the context for the area of learning and make clear its contribution to the development of educated citizens
- The rationale and goals provide a broad instructional and assessment context for the area of learning
- The introduction to each area of learning provides specifics about features, structure, and important considerations of the curriculum
The curriculum for each area of learning is displayed in two ways—in HTML format on the website and in PDF or Word formats.
The curriculum website will continue to evolve in ways that support planning for learning. At this point, several features are available such as:
- A search engine to allow teachers to search for key words or select key elements from specific grades or areas of learning
- The results of the search can be exported into a Word document for further manipulation
- PDF or Word versions of the curriculum can be printed
- Some resources for planning are included now and will be further expanded in the future
This flexibility supports teachers to combine the learning standards in various ways. Teachers are encouraged to create courses, modules, thematic units or learning experiences that go beyond learning area borders to focus on students’ needs and interests or local contexts. The curriculum design and the website features provide the flexibility to serve the unique needs of classrooms, students, and teachers.
Flexible learning environments
Learning can take place anywhere, not just in classrooms. Many schools and teachers create learning environments that explore the use of time and space in creative ways. The integration of areas of learning and technology also have opened the door for teachers and schools to approach the use of time and space in creative ways — ways that adapt to the students’ needs and interests.
Although the learning standards are described within areas of learning, there is no requirement for teachers to organize classrooms, schools or instruction in this manner. In effect, the Ministry of Education defines the “what” to teach but not the “how to organize the time, space or methods to teach it.
The focus on personalization and the flexible structure of the curriculum support the configuration of combined grade classrooms. Classes of students of more than one grade provide opportunities for teachers to develop a mindset that sees all the students as a group of learners with a range of needs and interests. Multi-grade programs should find a comfortable fit with the curriculum.
ICT-enabled learning environments
Students need opportunities to develop the competencies required to use current and emerging technologies effectively in all aspects of their learning and life. Technology can facilitate collaboration between students, educators, parents, and classrooms while also providing schools with rich online resources. Today’s technology enables classrooms, communities, and experts around the world to share digitally in a learning experience, wherever they may be.
Inquiry and question-based approaches
Through demonstration of the core and curricular competencies, students are bound to form questions that provide teachers with insight into their thinking. Questions generated by both students and teachers are critical to encouraging a sense of wonder and curiosity among students. This dialogue can take place through many question-based approaches, including, but not limited to:
- Project-based learning
- Problem-based learning
- Research skills
- Scientific methods
Collaboration with community
Learning can often be enriched through collaborations involving members of the community. Parents or guardians and others in the community may bring expertise and perspective from their own lives and experiences to enhance students’ learning. Teachers are encouraged to incorporate these experiences into their students’ learning when possible and appropriate.
It is particularly helpful to co-operate and engage with experts from the community when learning about culture-specific contexts to avoid offence or misrepresentation or appropriation of culture. Cultural appropriation includes use of cultural motifs, themes, “voices,” images, knowledge, stories, songs, drama, and so on without permission or without appropriate context or in a way that may misrepresent the real experience of the people from whose culture they are drawn.
Collaboration with community members exemplifies many of the First Peoples Principles of Learning and nurtures cross-generational and relational learning.
When working with members of the community, teachers are encouraged to:
- Become familiar with school and board/authority policies for involving guest instructors in the classroom (e.g., reference checks)
- Arrange for a meeting to discuss appropriate learning expectations and to decide which areas of the curriculum are to be addressed
- Ensure that age-appropriate material is used
- Prepare students for the experience (e.g., discuss the expectations for process and etiquette, provide relevant background information)
- Determine the needs of the presenters (e.g., space, technology, materials)
- Debrief with students and guests
Another video from TED. A topic that may be of interest to students and educators, something to consider as we continue to move forward with technology supporting the learning of our students. From TED: Salman Khan talks about how and why he created the remarkable Khan Academy, a carefully structured series of educational videos offering complete curricula in math and, now, other subjects. He shows the power of interactive exercises, and calls for teachers to consider flipping the traditional classroom script — give students video lectures to watch at home, and do "homework" in the classroom with the teacher available to help.
From Ms. Millar (Career Information Advisor)
Week of December 4 – December 8, 2017
Dec 4 House of Commons Page Program
University of Saskatchewan ~ Best and Brightest Entrance Scholarships ‘eligibility’ deadline
Dec 4 Discover University of Victoria Event Information Session in Burnaby NOV 27/17 The University of Toronto - Information Session in Vancouver
Dec 5 Design Foundation Information Session at Langara
Education Assistant Information Session at Langara
Dec 6 Corpus Christi College Preview Night
Dec 9 Richmond Community Foundation’s University Prep ConferenceDEC 2/17 - National Portfolio Day
For details and latest information, see the Career Centre District Website