Core Curriculum: Plans for Implementation defines Core Curriculum as including seven Required Areas of Study, the Common Essential Learnings, the Adaptive Dimension and Locally Determined Options.
Christian Ethics offers many opportunities to incorporate the Common Essential Learnings (C.E.L.s) into instruction. Such incorporation helps students better understand the subject matter content under study and prepares them for their future learning both within and outside the kindergarten to grade 12 educational system. The Common Essential Learnings are Communication, Critical and Creative Thinking, Independent Learning, Personal and Social Values and Skills, Numeracy, and Technological Literacy. The decision to focus on one or more C.E.L.s within a lesson is guided by the needs and abilities of individual students and by the particular demands of the subject area. Throughout a unit, it is intended that each Common Essential Learning will have been developed to the extent possible.
It is important to incorporate the C.E.L.s in an authentic manner. Some subject areas may offer many opportunities to develop the understandings, values, skills and processes related to a number of the Common Essential Learnings. The development of a particular C.E.L., however, may be limited by the nature of the subject matter under study.
The Common Essential Learnings are intended to be developed and evaluated within subject areas. Since the Common Essential Learnings are not necessarily separate and discrete categories, it is anticipated that working toward the achievement of one foundational objective for C.E.L.s may contribute to the development of others. For example, many of the processes, skills, understandings, and abilities required for the C.E.L. of Communication are also needed for the development of Independent Learning.
Incorporating the Common Essential Learnings into instruction has implications for the assessment of student learning. A unit which has focused on developing particular C.E.L.s should also reflect this focus when assessing student learning. If students are encouraged to think critically and creatively throughout a unit, then teachers need to develop assessment strategies for the unit which require students to demonstrate their critical and creative thinking abilities. The Common Essential Learnings are to be integrated, accommodated and incorporated within the evaluation of each content area.
It is anticipated that teachers will build from the suggestions in this guide and from their personal reflections in order to better incorporate the Common Essential Learnings into Christian Ethics.
For more information, see Understanding the Common Essential Learnings: A Handbook for Teachers.
The Adaptive Dimension is an essential part of all educational programs. Like the Common Essential Learnings, the Adaptive Dimension is a component of Core Curriculum and permeates all curricula and instruction. The Adaptive Dimension is defined as:
The essence of the Adaptive Dimension rests in the phrase "seeking other ways." Offering students alternative access to, and expression of, knowledge facilitates their participation in learning. Just as physical environments can be made more accessible through modifications such as ramps or wider doorways, learning environments can be made more accessible through a modification of setting, method or material. The Adaptive Dimension is used to:
These purposes address a primary function of the school, that of helping students to maximize their potentials as independent learners.
Students may find learning to be difficult or not to be challenging, but with varying adaptations of teaching methodologies, curriculum organization, timetabling, or with the assistance of appropriate technologies, they can be active participants in the core content of the curriculum. Following are some general guidelines for adaptation:
The Adaptive Dimension of the curriculum allows the classroom teacher flexibility so that exceptional children are given every opportunity to perform to the full extent of their potential. Teachers should make use of appropriate additional materials as well as school or division-based resource teachers and consultative personnel in planning suitable activities.
The cues that some students’ needs may not be adequately met come from a variety of sources. They may come to the perceptive teacher as a result of monitoring for comprehension during a lesson. The cue may come from an individual project or unit test, or from a student need or background deficiency that has been recognized for several years. A student’s demonstrated knowledge of, or interest in, a particular topic may indicate that enrichment is appropriate. The adaptation required may vary from presenting the same content through a slightly different instructional method, to providing additional background information, to establishing an individual or small group enrichment activity. The duration of the adaptation may range from five minutes of individual assistance, to ongoing support for a group of students. The identification of the need and program adaptation may be adequately handled by the classroom teacher, or may require the expertise of other support specialists such as the school’s resource teacher. It is critical that the teacher be aware of and use whatever support services are available, both within and beyond the school. Some of the resources that may exist outside of the school system include social workers, health care professionals, and career centres. Parents and/or guardians are, of course, a major resource.
The Adaptive Dimension includes all practices the teacher employs to make learning meaningful and appropriate for each student. Because the Adaptive Dimension permeates all teaching practice, sound professional judgement becomes the critical factor in decision making. This curriculum guide allows for such flexibility and decision making.
For more information, see The Adaptive Dimension in Core Curriculum.
Expectations based primarily on gender limit students’ ability to develop to their fullest potential. While some stereotypical views and practices have disappeared, others remain. Where schools have endeavoured to provide equal opportunity for male and female students, continuing efforts are required so that equality may be achieved and maintained. Saskatchewan Education is committed to providing quality education for all students in the kindergarten to grade 12 system. Therefore, it is the responsibility of Saskatchewan schools to create an educational environment free of gender bias. This can be facilitated by increased understanding and use of gender-balanced materials and strategies. Both female and male students need encouragement to explore a wide variety of options based on individual aptitudes, abilities and interest, rather than gender.
In order to meet the goal of gender equity, Saskatchewan curricula reflect the variety of roles and the wide range of behaviours and attitudes available to all members of society. The new curricula strive to provide gender-balanced content, activities, and teaching approaches. This will assist teachers in creating an environment free of stereotyping, enabling both young men and young women to develop their abilities to the fullest. Gender roles are to be discussed throughout Christian Ethics.
In order to ensure gender equity in Christian Ethics, the teacher should:
The integration of Indian and Métis content and perspectives within the kindergarten to grade 12 curricula fulfils a central recommendation of Directions, the Five Year Action Plan for Native Curriculum Development and the Indian and Métis Education Policy from Kindergarten to Grade 12. In general, the policy states:
The inclusion of Indian and Métis perspectives benefits all students in a pluralistic society. Cultural representation in all aspects of the school environment empowers students with a positive group identity. Indian and Métis resources foster a meaningful and culturally identifiable experience for Indian and Métis students, and promote the development of positive attitudes in all students towards Indian and Métis peoples. This awareness of one’s own culture and the cultures of others develops self-concept, enhances learning, promotes an appreciation of Canada’s pluralistic society, and supports universal human rights.
Saskatchewan Indian and Métis students come from different cultural backgrounds and social environments including northern, rural, and urban areas. Teachers must understand the diversity of the social, cultural, and linguistic backgrounds of Saskatchewan Indian and Métis students. Educators need cross-cultural education to develop this understanding. Teachers of Indian and Métis students require an increased awareness of applied sociolinguistics, first and second language acquisition theory, and standard and non-standard usage of language. Teachers must utilize a variety of teaching strategies that accommodate and build upon the knowledge, cultures, learning styles, and strengths which Indian and Métis students possess. Responsive adaptations are necessary to all curricula for effective implementation. The Five Year Action Plan for Native Curriculum Development states the following: "Instructional approaches such as group work, cooperation rather than competitive exercises, using the child’s experience as a learning base and using action-mode materials can be useful to students."
The following four points summarize the expectations for the appropriate inclusion of Indian and Métis content in curricula and instruction:
(Indian and Métis Education Policy from
Kindergarten to Grade 12, p. 12.)
Saskatchewan teachers are responsible for integrating resources that reflect accurate and sufficient Indian and Métis content and perspectives. Teachers have a responsibility to evaluate all resources for bias and to teach students to recognize such bias.
In the study of Christian Ethics, attention should be paid to examining Indian and Métis spirituality.