Core Curriculum Components and Initiatives

Core Curriculum

Saskatchewan’s Core Curriculum includes seven Required Areas of Study (of which Health Education is one), the Common Essential Learnings, the Adaptive Dimension, and Locally-determined Options.

In addition, Saskatchewan Education has implemented a number of related initiatives in the areas of Indian and Métis education, gender equity, and resource-based learning. This section describes these components and initiatives, and their particular application to the health education program.

Common Essential Learnings

Health education offers many opportunities to incorporate the Common Essential Learnings (C.E.L.s) into instruction. Such incorporation helps students better understand the subject matter under study and prepares them for their future learnings, both within and outside the kindergarten to grade 12 educational system.

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 topics. Throughout a unit, it is intended that each Common Essential Learning will be developed to the extent possible.

It is important to incorporate the C.E.L.s in an authentic manner. For example, some topics 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.

It is intended that the Common Essential Learnings be developed and evaluated within subject areas. Therefore, foundational objectives for the C.E.L.s are included in the sample units within this guide. Some objectives from the elementary level health education curriculum guide are also objectives for the C.E.L.s. Since the Common Essential Learnings are not necessarily separate and discrete categories, it is anticipated that working toward the achievement of one foundational objective may contribute to the development of others. For example, many of the processes, skills, understandings and abilities required for the C.E.L.s of Communication and Critical and Creative Thinking 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 that focuses 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 that require students to demonstrate their critical and creative thinking abilities. Assignments, assessments, and homework should allow students to show that they understand the important concepts in the unit, as well as how these concepts are interrelated or linked to previous lessons. Questions may be asked in such a way as to elicit proof or justification from students, along with their responses. Evaluation of the content area must be adapted to integrate and incorporate the Common Essential Learnings.

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 health education.

In this curriculum guide, the following symbols have been used when referring to the Common Essential Learnings:

C	Communication
CCT	Critical and Creative Thinking
IL	Independent Learning
N	Numeracy
PSVS	Personal and Social Values and Skills<
TL	Technological Literacy

The C.E.L.s are incorporated in this curriculum in a variety of ways:

• the goals of some of the C.E.L.s permeate the whole philosophy of the health education program. This is reflected in the fact that some of the foundational and learning objectives of this curriculum are followed by the abbreviation for identifying C.E.L.s;
  

• the three levels of the decision-making process advocated in this curriculum lend themselves to the incorporation of specific C.E.L.s., as described on the following page;
  
• topics addressed in the health education program provide contexts for incorporating specific C.E.L.s in an authentic manner.

Incorporating the Common Essential Learnings Through the Decision-making Process

In this curriculum guide, a three-level decision-making process guides instructional planning. Each level of the process provides opportunities for the natural incorporation of some of the C.E.L.s. Following are a few suggestions:

Level A

In level A, students extend their knowledge base by reflecting on what they already know on the topic addressed and by researching the topic. The C.E.L.s often used throughout this stage of the process are:

Communication, as students:

• participate in various language experiences, in groups or individually, in order to:

  • reflect on what they already know about the topic,
    
  • organize material in various ways,
    
  • explain relationships between ideas,
• present information effectively through writing and speaking for a variety of audiences and purposes;
  
• show their understanding of ideas presented by responding in various ways (talking, writing, drawing, role playing);
  
• record their thoughts through drawing or writing;
  
• use their own language to clarify ideas and information;
  
• compose questions to inquire about the topic addressed;
  
• gradually incorporate the vocabulary of health into their talk and writing.

Numeracy, as students:

• develop their understanding of quantitative information through the use of graphs, tables, charts or timelines.

Critical and Creative Thinking, as students:

• focus their attention on their prior knowledge and develop questions to fill gaps in their knowledge of the topics addressed;
  

• develop empathy through:
  • exploring their own feelings and what causes them,
    
  • inferring the feelings of others through observation, reading, etc.
• strengthen their perceptual abilities through concrete experiences or situations;
  
• discover relationships between practices, attitudes or behaviours and well-being;
  
• participate in brainstorming and classification activities;
  
• recognize contradictions;
  
• compare and contrast ideas;
  
• demonstrate flexible thinking;
  
• generate innovative ideas;
  
• distinguish between fact and opinion;
  
• identify assumptions and biases.

Technological Literacy, as students:

• explore the benefits and risks of technology within the home and community;
  

• use technological innovations as helpful learning tools (e.g., world wide web).

Independent Learning, as students:

• connect what they already know with what they are learning;
  

• develop questions in order to advance a search for information;
  
• identify their own needs and interests;
  
• locate information;
  
• seek out and collect information from a variety of reliable sources.

Personal and Social Values and Skills, as students:

• discover more about themselves;
  

• share personal opinions;
  
• compare personal opinions to opinions of others;
  
• respect differences of opinions and values;
  
• respond sensitively to the ideas and comments of others;
  
• examine their own beliefs, values, and attitudes;
  
• recognize and accept their own strengths and those of others;
  
• recognize and accept differences between themselves and others;
  
• work cooperatively as members of a team;
  
• understand the virtues needed for sustaining a friendship or family life;
  
• acquire knowledge about human needs;
  
• explore the implications of gender stereotyping.

Level B

In level B, students explore alternatives available to them and the consequences of each of those alternatives in order to make decisions. The C.E.L.s often used throughout this stage of the process are:

Communication, as students:

• explore and express the purpose for and the meaning of what they are doing;
  

• organize information in various ways.

Critical and Creative Thinking, as students:

• categorize information;
  

• analyze information or situations;
  
• consider alternatives to deal with an issue;
  
• explore the implications or consequences of actions;
  
• judge the relevance of ideas to a topic or issue;
  
• develop criteria for evaluating solutions, or ideas;
  
• understand that there is more than one way to deal with real life issues;
  
• make decisions.

Independent Learning, as students:

• set and meet personal goals;
  

• establish learning priorities and select tasks to be undertaken;
  
• appreciate that knowledge of a diversity of ideas and experiences can improve their ability to make choices.

Personal and Social Values and Skills, as students:

• consider options;
  

• make and justify judgments about the options;
  
• explore the consequences which individual actions have for others in concrete situations;
  
• recognize that the behaviour of an individual can affect the quality of an experience for others;
  
• respond sensitively to the ideas and comments of others.

Level C

In level C, students carry out action plans in order to implement decisions made in level B. The C.E.L.s often used throughout this stage of the process are:

Communication, as students:

• explore and express the purpose and the meaning of action plans;
  

• discuss the effectiveness of action plans.

Numeracy, as students:

• use quantitative information to design, evaluate and revise action plans;
  

• recognize situations where measurement is necessary (e.g., portions of food, sizing a bicycle helmet, timing heart rate) and select the appropriate measuring tools (including non-standard units).

Critical and Creative Thinking, as students:

• evaluate results of their plans;
  

• explore implications and revise their plans.

Independent Learning, as students:

• work with confidence alone or with support;
  

• organize time and work;
  
• develop action plans;
  
• complete action plans;
  
• describe outcomes of action plan experiences;
  
• analyze and understand consequences of decisions and outcomes of action plans;
  
• relate outcomes to prior and future learning needs;
  
• work and communicate with others as a means to meeting goals;
  
• apply independent learning skills to real life situations;
  
• reflect upon their thinking processes and how they learn.

Personal and Social Values and Skills, as students:

• develop a positive self-concept;
  

• remain open to challenges and opportunities;
  
• develop insights into the beliefs, values, attitudes, assumptions, and motives of themselves and others.

Specific topics addressed in health education lend themselves to the authentic incorporation of some of the C.E.L.s, as illustrated in the sample units in this curriculum guide. For instance, the grade 2 unit on nutrition provides a natural context for incorporating Numeracy; the C.E.L. Personal and Social Values and Skills permeates the grade 3 unit on conflict resolution; the grade 4 sample unit on diseases and health explores the impact of medical research - a natural context for the incorporation of Technological Literacy.

Teachers might refer to the list of objectives for all C.E.L.s in Appendix A at the end of this document in order to incorporate the C.E.L.s into their units of study.

The Adaptive Dimension

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 concept of making adjustments in approved educational programs to accommodate diversity in student learning needs. It includes those practices the teacher undertakes to make curricula, instruction and the learning environment meaningful and appropriate for each student.

The essence of the Adaptive Dimension lies in the phrase "seeking other ways". Offering students other ways of acquiring and expressing 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 adapting the setting, method or material. The Adaptive Dimension is used to:

• maximize student independence;
  

• facilitate integration;
  
• maximize generalization and transfer;
  
• lessen discrepancies between achievement and ability;
  
• promote a love of learning;
  
• promote a positive self-image and feeling of belonging;
  
• promote confidence;
  
• promote a willingness to become involved in learning.

The above objectives address a primary function of the school, that of helping students to maximize their potential as independent learners.

Incorporating the Adaptive Dimension into Health Education

The Adaptive Dimension is meant to address the needs of a variety of students. Some students may find learning to be difficult or not challenging enough. But varied instructional methods, adaptations to curriculum organization or timetabling, or the use of appropriate technologies can make them active participants in the core content of the curriculum.

The following are some examples of how the Adaptive Dimension might be applied to the curriculum to meet specific needs:

• alter the pace of the lesson to ensure that students understand the concepts presented or that they are challenged by the presentation. One of the most basic adaptations that can be made to assist students is to give them sufficient time to explore, create, question and experience as they learn;
  

• monitor the use of vocabulary. It is possible to use advanced and simple vocabulary in the same lesson by incorporating both in the same sentence (E.g., "Pat was proficient or good at playing the game.") This will expand the vocabulary of some students while helping others to understand;
  
• alter the method of instruction to meet individual needs;
  
• alter the manner in which students are required to respond to the teacher and/or to the instructional approach;
  
• alter the setting so that students may benefit more fully from the instruction;
  
• change the materials so that they enhance learning;
  
• have advanced or challenging tasks available for students who have become proficient;
  
• use techniques that allow close monitoring of student progress;
  
• encourage as much student participation as possible in both planning and instruction;
  
• adapt evaluative procedures in order to maximize the amount of relevant information received from each student;
  
• the less rigid the setting and the approach, the easier it is to adapt;
  
• use support systems extensively (methods and personnel); adaptation is not possible without them.

The Adaptive Dimension includes everything the teacher does to make learning meaningful and appropriate for each student. Because the Adaptive Dimension permeates all teaching practice, sound professional judgment becomes the critical factor in decision making. This curriculum allows for such flexibility and decision making.

The following table is offered as a reminder to teachers of the types of differences they may encounter in a typical classroom. The right-hand column offers suggestions for responding to these differences. This is clearly not an exhaustive list, but is included merely as a guide.

Types of differences	Possible Solutions
Cognitive Skills
Difficulty in interpreting information	Teach strategies for formulating questions
Difficulty in grasping concepts	Provide a variety of examples Use the concept formation instructional method
Difficulty in reading expository materials	Draw the student’s attention to the purpose for reading a text Teach reading strategies explicitly, in order to develop the student’s ability to: construct the meaning of new vocabulary by using various context clues use diagrams and illustrations to enhance comprehension use tools such as the index and table of contents Have the student "reconstruct" expository texts through activities such as the following: cloze or modified cloze procedures remove labels from diagrams or assign diagrams to be completed interrupt the reading of a text and have the student predict what will come next divide the text into sections, mix them up and ask the student to put them back in order Develop knowledge of expository text structure and paragraph patterns Have the student analyze texts by: highlighting specific information in the text dividing texts into sections and labelling sections according to their content Have the student present information from a text in a different form, e.g., a table, a labelled diagram or a flow chart. Provide clues according to the student’s needs (e.g., provide titles for the columns in a table)
Difficulty in applying knowledge in various contexts	Help the students organize their knowledge through activities such as constructing a concept web Encourage the students to take risks, to learn to identify mistakes and to develop strategies for correcting them

Types of differences	Possible Solutions
Prior Knowledge
Gaps in basic knowledge	Determine what previous knowledge is necessary for the lesson you are planning Plan a diagnostic assessment in the form of homework, a review or a guided discussion in class to determine what students already know Plan specific activities to fill in gaps, for the class as a whole, individuals or groups of students When students have completed an activity, emphasize success to build self-confidence
Personal representations of a phenomenon (idea, concept). These are personal constructs that students come up with as they try to understand and explain their experiences. They can affect how the students respond to what the teacher is teaching and may inhibit understanding and learning: Students tend to seek a specific explanation for their experience, rather than generalizing from other experiences They tend to concentrate on the observable aspects of their experience, rather than on abstract ideas They often take a self-centred or human-centred point of view They frequently rely on their language skills to support their reasoning They tend to see three elements in their explanations: an agent that causes the effect, an object that is acted on and an instrument or means by which the agent acts on the object A student’s personal representation of a phenomenon can be very resistant to change	Elicit students’ personal representation of the phenomenon in question: give a multiple-choice pre-test in which some of the wrong answers are common misconceptions conduct a brainstorming session on the phenomenon ask students to choose examples and non-examples of the phenomenon and to explain their reasoning Help students change their personal representation of the phenomenon: help students become aware of their personal representation present evidence that does not fit the students’ personal representation present the new representation and explain how it can account for the phenomenon never tell a student that his or her original idea was "wrong," but rather that it has limited application show how the new idea works in the same situations as students’ original ideas show how the new idea works in situations in which the students’ original idea did not clearly explain the differences between these situations Ensure that students feel safe to take risks and that everyone’s ideas are treated with respect

Types of differences	Possible Solutions
Intelligence and Aptitudes
The teacher’s conception of intelligence is very important, as it will determine what he or she is going to teach and how The students’ conception of intelligence is very important, as it largely determines their motivation	Involve students in activities in which they can experience success Involve students in a variety of experiences and ways to learn
A dynamic conception of intelligence is more useful than a static conception: intelligence develops gradually going through a certain number of stages and periods of development. The rate of development can vary from one individual to another certain learning difficulties may be linked to developing intelligence that has not yet reached a certain stage	Take the student’s developmental level into account when choosing learning objectives, and how the material is taught If most of the students find the material too difficult, allow time for their minds to mature and come back to the subject at a later date
Some students seem to learn more readily than others: learning skills seem to be closely linked to the ability to organize our knowledge managing our knowledge is closely linked to metacognition, the understanding of one’s own cognitive functioning	Explicitly teach learning strategies, as well as other cognitive strategies (e.g., problem solving) Teach students the vocabulary of metacognition so that they can talk about it Plan time for reflection (group processing) when students can discuss not only what they have learned, but how they learned it Teach interdisciplinary units to help create links and patterns, and encourage students to use their knowledge in various contexts
A one-dimensional model of intelligence based on IQ is less useful than a multidimensional model based on aptitudes. Seven types of intelligence have been identified by Gardner: linguistic logical-mathematical spatial bodily-kinesthetic musical interpersonal intrapersonal The degree of development of each kind of intelligence can vary from one individual to the next	Vary teaching methods, classroom management techniques and evaluation methods to work with all these types of intelligence at different times, so that: each student will be able to draw on his strongest aptitudes at least part of the time students will be given regular opportunities to develop the other kinds of intelligence

Types of differences	Possible Solutions
Motivation
The students’ basic needs (e.g., nourishment, security, love) must be met before addressing their cognitive needs and before motivating them to work at school Teachers cannot do everything, but they can help	Establish routines to contribute to a feeling of security Use co-operative learning techniques to encourage a feeling of belonging Enhance self-esteem by accepting each student as a person even if behaviour or work deserves criticism
Self-esteem, especially when it relates to intelligence and learning skills, can be an important motivating factor Students must be convinced that intelligence is not something fixed and unchangeable, but a combination of knowledge and strategies that they can learn	Make the student see that success is the result of acquiring knowledge and strategies Give feedback directly relating to these strategies and their effectiveness before addressing the accuracy of the student’s answers
The students’ motivation depends on their personal representation of learning and the purposes of school Students will be willing to take risks only if they see the class as a place of learning If students see school only as a place where knowledge is assessed and tested, they will not be as ready to learn	Explicitly discuss the student’s conception of the goals of the class Discuss the most effective means of reaching these goals Show to the student the need to take risks and to try different methods before giving up Focus students’ attention on the learning process and on learning for personal growth
Students’ motivation depends on their perception of the causes of success and failure: students must understand that their results in class are not random, or due to bad luck or the difficulty of the task, but rather depend on how well they have used their knowledge and the strategies they have learned	When giving feedback, concentrate on strategies Emphasize students’ specific cognitive strategies rather than their "effort" Openly discuss with students how they perceive their success or failure, and clarify the causes most likely to lead to success Compare results with the student’s own past performance rather than evaluate through norm-referenced or criterion-referenced standards

Types of differences	Possible Solutions
Psychological Differences
Learning styles	Help students discover their preferred learning styles Vary teaching methods to expose students to a variety of styles. This will allow students to use their preferred learning approach part of the time, and it will also help them develop those styles they do not normally use
Managing mental images These images are based on the way we perceive things through our senses, particularly through hearing, sight and touch	Teachers must be aware of their own preferred mental imagery and vary the images they use to communicate with students Teach students to better manage their mental images
Interests	Give students choices Take students’ questions seriously and follow up on them
Physical Differences
These differences can influence students’ prior knowledge, as they may have impacted on their experiences They can cause psychological differences (in terms of the students’ attitude toward themselves, their disability, others’ reactions) They may have no impact on the student’s learning	Draw on technological aids and specialized support services available from the school and the school board Develop awareness of disabilities among all the students in the class Model and support empathy for and sensitivity to individuals with disabilities
Socio-emotional Differences
These are apparent in the students’ behaviour	Determine the cause of a specific behaviour; there may be several causes for one kind of behaviour Use the "contract" approach Explicitly teach social skills and evaluate them through cooperative learning activities Explicitly teach conflict-resolution skills Involve students in decisions regarding classroom management

Types of differences	Possible Solutions
Differences in Socio-economic Background
Such differences may influence students’ experiences and prior knowledge	Use examples that have meaning for all students, that are drawn from their own experience
Cultural Differences
Such differences may influence: prior knowledge (different experiences) self-image (if members of the cultural group are discriminated against or exposed to prejudice) learning styles They may include knowledge of a different mother tongue	Use cooperative learning to build team spirit and overcome cultural stereotypes Establish contacts with parents and other adults to learn as much as possible about the culture Respect the cultural origins of all students and the cultural differences in communication styles The knowledge of another language can be an advantage. Help students make links between English or French and any other languages they know Students who have English as a second or other language may need support to develop their cognitive academic language proficiency long after their interpersonal communication skills are well developed

Resource-based learning

Resource-based teaching and learning is a means by which teachers can greatly assist the development of attitudes and abilities for independent, life-long learning. Resource-based instruction means that the teacher, and teacher-librarian, if available, plan units that integrate resources with classroom assignments, and teach students the processes needed to find, analyze and present information.

Resource-based instruction is an approach that involves students with all types of resources: books, magazines, films, videotapes, computer software and databases, internet, manipulative objects, commercial games, maps, museums, field trips, photos, real objects and artifacts, media production equipment, art galleries, shows, recordings and people in the community.

Resource-based learning is student-centred. It offers students opportunities to choose, to explore and to discover. Students are encouraged to make choices, in an environment rich in resources, where their thoughts and feelings are respected.

The following points will help teachers use resource-based teaching and learning in health education:

• use the foundational objectives, learning objectives and decision-making process in the curriculum as a basis for unit planning;
  

• discuss the objectives for the unit with students. Correlate needed research skills with the activities in the unit, so that skills are always taught in the context of application. Work with the teacher-librarian, if available;
  
• plan in good time with library staff so that adequate resources are available, and decisions are made about shared teaching responsibilities, if applicable;
  
• use a variety of resources in classroom teaching, showing students that you are a researcher who constantly seeks out sources of knowledge. Discuss with them the use of other libraries, government departments, museums and various outside agencies in their research;
  
• the annotated list of resources that accompanies this curriculum provides a good starting point for selecting a wide variety of print and non-print resources;
  
• consider the use of print, visual, auditory, multimedia and human resources from the school, the community, and from health care agencies when planning for instruction. A "Shared Responsibility" chart is included in the Planning Guidelines section of this document as a planning tool for this purpose;
  
• encourage students to seek assistance during the course of an assignment or when doing homework;
  
• participate in and help plan inservice programs on using resources effectively;
  
• regularly request relevant curriculum materials for addition to the school library collection;
  
• emphasize the essential role of the library resource centre and its professional staff in a resource-based approach to teaching and learning.

Using resources

Resource-based learning is an essential component of the health education curriculum. Students can achieve the objectives related to level A of the Decision-making Process only by using a wide variety of resources on a regular basis, rather than a single text. Although this type of learning requires long-term planning and coordination at the school and school board levels, the benefits to students far outweigh the difficulties that might be associated with implementation.

As other resources become available, the Department will publish information bulletins listing the new resources most appropriate for a given purpose, as well as those resources that are no longer available.

New technologies are providing access to a wider range of interactive multimedia resources to enhance resource-based learning.

Our limited resources can be used most productively through teaching based on teamwork and developing students’ independence.

Gender equity

Saskatchewan Education is committed to providing quality education for all students in the kindergarten to grade 12 system. It is recognized that expectations based primarily on gender limit students’ ability to develop to their fullest potential. In order to reach the goal of gender equity, Saskatchewan Education is committed to efforts to bring about the elimination of gender bias which restricts the participation and choices of all our students.

While some stereotypical views and practices have disappeared, others remain. Where schools have endeavoured to provide equal opportunity, efforts are required so that equal benefits or outcomes may be achieved.

It is the responsibility of schools to decrease sex-role expectations and attitudes in an effort to create an educational environment free of gender bias. This can be done by increasing students’ understanding of such bias and using gender-balanced material and non-sexist teaching strategies. Both female and male students need encouragement to explore a wide variety of options based on individual aptitudes, abilities and interest, rather than on their gender.

It is important that the Saskatchewan curriculum reflect the variety of roles and the wide range of experiences, behaviours and attitudes available to all members of society. The curriculum strives to provide gender-balanced content, activities and teaching strategies described in inclusionary language. These actions will assist teachers to create an environment free of bias and enable both female and male students to share in all experiences and opportunities and develop their abilities and talents to the fullest.

Following are some guidelines for ensuring gender equity in health education:

• select and use resources that reflect the current and evolving roles of women and men in society;
  

• instruct students on how to recognize gender inequities in what they read, hear, view, say or write;
  
• seek a balance of male and female role models in activities and resources;
  
• encourage and respect the interests and abilities of all students of both genders;
  
• model gender-fair language in all classroom interactions;
  
• instruct students in the use of gender-fair language;
  
• have equally high expectations for both male and female students;
  
• provide opportunities for both male and female students to assume leadership roles.

Indian and Métis Content and Perspectives

The integration of Indian and Métis content and perspectives within the kindergarten to grade 12 curricula fulfills a central recommendation of Directions, Five Year Action Plan for Native Curriculum Development and Indian and Métis Education Policy from Kindergarten to Grade 12 and other documents. In general, the policy states:

Saskatchewan Education recognizes that the Indian and Métis peoples of the province are historically unique peoples and occupy a unique and rightful place in our society today. Saskatchewan Education recognizes that education programs must meet the needs of Indian and Métis peoples, and that changes to existing programs are also necessary for the benefit of all students.

The inclusion of Indian, Métis and Inuit perspectives benefits all students in a pluralistic society. Cultural representation in all aspects of the school environment empowers children with a positive group identity. Indian, Métis and Inuit resources foster a meaningful and culturally identifiable experience for Aboriginal students, and promote the development of positive attitudes in all students toward Indian, Métis and Inuit 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, Métis and Inuit 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, Métis and Inuit students. Educators need cross-cultural education to develop this understanding. Teachers of Aboriginal students will benefit from an increased awareness of applied sociolinguistics, first- and second-language acquisition theory, and standard and non-standard usage of English. Teachers must utilize a variety of teaching strategies that accommodate and build upon the knowledge, cultures, learning styles and strengths of Aboriginal students. Responsive adaptations are necessary for the effective implementation of all curricula.

Saskatchewan teachers are responsible for integrating, into the appropriate units of their programs, resources that reflect accurate and sufficient Indian, Métis and Inuit content and perspectives. Teachers have a responsibility to evaluate all resources for bias and to teach students to recognize such bias.

The following points summarize Saskatchewan Education’s expectations for the appropriate inclusion of Indian, Métis and Inuit content in curricula, materials and instruction:

• concentrate on positive and accurate images;
  

• reinforce and complement beliefs and values;
  
• include historical and contemporary insights;
  
• reflect their legal, political, social, economic and regional diversity.

Inviting Elders to the School

All cultures are enriched by individuals who are valued keepers of unique knowledge. Their specialized knowledge can expand student insight far beyond the perspectives of classroom resources.

The Elders play an integral role in the revival and retention of special kinds of cultural knowledge. Their involvement in support of curricular objectives develops a positive image of their own identity among Indian, Métis and Inuit students and enhances their self-esteem. Non-Aboriginal students learn more about Aboriginal cultures and gain greater sensitivity to them, which inevitably encourages an anti-racist education.

The protocol for approaching Elders before making requests of them varies from community to community. The District Chief’s Office, Band Council or Education Committee on neighbouring reserves may be able to assist you. Before an Elder comes to share his or her knowledge with you, it is essential that the students and teacher engage in a cycle of giving and receiving associated with making an offering to an Elder. The offering expresses your respect and appreciation for the knowledge shared. It is important to ask what the offering should be, as traditions differ throughout Aboriginal communities. In addition, if your school board offers honoraria or expense reimbursements it would be appropriate to extend this consideration to a visiting Elder as well.

To initiate the process, a letter should be sent to the local Band Council to enquire about inviting an Elder and explaining the Elder’s role in the program. The Band Council may then be able to provide the names of persons who have the required knowledge and skills that meet specified needs. It is recommended that you meet with the Elder first, to share ideas about expectations and learning outcomes.

Friendship Centres throughout the province work closely with communities and often present workshops and cultural activities in cooperation with Elders and other recognized resource persons. Teachers and schools may wish to contact the following organizations and institutions:

Saskatchewan Indian Federated College
College West, Room 127
University of Regina
Regina S4S 0A2
Telephone: 585-8333

Meadow Lake Tribal Council
P.O. Box 1360
Meadow Lake S0M 1V0
Telephone: 236-5654
Fax: 236-6301

Prince Albert Tribal Council
c/o Peter Ballantyne Band
Opawakoscikan Reserve
P.O. Box 2350
Prince Albert S6V 6Z1
Telephone: 922-7800
Fax: 764-6272

Touchwood/File Hills/Qu’Appelle District Chiefs’ Office
P.O. Box 1549
Fort Qu’Appelle S0G 1S0
Telephone: 332-8200
Fax: 332-6695

Gabriel Dumont Institute of Native Studies and Applied Research Inc.
121 Broadway Ave. East
Regina S4N 0Z6
Telephone: 522-5691
Fax: 565-0809

Saskatchewan Indian Cultural Centre
401 Packham Place
Saskatoon S4N 2T7
Tel: 244-1146
Fax: 665-6520

Saskatoon District Tribal Council
226 Cardinal Crescent
Saskatoon S7L 6H8
Telephone: 956-6145
Fax: 244-7273

Yorkton District Chiefs’ Office
P.O. Box 790
Broadview S0G 0K0
Telephone: 794-2170
Fax: 794-4404

Battleford’s Treaty No. 6 Tribal Council
671 - 109th Street
North Battleford S9A 2C5
Telephone: 445-1383
Fax: 446-0612

Saskatchewan Cross Cultural Centre (One Sky)
136 Avenue F South
Saskatoon S7M 1S8
Telephone: 652-1571
Fax: 652-8377

The Circle Project
625 Elphinstone Street
Regina S4T 3L1
Telephone: 347-7515
Fax: 347-7519