Core Curriculum includes seven Required Areas of Study, six Common Essential Learnings, the Adaptive Dimension, and Locally-determined Options. Other initiatives related to Core Curriculum include Gender Equity, Indian and Métis Content and Perspectives, and Resource-based Learning.
Health Education offers many opportunities to incorporate the Common Essential Learnings (C.E.L.s) into instruction. Such incorporation helps students better understand Health Education and prepares them for their future learning, both within and outside the kindergarten to grade 12 education 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 topic. 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 topics may offer many opportunities to develop the understandings, values, skills, and processes related to a number of the Common Essential Learnings. With other topics, the development of a particular C.E.L. may be limited by the nature of the topic.
As 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 Communication are also needed for the development of Independent Learning.
The Common Essential Learnings are intended to be developed and evaluated within subject areas. Therefore, foundational objectives for the C.E.L.s are included in the sample units. The three levels of the Decision-making Process, the foundational objectives for Health Education, and the foundational objectives for the Common Essential Learnings outlined at the beginning of each unit provide appropriate starting points in planning for the inclusion of C.E.L.s in Health Education.
Incorporating the Common Essential Learnings into instruction has implications for the assessment of student learning. A unit that focuses on developing the C.E.L.s of Communication and Critical and Creative Thinking should also reflect this focus when assessing student learning. Activities, assignments, or exams should allow students to demonstrate their understanding of important concepts in the unit and of how these concepts are related to each other or to previous learning. Questions can be structured so that evidence or reasons must accompany student explanations. If students are encouraged to think critically and creatively throughout a unit, then teachers need to develop assessment strategies for the unit that also require students to think critically and creatively. The Common Essential Learnings are to be integrated, accommodated, and incorporated into the evaluation of the area of study.
Throughout this curriculum guide, the following symbols are used to refer to the Common Essential Learnings:
| C CCT IL PSVS N TL |
Communication Critical and Creative Thinking Independent Learning Personal and Social Values and Skills Numeracy Technological Literacy |
The Common Essential Learnings and the Decision-making Process
Level A - Extend Knowledge Base
Step 1: Reflect on what you know about the issue.
Step 2: Research the issue. Find the facts.
In Level A students are accessing and evaluating multiple sources of information regarding the unit topic. If the topic focuses upon a technological development, then Technological Literacy would naturally be a focus for the unit. In addition, the C.E.L.s appropriate to this stage of the Decision-making Process are:
Communication
Numeracy
Critical and Creative Thinking
Independent Learning
Personal and Social Values and Skills
Level B - Make an Informed Decision
Step 3: State the challenge. Explore alternatives and consequences.
Step 4: Make a decision and set a personal goal.
In Level B, Health Education students assimilate all the information that they gathered in Level A and determine what the challenges are for them personally. They explore the alternatives available and the consequences of each of those alternatives in forming an individual decision. The C.E.L.s appropriate to this section of the Decision-making Process are:
Communication
Numeracy
Critical and Creative Thinking
Independent Learning
Personal and Social Values and Skills
Level C - Carry Out Action Plan
Step 5: Design and apply an action plan.
Step 6: Evaluate progress. Revise as needed.
In Level C, each student designs an action plan to meet a personal challenge and attain the goal stated in Level B. The plan is written and submitted to the teacher, complete with the name of a support person and revision date. The action plan is carried out throughout the student's day-by-day life until the stated revision date, at which time the student does a self-evaluation on both the effectiveness of the plan and the efforts in following the plan. The support person(s) as well as the teacher may contribute to the Level C evaluation. The C.E.L.s prevalent during Steps 5 and 6 of the Decision-making Process are:
Communication
Numeracy
Critical and Creative Thinking
Independent Learning
Personal and Social Values and Skills
For more information regarding the C.E.L.s, refer to Understanding the Common Essential Learnings (Saskatchewan Education, 1988).
The Adaptive Dimension is defined as the concept of making adjustments in approved education programs to accommodate diversity in student learning needs. It includes those practices the teacher undertakes to make curriculum materials and topics, instruction, and the learning environment meaningful and appropriate for each student. For more information, see The adaptive dimension in curriculum and instruction (Saskatchewan Education, 1991).
Some general guidelines for adaptation include:
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 instruction 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 continuous 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 is aware of and uses 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 and health care professionals. Parents and/or guardians are, of course, a major resource.
Teachers can enhance learning by using special format materials, pre-teaching important concepts, and applying a variety of assessment procedures. Co-operative learning groups are frequently used throughout Health Education. Learning groups, carefully designed by the teacher, will contribute to success for students of all ability levels.
In Health Education, Level A - Extend Knowledge Base provides considerable teacher flexibility in adapting the instructional materials, methods, or setting to meet the needs of students. The format of materials used and the expectation levels concerning 'managing the information' can be adapted to meet the needs of individual learners. Assessment strategies are multi-faceted throughout this curriculum guide. While many varied assessment instruments and strategies are provided, it still remains the professional's decision to select the most appropriate assessment procedures for individual students, particularly when measuring cumulative growth or development throughout a year. It is critical that how students are assessed is reflective of both what and how they have learned.
Recognition of the need for adaptive instruction is dependent upon the professional judgement of the teacher, as the decision to initiate adaptive practices must be an informed one. The purpose of such adaptation is to help students achieve the objectives of the curriculum. The most frequent application of the Adaptive Dimension occurs as teachers in regular classroom settings adjust their use of both content and methods of instruction to accommodate diverse student learning needs.
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 endeavored to provide equal opportunities 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 education environment free of gender bias. This can be facilitated by increased understanding and use of gender-balanced materials and strategies. Teachers and students should be encouraged to analyze current practices in their Health Education classes.
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.
In order to ensure gender equity in Health Education, the teacher should:
| Note: Remember that all students are not extroverts who willingly contribute suggestions, ideas, etc. Some students may show attentiveness by maintaining eye contact with individual speakers. Others may nod their heads attentively. Teachers should remember that individual students will participate in their own ways, and that various cultural groups have their own customary ways of showing attentiveness. |
The integration of Indian and Métis content and perspectives within kindergarten to grade 12 curricula fulfills a central recommendation of the Indian and Métis Education Policy from Kindergarten to Grade 12 (1995). 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 (p. 6).
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 by encouraging them to develop 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 toward 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 various 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.
The Five Year Action Plan for Native Curriculum Development (Saskatchewan Education, 1984) states the following: 'Instructional approaches such as group work, co-operation rather than competitive exercises, using the child's experience as a learning base, and using action-mode materials can be useful to students.'.
Teachers must use a variety of teaching strategies that accommodate and build upon the knowledge, cultures, learning styles, and strengths that Indian and Métis students possess. Responsive adaptations are necessary to all curricula for effective implementation.
The following four points summarize the expectations for the appropriate inclusion of Indian and Métis content in curriculum and instruction:
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.
Resource-based teaching and learning is a means by which teachers can greatly assist the development of attitudes and abilities for independent, lifelong learning.
Clearly, it is no longer sufficient to adopt a single textbook approach to teaching. Saskatchewan Education's policy document, Resource-based Learning: Policy, Guidelines and Responsibilities for Saskatchewan Learning Resource Centres, states that in order to meet the needs of individual learners and to develop in students the necessary skills of information processing, resource-based teaching is a recommended method of instruction.
Resource-based instruction is student-centred. The opportunity to make choices, in an environment rich in resources where the thoughts and feelings of students are respected, is vital to the development of autonomous learners.
Some guidelines for resource-based learning in Health Education include:
Questions Most Often Asked About Resource-based Learning
How can I run a classroom or give the same lesson and assignments when the students do not all have the same book?
| Note: It should be emphasized that resource-based learning must go hand in hand with planning for instructional strategies and evaluation techniques for each lesson. |
It is not possible for me to plan for all of the changes needed to incorporate resource-based learning into my already too busy teaching schedule. How can I be expected to do this when there is already too little time in the day?
How can I have a variety of resources available to the students when there is little money budgeted to buy them?
Various strategies for acquiring resources could be employed: