Core Curriculum Components and Initiatives

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.

Common Essential Learnings

Life Transitions 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 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 subject area. Throughout a module, 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. For example, 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. Therefore, foundational objectives for the C.E.L.s are included in the sample modules. 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. 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 module that has focused on developing the C.E.L.s of Communication and Critical and Creative Thinking should also reflect this focus when assessing student learning. Assignments or exams should allow students to demonstrate their understanding of important concepts in the module and 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 module, then teachers need to develop assessment strategies for the module that require students to think critically and creatively. The Common Essential Learnings are to be integrated, accommodated and incorporated into the evaluation of the content area.

The Common Essential Learnings should be planned and developed within the context of effectively planned Life Transitions lessons. As lesson planning is taking place, consideration should be given to incorporating the Common Essential Learnings. The decision-making process approach to instruction (through the three levels of the Planning Process), the foundational objectives for Life Transitions, and the foundational objectives for the Common Essential Learnings outlined at the beginning of each module provide appropriate starting points in planning.

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 Life Transitions.

Throughout this Curriculum Guide, the following symbols may be used to refer to the Common Essential Learnings:

C...........................Communication

CCT......................Critical and Creative Thinking

IL..........................Independent Learning

PSVS....................Personal and Social Values and Skills

N...........................Numeracy

TL.........................Technological Literacy

The Common Essential Learnings Presented Through the Planning Process

Level A - Extend Knowledge Base

Step 1: Reflect on what you know and feel 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 content topic. The C.E.L.s appropriate to this stage of the Planning Process are:

Communication
• listens attentively
• participates in group discussions
• locates information
• organizes material in various ways
• explains relationships between ideas
• follows instructions
• uses own language to clarify ideas and information

Critical and Creative Thinking
• classifies information
• recognizes contradictions
• compares and contrasts ideas
• synthesizes ideas from a variety of sources
• distinguishes between fact and opinion
• identifies assumptions and biases

Independent Learning
• selects area(s) of study
• collects information from a variety of sources

Personal and Social Values and Skills
• discovers more about self
• shares personal opinion about a concept
• compares personal opinion to opinion of others
• respects differences of opinions and values
• examines own beliefs, values and attitudes
• recognizes and accepts strengths and differences of self and others
• works co-operatively as a team member.

Level B - Make an Informed Decision

Step 3:State the challenge. Explore alternatives and consequences.
Step 4:Determine your decision and Set a personal goal.

In Level B, Life Transitions students assimilate all the information that they gathered in Level A and determine what the challenge is for themselves 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 Planning Process are:

Communication
• organizes information in various ways
• talks to others

Critical and Creative Thinking
• classifies information
• analyzes information or situations
• judges the relevance of ideas to a topic or issue
• identifies problems
• generates alternative solutions to problems
• develops criteria for evaluating solutions or ideas
• considers alternatives
• makes decisions systematically

Independent Learning
• sets and meets personal learning goals
• establishes learning priorities and selects tasks to be undertaken
• organizes time and work

Personal and Social Values and Skills
• considers and evaluates personal options
• makes and justifies judgments about the options.

Level C - Carry Out Action Plan

Step 5:Design and Apply action plan.
Step 6:Evaluate your 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 support person(s) 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 be a part of the Level C evaluation. The C.E.L.s prevalent during steps five and six of the Planning Process are:

Communication
• participates in discussion

Critical and Creative Thinking
• supplies evidence for a specific result or conclusion
• evaluates results or conclusions
• explores implications
• evaluates credibility of the plan

Independent Learning
• works with confidence alone and/or with a selected support structure
• organizes time and work
• develops action plan to meet personal goal(s)
• writes action plan time lines
• completes action plan
• describes outcomes of action plan experience
• relates outcomes to prior and future learning needs
• evaluates personal progress and achievement
• applies independent learning skills to real-life situation

Personal and Social Values and Skills
• develops a positive self-concept
• remains open to challenges and opportunities
• develops insights into the beliefs, values, attitudes, assumptions and motives of self and others.

The Adaptive Dimension

The Adaptive Dimension is not just "more" or "less", but "different". It 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 curriculum, materials, topics, instruction and the learning environment meaningful and appropriate for each student.

Some general guidelines for adaptation include:

• Alter the pace of the lesson to ensure that students understand the concept being presented or are being challenged by the presentation.
• Monitor the use of vocabulary. It is possible to use advanced and simple vocabulary in the same lesson by incorporating both in a sentence: "He was proficient or good at talking with people of all age groups." This helps to satisfy the requirements of some students, expand the vocabulary of others, and make the lesson meaningful to others.
• Alter the method of instruction to meet the needs of the individual.
• Alter the manner in which the student is required to respond to the teacher and/or to the instructional approach.
• Change the materials so that they enhance rather than impede learning.
• Arrange to have challenging tasks available for students who have become proficient.
• Use interactive techniques that allow close monitoring of the student's progress.
• Encourage as much student participation as is possible in both planning and instruction.
• Use support systems extensively (methods and personnel) -- adaptation is not possible without them.

For more information, see The Adaptive Dimension in Curriculum and Instruction (1991).

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.

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 Life Transitions 20, 30. Learning groups, carefully designed by the teacher, will contribute to success for students of all ability levels.

The following is an example from Life Transitions:
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 document. 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 or semester.

Recognition of the need for adaptive instruction is dependent upon the professional judgment of the teacher, as the decision to initiate adaptive practices must be an informed one. The most frequent application of the Adaptive Dimension occurs as teachers in regular classroom settings adjust their use of both content and method of instruction to accommodate diverse student learning needs.

Gender Equity

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. Teachers and students should be encouraged to analyze current practices in the realms of personal life, family life, school and work.

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 Life Transitions the teacher should:

• provide opportunities for both female and male students to assume leadership roles
• encourage and respect the interests and abilities of all students of both genders
• model equitable interaction with students
• instruct students in the use of gender-fair language and insist that language used in Life Transitions be gender fair.

Note: Remember that all students are not extroverts who willingly contribute suggestions, ideas, etc. Some students who merely maintain eye contact with individual speakers, and nod their head attentively are participating in their own way. Cultural groups for whom eye contact is not the norm can show attentiveness in other ways.

Indian and Métis Curriculum Perspectives

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:

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 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.

The Five Year Action Plan for Native Curriculum Development (1984) stated 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".

Teachers must utilize 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:

• Curricula and materials will concentrate on positive images of Indian, Métis and Inuit peoples.
• Curricula and materials will reinforce and complement the beliefs and values of Indian, Métis and Inuit peoples.
• Curricula and materials will include historical and contemporary issues.
• Curricula and materials will reflect the legal, political, social, economic and regional diversity of Indian,Métis and Inuit peoples. (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.

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, lifelong learning.

Clearly, it is no longer possible 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.

The following points will be of help to the teacher in using resource-based teaching and learning.

• Use the foundational objectives and learning objectives of a module, plus the Planning Process of the program, as starting points. Correlate needed research skills with the activities in the module, so that skills are always taught in the context of application.
• The annotated bibliography that accompanies this curriculum is a good starting point. Life Transitions research assignments vary, as the focus is to empower students to manage the changes and transitions they encounter throughout life.
• 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, various outside agencies, and electronic information systems in their research.

Questions Most Often Asked About Implementing 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?

• Small group activities would allow several students to work on one activity together, sharing a resource. (See Together We Learn. The book is available from the Book Bureau and the video from Media House.)
• Various types of activities on the same topic can be going on in the classroom at once, utilizing various resources. (See Instructional Approaches: A Framework for Professional Practice from Saskatchewan Education and Instructional Strategies Series from the STF.)

Note: It should be emphasized at this point 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?

• Change usually takes time. To change our teaching styles will take time. Even though a person may not be able to change totally to resource-based learning in a short time, gradual steps can be taken toward the desired goal. A realistic goal might be to do two resource-based units a year. Teachers might attempt to do one unit before Christmas and one after.

How can I have a variety of resources available to the students when I have little money to buy them?

Various strategies for acquiring resources could be employed:

• Some bibliographies provide an "other uses" section so that schools can buy resources that will meet the needs of more than one specific grade or subject area.
• Media House provides videos at a nominal cost of one dollar per program and a blank tape (you can provide the tape or purchase it from them).
• People are a resource we can be using for resource-based learning. Often there is someone knowledgeable on a certain subject right in your own community who may be willing to speak to the students. Guest speakers can also be located by using the blue pages of the telephone directory.
• Free or inexpensive items can sometimes be obtained from departments listed in the "blue pages" of the telephone book.
• Some schools ship equipment to other schools where teachers want to do the same module. Reciprocal agreements can be made involving equipment and A/V materials.
• Networking can be useful in sharing ideas, within a school or between schools. Co- operative planning with a teacher-librarian or fellow teacher helps by giving you ideas for using resources already available.
• Electronic information systems and databases are available through SchoolNet and Internet. Extensive browsing in distant library collections is possible. Access to many resources is available through World Wide Web sites.