Saskatchewan Learning Essentials

Students need a learning environment in which they are at ease;
they need to be taught in a manner compatible with their backgrounds and learning styles;
they need to see their world reflected in subject matter and content;
they need to feel they are part of a learning community.

Aboriginal Education Initiatives in Saskatchewan Education
Saskatchewan Education, March, 2000. p. 3.

Components of Core Curriculum

Core Curriculum encompasses:

• Seven Required Areas of Study
• Six Common Essential Learnings
• The Adaptive Dimension, and
• Locally-determined Options.

In addition to these components, Core Curriculum includes various initiatives that guide the selection of teaching materials, as well as instruction, in the classroom. These initiatives include: Resource-based learning, Aboriginal Content and Perspectives, Gender Equity, Multicultural Education, Special Education, instructional approaches, assessment and evaluation practices, and others.

(Saskatchewan Education, 2000 a.)

Common Essential Learnings

The Common Essential Learnings (CELs) are to be developed and evaluated within each subject area. The decision to focus on one or more CELs in a lesson is guided by the needs of the students and by the specific requirements of Native Studies 10.

Most units offer several opportunities to develop knowledge, values, skills and abilities related to the CELs. They also provide the basis for planning, instruction, assessment and evaluation. The CELs are not necessarily discrete categories, so working toward the achievement of one CEL may contribute to the development of others.

Incorporating the CELs into instruction has implications for the assessment of student learning. Thus, 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 think critically and creatively.

The Common Essential Learnings are designated according to the following acronyms.

C Communication

N Numeracy

CCT Critical and Creative Thinking

TL Technological Literacy

PSVS Personal and Social Values and Skills

IL Independent Learning

Teachers may use the following guideline to ensure they are incorporating the CELs appropriately for Native Studies 10.

During the course of study, students are provided the opportunity to:

Communication

• Develop and express understanding of Native Studies content by providing a forum where different forms and styles of communication are accepted and relevant.

• Use all forms of language communication (listening, speaking, reading, writing, representing and viewing) for different audiences and purposes that are relevant to learning Native Studies.

• Understand and use the vocabulary, structures and forms of expression that are appropriate to the people being studied in the Native Studies course.

• Experience oral history methodology in a nurturing environment.

Numeracy

• Participate in activities that focus on historical and current situations involving quantitative information in Native Studies.

• Strengthen understanding of Native Studies content through applying knowledge of numbers, graphs, maps, locations and their interrelationships.

• Develop ability to analyze and critique statistics, and reporting techniques.

Critical and Creative Thinking

• Make use of multiple abilities and intelligences.

• Experience situations in which research combines oral and written information.

• Participate in activities that focus upon differing points of view or alternate perceptions.

• Use intuitive and imaginative thought.

• Freely generate ideas.

• Apply creative thinking to problems.

• Participate in activities and assignments that encourage discussion of controversial issues and challenge perceived biases.

• Use various strategies to develop awareness of thought processes.

• Develop an understanding of how, and by whom, knowledge is created, evaluated, refined and changed in the area of Native Studies.

• Determine the most accurate and fair positions regardless, or in spite of, particular interests or desires.

Technological Literacy

• Develop a historical and contemporary view of technology within the framework of Native Studies.

• Develop an understanding that technology both shapes and is shaped by society.

• Develop an understanding of both the value and limitations of technology within society.

• Understand, analyze and evaluate technological issues/developments, and their implications for both historical and contemporary Aboriginal societies.

Personal Social Values and Skills

• Learn in an environment that incorporates democratic processes.

• Practice and reflect upon cooperative, respectful, and empathetic behaviours.

• Develop self, interpersonal, group and cross-cultural understandings.

Independent Learning

• Grow as independent learners within a classroom environment that promotes self-esteem, curiosity, competence and trust.

• Experience a wide variety of activities, topics, and various ways to learn in order to determine interests, abilities and preferences.

• Discover meanings and solutions through active participation in learning activities and experiences.

• Participate in experiences that lead to independent exploration, or that require information beyond what the classroom provides.

• Choose among learning options.

• Take on more responsibility for learning as competence develops.

• Develop abilities to access knowledge from a variety of sources.

 

The Adaptive Dimension

The use of the Adaptive Dimension is critical to the success of students taking Native Studies 10. The course entails more than students acquiring knowledge; rather it is an active engagement in group and individual processes. Teachers are encouraged to adapt content, instructional strategies and assessment tools to recognize students’ varied levels of prior knowledge, cultural backgrounds and comfort levels (with course materials).

Saskatchewan Education’s Core Curriculum: Principles, Time Allocations, and Credit Policy, 2000 outlines that the Adaptive Dimension is used:

In order to meet the variety of students’ needs, flexibility is required within the school program to enable schools and teachers to adapt instructional materials, methods, and environment to provide the most appropriate educational opportunities for students. (p. 4)

The Adaptive Dimension is used to:

• help students achieve the objectives of the course.

• maximize student learning and independence.

• lessen discrepancies between achievement and ability.

• promote a positive self-image and feeling of belonging.

• promote a willingness to become involved in learning.

These purposes address the primary function of the school, that of helping students to maximize their potential as independent learners.

Critical to the appropriate application of the Adaptive Dimension is the understanding that Foundational Objectives are not changed. Rather, the curriculum materials and topics, instructional approaches and the learning environment are adjusted so that students with varying strengths and needs can achieve pre stated curriculum objectives.

The Adaptive Dimension is intended to meet individual student needs through adaptations that enrich, extend, reinforce or teach differentially toward formally stated curricular objectives for small groups of students. The teacher may also choose to accommodate the needs, interests or abilities of individual students using the same procedures.

The teacher is the key to successful application of the Adaptive Dimension. In Native Studies 10, the teacher’s role may be to adapt classroom instruction, the learning environment, or course materials to reflect the different knowledge bases and learning styles students bring to class. Students’ knowledge base and learning styles depends on several factors, including experiences at home and at the elementary level.

(Saskatchewan Education, September 2000 b.)

Gender Equity

Saskatchewan Learning is committed to efforts to bring about the elimination of gender bias, which restricts the participation and choices of students. Expectations based primarily on gender limit students’ ability to develop to their full potential. Saskatchewan Learning recognizes and applauds attempts to provide equal opportunity for males and females. However, continued efforts are required so that equity is realized.

Saskatchewan schools are responsible for creating an educational environment free of gender bias. This can be facilitated with the use of gender-balanced material and varying teaching strategies. Both genders benefit from encouragement to explore different learning options. Every attempt has been made to reflect gender balance in this curriculum guide. However, many documents written about Aboriginal peoples focus on the roles and perspectives of males in a society to the exclusion of women.

A balanced view of female and male perspectives and roles is consistent with principles of Aboriginal philosophies and the teachings of the Medicine Wheel.

Material is written and compiled to attain gender balance; however, because gender balance is not always possible, students should learn to detect gender bias. Thus, it is appropriate to analyze and discuss articles presented in this curriculum from the point of view of both genders.

Portrayal of Persons with Disabilities

Wherever possible, ability rather than disability should be emphasized. Materials implying that persons with disabilities must be cared for or pitied should not be used. Materials should convey respect for the individuality of all persons, including those with disabilities. For example, terminology such as "people with disabilities" or "has a disability" should be used, rather than terms like "the less fortunate," "afflicted" or "suffers from a disability" that tend to have negative connotations.

Heim (1994) suggests that it is important to be aware that literature, the media and other resources frequently portray people with disabilities in a stereotypical way. When evaluating material for use in the Native Studies classroom, the teacher should consider the following:

Accuracy of Information: Accurate and up-to-date information should be used in the resource to describe the disability. The best approach is one where aspects of the disability are revealed, not as the main focus of the text, but through the unfolding of the documentary or story.

Stereotypes: Stereotypes frequently found in media portrayals of people with disabilities include pitiable and pathetic, objects of violence, or burdens who are incapable of fully participating in everyday life. Material that includes characters or people with disabilities should provide an insight into the feelings and thoughts of the individuals with disabilities. The characters should not be used to provoke certain feelings and thoughts in the reader, listener or viewer (e.g., pity).

Growth in Character: Often, in fiction, a character with a disability is used as a vehicle for the growth of another character who is "normal." The "normal" character gains sensitivity or awareness as a result of his or her relationship with the character with a disability. The character with a disability does not grow or change. This treatment is troubling because the character with a disability is relegated to a passive role; the character is not treated as a unique, whole individual.

(Saskatchewan Education, 1999 a.)