Directions, 1984, p. 47.
Core Curriculum encompasses seven Required Areas of Study, six Common Essential Learnings and the Adaptive Dimension. In addition, Core Curriculum includes the broad initiatives: Indian and Métis Content, Gender Equity and Resource-based Learning.
The Common Essential Learnings (C.E.L.s) are intended to be developed and evaluated within each subject area. Therefore, foundational objectives which incorporate the C.E.L.s are integrated within this curriculum guide.
The decision to focus on one or more C.E.L.s within a lesson is guided by the needs and abilities of the individual students and by the specific demands of the foundational and learning objectives.
Most units offer several opportunities to develop knowledge, values, and skills related to the C.E.L.s. They also provide the basis for planning, instruction, assessment and evaluation. Since the C.E.L.s 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.
Incorporating the C.E.L.s into instruction has implications for the assessment of student learning. If students are taught and encouraged to think critically and creatively throughout a unit, then the assessment strategies for the unit should also require students to think critically and creatively.
Throughout this Curriculum Guide, the following symbols will be used to refer to the Common Essential Learnings:
|
C
CCT IL N PSVS TL |
Communication
Critical and Creative Thinking Independent Learning Numeracy Personal and Social Values and Skills Technological Literacy |
It is anticipated that teachers will build from the suggestions in this guide in order to incorporate the Common Essential Learnings into Native Studies.
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 ensure curriculum, instruction and the learning environment are meaningful and appropriate for each student. (The Adaptive Dimension in Core Curriculum, Saskatchewan Education, Training and Employment, 1992.)
The Adaptive Dimension addresses the importance of providing alternative access and expression of knowledge in order to promote optimum success for each student. This is especially critical in the teaching of Native Studies which focuses on the knowledge, beliefs, practices, circumstances, conditions, and values of diverse Indigenous peoples. Learning environments can be made more accessible through adapting the setting, method or material. The Adaptive Dimension is used to:
Through the Adaptive Dimension teachers can maximize students' participation in Core Curricula and develop their potential as independent learners. Some guidelines to consider when adapting instruction in Native Studies include:
Saskatchewan Education is committed to providing quality education for all students. Expectations based primarily on gender limit students' abilities to develop to their fullest potential. While most schools have endeavoured to provide equal opportunity for male and female students, continuing efforts are required so that equity may be achieved and maintained.
Saskatchewan schools are responsible for creating an educational environment free of gender bias. This can be facilitated by increased sensitivity and enhanced through the use of gender-balanced material and teaching strategies. Students of both genders benefit from encouragement and support to explore the variety of options available. These options are based upon individual aptitudes, abilities and interests, rather than gender.
To meet the goal of gender equity, Saskatchewan Education is committed to efforts to bring about the elimination of gender bias that restricts the participation and choices of all our students. Saskatchewan curricula must reflect the variety of roles and the wide range of experiences, 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 bias, enabling both male and female students to develop their abilities to the fullest.
Integrating Indian and Métis content and perspectives in the K-12 curriculum 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 education programs must meet the needs of Indian and Métis peoples, and that changes to existing programs are also necessary to benefit all students (1995, p.2)."
An understanding of traditional Aboriginal cultures and worldviews can assist educators with teaching Indian and Métis students whose diverse traditions and learning styles may be factors in learning. The policy further states:
"The education system must recognize that Indian and Métis students are the children of people whose cultures are, in many ways, very different from those of the people who established the school system. These differences, which may include learning styles, language and world-view, must be accounted for in curriculum, programs, teaching methods and climate. . .(p.5)".
Acknowledging culture as embracing rules governing behaviour and communication can lead to greater understanding and respect for differing lifestyles. Students should begin to understand how cultures operate according to different belief systems.
Awareness of such differences allows teachers to create lessons that reflect cultural norms, varied learning styles and abilities, as well as to understand students' behaviours.
Curriculum, programs, teaching methods, and school climate should reflect the diversity of the social, cultural, and linguistic backgrounds of Saskatchewan Indian and Métis students. Generalizations regarding cultural influences must always allow for individuality. Saskatchewan Indian and Métis students come from different backgrounds and social environments including northern, rural, and urban areas. No cultural group should be stereotyped as exhibiting a particular learning style.
Resource-based teaching and learning is a means by which teachers can guide students to explore diverse perspectives and develop abilities for independent life-long learning. In resource-based instruction, the teacher, and teacher-librarian, if available, plan units which integrate resources with classroom assignments from a variety of perspectives. Students are also taught the processes needed to find, analyze, and present information.
Resource-based learning is student-centred. It offers students opportunities to choose, to explore, and to discover. Students who are encouraged to make choices, in an environment rich in resources, where their thoughts and feelings are respected, are well on their way to becoming independent learners.
In Native Studies, students are encouraged to use a variety of learning resources to develop knowledge and skills. Some possible resources include family members, Elders, books, magazines, films, audio and video tapes, computer software and data bases, manipulatives, commercial games, maps, museums, field trips, pictures and study prints, authentic objects and artifacts, media production equipment, and community resources.
Current events are a way of keeping curriculum relevant to the lives of the students. Native Studies teachers can develop a better understanding of contemporary issues through development of vertical files, containing pamphlets, articles and newspaper clippings. This file can be housed, circulated and maintained through the school library or within the classroom. Many current resources and electronic versions of daily newspapers are available on-line via Internet. Involving students in the process is encouraged.
To provide for resource-based teaching and learning:
All materials identified for use in the classroom are selected based upon criteria of literary and artistic excellence. Resources depicting First Nations and Métis peoples are evaluated to determine accuracy, balance and diversity of perspectives.
Excellence is generally based upon, and judged by, individual and community members who are portrayed in the particular resources. What one community may deem appropriate may be regarded as unsuitable in another. Differences can also occur at the individual level.
Native Studies teachers are responsible for ensuring that all materials selected for use with students meet the criteria of literary and artistic excellence. Direction and guidelines to assist in selection of Indian and Métis resource materials are detailed in Diverse Voices: Selecting Equitable Resources for Indian and Métis Education, (Saskatchewan Education, 1995).
The units that individual teachers organize usually require students to apply research skills in a variety of areas. A range of resources to support each of these areas is necessary for effective resource-based learning to occur. Some sources include: