This document replaces Core Curriculum: Plans for Implementation (1987) and provides the new credit policy for Saskatchewan secondary education in the context of Core Curriculum, K-12. Future updates will be sent as page replacements to this information bulletin.
Background
In 1987, Saskatchewan Education released the policy document Core Curriculum: Plans for Implementation. This document described the principles of Core Curriculum and outlined new requirements for students graduating from high school. Credit requirements were increased from 21 to 24, and required courses were added to the program to ensure that all secondary school students would recede a broad, comprehensive education.
The increase in the number of required courses had considerable impact on Saskatchewan secondary schools. Small secondary schools, in particular, experienced some difficulty in offering a wide range of elective courses in addition to the added required courses. Educators and members of the public expressed concern that the increased credit requirements made it difficult for students to select electives of their choice while taking required courses and other courses that they needed for entrance to post-secondary institutions (High School Review Advisory Committee Final Report, 1994).
Curriculum and Instruction Advisory Committee
The Curriculum and Instruction Advisory Committee was formed in the spring of 1995 to provide advice and support to Saskatchewan Education on broad policy, program, curriculum and instruction issues. The mandate of the committee includes planning, development, piloting, implementation, evaluation and maintenance initiatives, and related programs, projects and services for kindergarten to grade 12, as well as articulation with post-secondary institutions.
Core Curriculum is intended to provide all Saskatchewan students with an education — that will serve them well regardless of their choices after leaving school. It reinforces the teaching of basic skills and introduces an expanded range of new skills to the curriculum.
Core Curriculum is developmental in nature and based on a kindergarten to grade 12 continuum. In recognition of the stages of child growth and development, the grades are grouped into the following levels:
The two major components of Core Curriculum are the Required Areas of Study and the Common Essential Learnings. Seven Required Areas of Study form the framework of the curriculum. Six categories of Common Essential Learnings are to be ncorporated in an appropriate manner into all courses of study offered in Saskatchewan schools.
Although Core Curriculum specifies Required Areas of Study for all students, opportunities for choice or electives increase as students move through the K to 12 continuum.
To meet community and student needs at the local level, provision is made within Core Curriculum to offer Locally-determined Options. Such options can be provided through the selection of provincially-developed courses or through courses developed at the local level. In recognition of the diverse needs of students, provision is made through the Adaptive Dimension for teachers to adapt instruction.
Required Areas of Study
The seven Required Areas of Study within the Core Curriculum are:
Each required area has unique knowledge, skills and values that are essential for all students at the Elementary, Middle and Secondary Levels. Therefore, the Required Areas of Study are included throughout the school program from the Elementary to Secondary Levels.
The six Common Essential Learnings within the Core Curriculum are:
The Common Essential Learnings are six interrelated areas containing knowledge, skills, attitudes, and abilities which are important for learning in all school subjects. New Core Curriculum guides include instructional objectives, materials, methods, and suggestions for incorporating the Common Essential Learnings into each area of study.
Locally-determined Options
The Core Curriculum makes provision in the K to 12 school program for Locally determined Options to gain time for local or community program priorities. Policy guidelines are as follows:
Decisions about the priorities of locally-determined program offerings, such as religious education or second language instruction, are best made by boards of education in consideration of local community needs.
Adaptive Dimension
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.
The Adaptive Dimension is used to:
These purposes address a primary function of the school, that of helping students to maximize their potentials as independent learners.
In addition to these components, Core Curriculum includes various initiatives which guide the development of teaching materials as well as instruction in the classroom. These initiatives include: Resource-based Learning, Indian and Metis Content and Perspectives, Gender Equity, Multicultural Education, Special Education, instructional approaches, evaluation practices, and others.
Resource-based Learning
Resource-based Learning involves use of a wide array of print, non-print, new media, and human resources to assist students in learning. It offers students opportunities to choose, to explore, and to discover from a variety of resources both within and outside of their community. Resource-based Learning is a means by which teachers can greatly assist the development of attitudes and abilities for independent, life-long learning.
Indian and Metis Content and Perspectives
The inclusion of Indian and Metis content and perspectives benefits all students. Culturally relevant curriculum and resources foster meaningful learning experiences for all students, promote an appreciation of Canada's cultural mosaic, and support universal human rights.
Gender Equity
In order to reach the goal of Gender Equity in the K to 12 system, Saskatchewan Education 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 their full potential. Both girls and boys need encouragement to explore a wide variety of options based on aptitudes, abilities, and interests, rather than gender.
Instruction and Evaluation
The components and initiatives of Core Curriculum find expression, interpretation, and implementation through instructional practice. For this reason, a range of instructional approaches and evaluation techniques is required if teachers are to meet the objectives of Core Curriculum and the instructional needs of students.
Multicultural Education
Multicultural education is an interdisciplinary educational process that fosters understanding, acceptance, empathy, and constructive and harmonious relations among people of various cultures. It encourages learners of all ages to view different cultures as a source of learning and enrichment.
Special Education
Special education services and programming provide children and youth with exceptional needs with the support they require to access the benefits of Core Curriculum. Some students require adaptations in materials and different instructional strategies to achieve the foundational objectives of the regular program. Other students require qualitatively different and individualized programs to achieve their potential.