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New curricula!

New curricula!. Stressed?. Relax!. Why Renew?. Sustain and strengthen Concise and coherent curriculum Clarify expectations for students Ensure relevance and consistency for students Provide ease of access and use for teachers. Grade 6

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New curricula!

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  1. New curricula!

  2. Stressed?

  3. Relax!

  4. Why Renew? Sustain and strengthen Concise and coherent curriculum Clarify expectations for students Ensure relevance and consistency for students Provide ease of access and use for teachers

  5. Grade 6 23.5 cm 2.4 cm9.52 kg 0.96 kg

  6. Broad Areas of Learning Subject-specific goals Cross-curricular competencies Required Areas of Study

  7. First Nations, Métis, and Inuit Content, Perspectives, and Ways of Knowing are foundational in the curriculum. • GSCS Aboriginal Education Unit supports for integration • Mandated Treaty Education – see Ministry Link:http://k-12treatyeducation.gov.sk.ca/

  8. Catholic Education Permeation of Catholic beliefs and values in all subject areas will become the norm Provincially-developed resource Revealing Christ in All We Teach

  9. OUTCOMES Precise statements of what the student must KNOW, UNDERSTAND and be able to DO at the end of each grade. MANDATORY INDICATORS Statements that explain the breadth and depth of the learning outcome observable and measurable • ASSESSMENT • Assessment of outcomes using the indicators • Level 3 in June = evidence of outcome

  10. Characteristics of an Indicator • Show the breadth and depth of the outcome • Shows what the student can do to demonstrate outcome attainment • Measurable and observable • Clear and concise • Student-focused • Reasonable and attainable • Such as, or, including, for example are used to further clarify the indicator • Starts with a verb in the present tense • Follows Bloom’s revised taxonomy

  11. Creating Evaluating Analyzing Applying Understanding Remembering

  12. BLOOM’S REVISED TAXONOMY Creating Generating new ideas, products, or ways of viewing things Designing, constructing, planning, producing, inventing. Evaluating Justifying a decision or course of action Checking, hypothesising, critiquing, experimenting, judging Analysing Breaking information into parts to explore understandings and relationships Comparing, organizing, deconstructing, interrogating, finding Applying Using information in another familiar situation Implementing, carrying out, using, executing Understanding Explaining ideas or concepts Interpreting, summarizing, paraphrasing, classifying, explaining Remembering Recalling information Recognizing, listing, describing, retrieving, naming, finding

  13. Creating Analyzing Analyzing Analyzing Applying Applying Evaluating Evaluating ACTIVITY: Example from Grade 5 Mathematics

  14. Inquiry • Inquiry learning provides students with opportunities to build knowledge, abilities, and inquiring habits of mind that lead to deeper understanding of their world and human experience.

  15. Vision in Action All curricula will identify opportunities to integrate with other areas of study All curricula will have materials developed and available online All curricula will focus on teaching for deeper understanding All curricula will have a greater emphasis on centralizing FNMI content, perspectives, and ways of knowing Our work will be to infuse the Catholic perspective

  16. Future Plans--Ministry 2008-09 Introduce curricula for Grades 2, 5, 8 mathematics Introduce Grades 6-9 curricula for other Required Areas of Study (completed by the end of June) Introduce kindergarten resource

  17. Future Plans—Ministry (cont’d) • 2008 – 09 • Develop curricula for Grades 3, 6, 9 mathematics • Develop Grades 1-5 curricula for other Required Areas of Study • Develop Grades 10-12 outcomes to guide Secondary Level course development • 5-year plan (2007-08 to 2011-12)

  18. Future Plans--GSCS • Learning Services working on other supports and plans to support Faith Permeation and Integration of First Nations and Métis content and perspective. • Curriculum document delivery as received. Documents will go to the principal for dispersal to teachers. And…

  19. March – June 2009 • School-based Meetings - elementary • 45-minute session with teachers providing an overview of curriculum renewal and explaining the new structure of the curriculum • October 9, 2009 Professional Learning Day for elementary schools – Focus on Inquiry

  20. What next? • Wait for curricula • Select resources • Create a plan to supply schools with key resources to support curriculum implementation • Professional development

  21. Teachers must develop ease with the revised curriculum and a deep understanding of the learning outcomes for the grade level they teach so that students get precisely what has been identified as the end of grade outcomes because they will not be repeated at other levels.

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