Review of the Ontario Curriculum 2003- 2015 and Associated Supports and Resources - Curriculum and Assessment Policy Branch
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Review of the Ontario Curriculum 2003- 2015
and Associated Supports and Resources
Curriculum and Assessment Policy Branch
1
Purpose:
To:
• Provide an overview of the
• curriculum review process;
• Provide an overview of
• required learning;
• Provide information related to Assessment and
Evaluation;
• Outline current resource supports for
educators to integrate Aboriginal perspectives
in their teaching and learning.
2
The Ontario Curriculum:
Is… Isn’t …
• The skills and knowledge • Resources, frameworks or
that students are expected to policies that support the
know and be able to implementation of
demonstrate in each subject curriculum policy
at each grade. documents
• Standard for all students in • Textbooks, videos, literature
English-language and
French-language publicly
funded schools in the
province
3
Roles and Responsibilities
Ministry: Boards and Teachers
• Develops curriculum policy, Boards and Schools:
overseeing revisions to • Identify professional development needs
curriculum policy documents; and plan PD opportunities; and
• Consults with other ministries, • Determine what courses schools will
boards, subject associations, offer, based on logistical and financial
universities and other feasibility.
stakeholders; Teachers:
• Develops implementation • Implement curriculum and policies to
resources and supports; and meet the needs of students; and
• Plan units of study, develop a variety of
• Coordinates implementation teaching approaches, and select
initiatives (e.g., training school appropriate resources to address the
boards on new curriculum). curriculum expectations, taking into
account the needs and abilities of the
students in their classes.
4
Curriculum Documents 1 program 8 elementary 32 secondary 5
What is Curriculum Review?
An ongoing cyclical process to:
• Build on the quality of past versions of curriculum;
• Ensure curriculum remains current, relevant and reflective
of the needs and aspirations of learners; and
• Ensure ongoing high quality education and continuous
improvement in student achievement.
6
Financial Literacy
7
A More Inclusive Review Process
• Since 2003, First Nation, Métis and Inuit perspectives in
curriculum have been increased in the learning
expectations, examples, and teacher prompts, as
appropriate, through:
o Providing training to all curriculum writers on First
Nation, Métis and Inuit perspectives;
o Consulting with First Nation, Métis and Inuit educators
and organizations who bring experience and expertise
during all phases of curriculum review; and
o Subjecting revised curriculum policy documents to third
party review for First Nation, Métis and Inuit
connections and accuracy.
8
A sample of Aboriginal stakeholders
who provided feedback and advice
• The Minister’s First Nation, Métis and Inuit Education
Advisory Council Technical Table;
• Métis Nation of Ontario;
• Ontario Federation of Indian Friendship Centres;
• Chiefs of Ontario;
• Inuit Children's Centre;
• Native Women’s Association of Canada;
• Anishnaabek Mushkegowuk Onkwehonwe Language
Commission;
• Ontario Public School Boards’ Association First Nation
Trustees Council;
• Ministry of Aboriginal Affairs; and
• Educators and staff from FN schools.
9
Connections in Curriculum
Recently revised curricula demonstrate significantly greater
emphasis on learning related to Aboriginal perspectives:
• Health and Physical Education, Grades1-8, (2015);
• Health and Physical Education, Grades9-12, (2015);
• French as a Second Language: Core, Extended, and
Immersion French, Grades 1-8 (2013), Grades 9-12 (2014);
• Social Studies, Grades 1 to 6; History and Geography,
Grades 7 and 8 (2013);
• Social Sciences and Humanities, Grades 9-12 (2013);
• Canadian and World Studies, Grade 9 and 10 (2013);
• The Arts, Grades 9 to 12 (2010); and Grades 1 to 8 (2009).
10Completing the Review Cycle
• Canadian & World Studies, Grades 11-12
• First Nations, Métis and Inuit Studies, Grades 9-12 (formerly Native Studies)
• Classical Studies and International Languages, Grades 9-12
• Native Languages, Grades 1-8
• Native Languages, Grades 9-12
• Interdisciplinary Studies, Grades 11-12
11Curriculum Implementation Training
• As part of all sessions on revised curriculum, there is a focus on helping
educators understand First Nation, Métis and Inuit perspectives across
the curriculum.
Who is invited?
• School board teams
• Educators from First Nation schools and
stakeholders from First Nation, Métis and Inuit
organizations are invited to participate,
contribute and network.
What is implementation training?
• Online and face-to-face sessions
Where are resources?
• See Curriculum page on www.edugains.ca or
www.edusourceontario.com
12Required Learning
Ontario Schools:
Kindergarten to Grade 12
Compulsory Courses
equivalent credits
substitutions
Optional Courses
Locally Developed CoursesGrowing Success, 2010
Assessment For Learning Assessment As Learning Assessment Of Learning
Teachers use criteria to Students use criteria to Teachers use criteria to
gather information about gather information about gather information about
learning learning learning
TO TO TO
- determine what to do - determine what to do - determine student’s
next instructionally next in my learning level of achievement of
(strategies, differentiation) (strategy, focus) overall expectations at a
- provide descriptive - provide descriptive given point in time
feedback to students feedback to peers & self
SO that students engage SO that I will become a SO we can communicate
in learning reflective, self-monitoring information to students
AC
learner and parentsFundamental Principles of
Improved Assessment
assessment • make assessment transparent
• provide students with ongoing
descriptive feedback during learning
Improved • provide multiple opportunities for
student students to demonstrate their learning
motivation, • teach students, through explicit
autonomy instruction, how to self-assess, set
and goals, and plan next steps
learningResources and Supports
Quick Reference Tools
• The Scope and Sequence documents
provide a single source of reference for all
learning expectations, prompts and
examples related to Aboriginal content.
16Cross-Curricular Learning
17Examples of Learning
Canadian and World Studies (2013)
The Arts (2009) Canadian History since World War I
Grade 6 Grade 10, Academic (CHC2D)
18Examples of Learning
Social Studies, History and Social Studies, History and
Geography (2013), Grade 6 Geography (2013), Grade 8 History
19Resources and Supports
FNMI Teaching and Learning Examples
• A team of Indigenous educators and educators from fly-in
communities drafted modules in summer 2013.
• Nine teaching and learning modules were developed on a
variety of topics (e.g., impact of residential schools, Métis
Nation and Canadian culture) in English and French.
• The modules will help educators integrate First Nation, Métis
and Inuit perspectives as they implement the revised
curriculum policy document for Social Studies, Grades 1 – 6;
History and Geography, Grades 7 and 8 (2013).
• Anticipated release of English modules: Winter 2015.
20Resources and Supports
Anishinaabe Math Project
• A multi-year project between the Ministry of Education,
Renfrew DSB and researchers from Lakehead University
to:
o Investigate the connections between Anishinaabe ways
of knowing, the mathematics embedded in traditional
activities and the provincial math curriculum;
o Design and implement units of instruction based on
these connections (for Gr. 2/6); and
o Develop math-focused local community engagement
strategies (math nights for the community) and
educator resources (First Nation Math Voices in
development).
21Culturally-Relevant Resources and Supports
Anishinaabe Math Project – Learning to Bead
22Resources and Supports
Textbooks
• The ministry commissioned the
development of two textbooks for
Grade 10 and 11 Native Studies
(titled Aboriginal Peoples of
Canada; Aboriginal Perspectives,
Beliefs, Values and Aspirations).
Instructional Supports
• Native Languages – Support Documents for the Teaching of
Language Patterns for:
o Oneida, Cayuga, and Mohawk, Gr.1-12 (2011);
o Delaware, Gr.1-12 (2003); and
o Ojibwe and Cree, Gr.1-12 (2002).
23Technology Enabled Learning and Teaching
In an effort to increase graduation rates and close achievement gaps for groups of students,
e-Learning Ontario has initiated a number of specific projects to improve equity of access
and use of the Virtual Learning Environment (VLE) by students and educators for the
implementation of blended and e-learning, Homework Help, and digital resources and tools
provided by the Ministry. The projects also inform work going forward.
First Nations Project
• First Nation schools now have, or have been offered, access to the Ontario Educational
Resource Bank.
• A VLE pilot is underway with some First Nation schools and will be completed by
summer 2015.
• Based on the the results of the VLE pilot, the Ministry will decide whether to provide all
interested First Nation schools with:
• VLE access;
• VLE training and support
• OERB training and support.
• In collaboration with TVO, a Homework Help Pilot has just started with some First
Nation schools.Resources
www.eduGAINS.ca
25Video Supports
26You can also read
