For context and comparative purposes, the existing ministry curriculum documents are here. From the discussion paper:
The working group asked people to share their thoughts about the elementary curriculum overall, and their concerns included the following:The discussion paper outlines the questions for each group (ie: parents, teachers, students...) it is intending to seek feedback from, and also includes a reminder of what is not included in this consultation.
- Ensuring that the curriculum is engaging and relevant for a wide variety of students, in order to make equitable outcomes for all learners possible and to focus on the development of the whole child
- Addressing the “overcrowdedness” of the curriculum (Comments included the following: “coherence across the curriculum”, “less is more”, “go deeper on fewer topics”, “address breadth and depth for improved student learning”.)
- Examining conditions and structures at the school level that affect teaching and learning (e.g., combined grades, class size, adequate time in the school day for planning)
- It is important to note that the feedback summarized above is consistent with the working group’s findings from secondary research with respect to new directions and trends in elementary curriculum that are being reported in other jurisdictions.
The following topics are outside the scope of this consultation:So, read up and then contribute if you have any particular passion for the elementary curriculum in this province. H/T to People for Education, who sent out news of the consultation through its regular e-mail newsletter.
- Assessment, evaluation, and reporting, which have recently been the subject of an extensive province-wide consultation
- Specific details in the content of the curriculum (e.g., the study of a particular battle in the War of 1812)
- Kindergarten and Early Learning, which are being considered in a separate process
- Programming for students with special education needs, which has been the subject of separate discussions
- Funding issues, including those relating to class size, which have been the subject of separate discussions