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6.Social Sciences And The Humanities Curriculum Review In Ontario  Kim Crupi
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6.Social Sciences And The Humanities Curriculum Review In Ontario Kim Crupi

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  • 1. Presented by Kimberly Crupi Ontario Family Studies Leadership Council Adapted from Published Literature from Ontario Ministry of Education
  • 2.
    • A staged process to review Kindergarten to Grade 12 Curriculum documents by discipline
    • A 7-Year cycle that provides an additional year between release of documents and mandatory implementation
    • 2-year process for Elementary and 3-year for Secondary plus additional year to prepare for implementation
    • Builds on current curriculum
    • Ensures curriculum is current and relevant
    • Ensures ongoing high quality education and continuous improvement in student achievement
    • A parallel process in English and French language
  • 3.
    • The process includes:
    • Research and benchmarking
    • A Technical Analysis by teams of educators with subject/discipline expertise
    • Focus groups and consultations with stakeholders and education partners
    • Revision writing based on synthesized recommendations
    • Feedback consultations, involving web-based survey
    • Fact checking and validation by post-secondary institutions
    • Editing, Publication and Distribution
    • Training and Implementation
  • 4.  
  • 5.
    • Experts from across Ontario analyze current curriculum
    • Information gathered including research and benchmarking is synthesized
    • Provides directions for revision writing
  • 6.
    • A draft of new curriculum is developed reflecting recommendations from analysis
    • Writing teams made up of selected experts (usually subject teachers)
    • Regional sessions held across Ontario to explain draft revisions
    • Information distributed at regional sessions for gathering input via web survey tool
  • 7.
    • Editing of proposed draft revisions based on input from Web Survey
    • Small targeted revision writing teams refine proposed draft
    • Experts from subject disciplines review documents to ensure academic accuracy
    • Revised documents are subject to review for bias, antidiscrimination, aboriginal perspective, environmental education and alignment
  • 8.
    • Teams from School Boards are trained on revised curriculum
    • Supports are provided for implementation specific to revised curriculum
    • Sessions ensure common understanding about revisions and expectations for implementation
  • 9.
    • Review Process Began in 2007
    • Benchmarking Completed
    • Technical Analysis by teams of educators with subject discipline expertise
    • Focus Groups and Consultations (Involving Stakeholders) to gather recommendations
    • Revision writing based on synthesized recommendations in Summer of 2008 by teams of educators
    • Feedback Consultations November-January 2009
    • Input gathered on proposed changes via web survey tool
  • 10.
    • All Family Studies Educators, partners, and stakeholders urged to provide feedback
    • Revised courses with proposed changes appear on website with directions on how to fill out survey
    • Input given individually or on behalf of organization (board, subject association, other)
    • Feedback addresses potential gaps, areas to be improved or emphasized more
    • Allows Ministry to gather a broad range of feedback from all over Ontario
    • Statistics easily collated using survey software
  • 11.
    • Additional Revisions by teams of Educators from subject disciplines
    • Fact checking and validation by post-secondary Institutions
    • Editing, Publication, Distribution
    • Development of resources to assist in implementation
    • Document released in Spring 2010
    • Mandatory Implementation Fall 2011
  • 12.
    • Ontario Family Studies Leadership Council (OFSLC)
    • Ontario Family Studies Home Economics Educators Association (OFSHEEA)
    • Ontario Home Economics Association (OHEA)
    • Ontario Agri-Food Education
    • Education Alliance for Sustainable Ontario (EASO)
    • The Registered Dietitians and Dairy Farmers of Canada
    • Faculty of Education, University of Western Ontario (Family Studies)
    • The Insurance Institute of Canada
    • Ryerson University, School of Nutrition
  • 13.
    • Centre for Addiction and Mental Health
    • Ontario Public Health Association Breastfeeding Promotion Working Group
    • Ontario History, Humanities, Social Sciences and Humanities Consultant's Association
    • Ontario History and Social Sciences Teacher’s Association (OHASSTA)
    • Ontario Society of Nutrition Professionals in Public Health (OSNPPH)
    • Dieticians of Canada (DC)
  • 14.
    • Ontario Healthy Schools Coalition (OHSC)
    • Ontario Philosophy Teachers' Association
    • Department of Philosophy at Queens, Guelph, Lakehead, Toronto, Western, Brock, Laurentian, Carleton, Sudbury, McMaster, Waterloo, Trent, Ryerson, York, Windsor, Wilfrid Laurier Universities
    • Halton Region Health Department
    • Institute for Catholic Education
    • Ontario Chronic Disease Prevention Alliance
    • Ontario Collaborative Group for Healthy Eating and Physical Activity (OCGHEPA)
    • Unicef Ontario
  • 15.
    • Addition of Fundamental Concepts in “Front Matter”
    • Separation of “M” Destination Courses into College or University Destinations
    • Increased Course selection; from 13 to 22 Courses
    • Addition of 3 new Foods Courses & 1 new Fashion Course
    • “ Research and Inquiry” strand streamlined across all courses for continuity and increasing complexity.
    • Addition of new courses on Equity and Diversity Studies, Gender Studies and World Cultures
  • 16. Fundamental Concepts Self and Others This concept encourages students to reflect on their own development and actions and those of others in relation to them. Social Structures This concept focuses on the interrelationship between various social structures (e.g. family, church, education, government, culture etc.) and how one impacts the other. Local and Global Diversity This concept encourages students to have an understanding and awareness that we do not live in isolation but are all connected with similarities and differences. We all have a responsibility to promote equity and social justice locally and globally. Trends, Continuity and Change This concept focuses on the interrelationship among trends, continuity and change to help understand why some things in life are constant and some change with time. Connection to Life This concept encourages students to apply knowledge and skills learned to their life now and in the future.
  • 17.
    • The “M” as a destination means the course is designed for students destined for either College or University
    • Teachers could not address all needs
    • Students destined for College most likely struggled while those destined for University were not significantly challenged
    • Many of the “M” courses are now being revised and split in two.
  • 18.
    • Similar across all Family Studies Courses
    • Allows teachers to build on a continuum of skills
    Clothing and Creative Expression, Gr 10, Open Research & Inquiry ISV.1 Explore: identify a topic/issue related to clothing using appropriate research in inquiry methods; ISV.2 Investigate: create an appropriate research plan, and locate and select relevant information sources for an issue related to clothing; ISV.3 Process: evaluate, analyze, and synthesize information related to clothing; ISV.4 Create & Communicate: create a final product which effectively communicates the results of research and inquiry, and reflect on the process and/or product. Nutrition in Perspective, Grade 12, University Research & Inquiry ISV.1 Explore: develop a topic/issue related to nutrition and health using appropriate research and inquiry methods ISV.2 Investigate: create an appropriate research plan, and locate and select/collect information related to nutrition and health ISV.3 Process: evaluate, analyze, and synthesize information related to nutrition and health ISV.4 Create and Communicate: create a final product that effectively communicates the results of research and inquiry, and reflect on the process and/or process
  • 19.
    • Specific Expectations define which skills are appropriate for particular levels and course types
    Nutrition in Perspective, Grade 12, University Investigate IS2.1 Create a detailed plan for research to investigate a topic/issue related to nutrition and health (e.g., outline, concept map, research log/calendar, consultation and observation notes, preliminary reports, annotated references) IS2.2 Demonstrate effective data collection skills, including the ability to gather, and select relevant information from a variety of primary sources (e.g., interviews, surveys, questionnaires, observations, field research) and secondary sources and secondary sources (e.g., print resources, Internet, online databases, and other media) IS2.3 Narrow and refine the focus on their research (e.g., thesis statement, development of hypothesis, subtopics) Clothing, Grade 10, Open Investigate IS2.1 create an appropriate plan for research to investigate a topic or issue related to clothing (e.g., through creating an outline, consultation, identifying key concepts, maintaining a simple research and inquiry journal); IS2.2 identify and select relevant information from a variety of primary and/or secondary sources (e.g., interviews, surveys, questionnaires, print resources, Internet, online information databases, and other media);
  • 20.
    • Ontario Ministry of Education Curriculum Review Website: www.curriculumreview.ca
    • Ontario Family Studies Leadership Council: www.ofslc.org
    • Ontario Ministry of Education- www.edu.gov.on.ca