Assignment Snapshot:

1. Curriculum as Online Participation (blog posts, comments on other blogs): 5% Due: Ongoing

2. Curriculum Theorists as Guides (research, reflective written piece, 4-5 pages, APA format): 20% Due: October 9th, 2015

3. Curriculum Critique (research/original work, 4-5 pages, APA format): 25% Due: October 23rd, 2015

4. Curriculum as Written, Planned & Taught: (group project based on the Truth and Reconciliation Commission and integrating Aboriginal Content & Perspectives into the Curriculum): 35% Due: November 20th & 27th (lecture & seminar times)

5. Curriculum as Narrative (final project to tell your curriculum journey through this semester): 15% Due: December 4th, 2015

1. Curriculum as Online Participation - (worth 5% of your grade)

Writing, reading, sharing and commenting on blogs throughout the semester as a way to engage with both the content of the course and your seminar colleagues.

2.Curriculum Theorists as Guides - (worth 20% of your final grade) Due Date: October 9th, 2015

Introducing Amazing Pedagogues! Who is guiding our journey?
Read, research, reflect, connect - who are you bringing into the room? Messages?
Write a 4-5 page research page (APA style) on 2-3 curriculum theorists that are walking alongside you..
ECS 210 Curriculum Theorists as My Guides Assignment Description.pdf
ECS 210 Curriculum Theorists as My Guides Assignment Description.pdf
ECS 210 Curriculum Theorists as My Guides Assignment Description.pdf

3. Curriculum Critique - (worth 25% of your final grade) Due Date: October 23rd, 2015

“There is no neutral text. All texts represent a particular perspective”

The main goal of this activity is to evaluate an actual curriculum that is being implemented in the province of Saskatchewan. Students can choose to evaluate an existing curriculum document or a newly introduced curriculum, program, or initiative in a subject or area of your choice (e.g., the Aboriginal Youth Entrepreneurship Program (AYEP)). You are asked to write a four-page critique that discusses the underlying principles, beliefs, values that in your view inform/sustain the curriculum. This is also a chance to integrate concepts/language/theories of curriculum already explored in class.

Through this activity not only will you will become familiar with a particular curricular document; but, perhaps more importantly, you will begin to think critically about the perspectives that inform school curricula. In other words, this learning activity will help you strengthen your analytical practice to make visible what is often implied, but not stated.

A critique is more than simply saying what you liked or did not like about the curricula you are reviewing. A critique is an informed evaluation. Therefore, your judgments in the final report must be well-supported. To do this, you can use excerpts from official documents as well as class readings and/or lectures. As a learning experience, it is important that you show that you can apply key concepts and issues learned in class. Students are strongly encouraged to discuss their choice of project with their seminar leader.

To begin writing your critique, inform yourself about the curriculum. As you read, pay close attention to stated vision and mission, values and principles, goals, teaching methods, learning outcomes, attention to diversity, student assessment, etc. In this initial stage, you can do a MINDMAP of words, phrases, drawings or create a metaphor that is representative of what you see, hear and feel in the curricular program under investigation. Share your MINDMAP with your seminar facilitator and other students (feel free to take a picture and post on your blog). In addition, the following questions can be helpful. THINK about:

* What are some of the ways that students might experience learning in the space created or imagined by this curriculum?

* How is the philosophy of this curriculum document similar/different from your own schooling experience?

* What values and beliefs (i.e., ideologies) may guide this curriculum?

* What conceptions of knowledge and learning seem to be supported?

* How responsive is the curriculum to various forms of diversity (e.g., gender, race, ethnicity, socio-economic background and sexual orientation, ability level)? Is diversity a priority?

* How responsive is the curriculum to the values of equity and justice?

4. Curriculum as Written, Planned & Taught (Worth 35% of your final grade) Due Date(s): November 20th & 27th (lecture & seminar times)


Project Objectives:
• To explore the implications for an anti-oppressive orientation to curriculum design;
• To understand that teachers can exercise a high degree of agency in various ways in relation to curriculum;
• To explore the implications of curriculum design for teachers and learners, especially around issues of equity.
• To explore the possibilities and tensions of teaching with Aboriginal perspectives across the secondary school curriculum.

Project Description:
This group project will give you the opportunity to engage in cross-curricular/interdisciplinary planning and development that aims to be responsive to Aboriginal perspectives. Why a cross-curricular planning? Often, and mistakenly, social studies is considered the school subject where Aboriginal perspectives can be included. This assignment gives you the opportunity to learn how to meaningfully integrate Aboriginal perspectives across all curricular areas. To undertake this assignment, you will need to have a team and choose a grade. Think of your team as one that is interdisciplinary. There are different entry points to this project. For example, the group can choose (1) to teach Treaties in the classroom, (2) a topic (e.g., Residential Schools), (3) integrating Aboriginal content and perspectives to curriculum units/themes. While each entry point is slightly different, the goal is the same: providing you with a hands-on experience of what it is like to plan and teach with an anti-oppressive approach.

As you work in small groups you may find the following suggestions useful:
  • Select at least three different subject areas of the curriculum (e.g., English, physical education, math and science) to design an interdisciplinary mini-unit (topic: Residential Schools, Teaching Treaties in the Classroom and/or integrating Aboriginal content and perspective).
  • Create a mindmap of possibilities for cross-curricular teaching
  • Approach curricular planning as process of inquiry: Decide on the BIG IDEA that emerges from the mindmap process and create an “Essential Question” to guide the mini-unit inquiry. (For example, our guest, Claire Krueger’s essential question was: What does it mean to be a Treaty person?)
  • Connect with the official written curriculum (explicit curriculum) by selecting appropriate outcomes and indicators.
  • Imagine possibilities for student learning experiences, possible resources to explore and goals for teaching.
  • Do some research for background knowledge as needed

Requirements of theAssignment:
You are asked to:
  • Complete 3 cross-curricular learning/lesson plans. Your lessons must connect with the official curriculum by selecting appropriate outcomes and indicators.
  • Teaching – your group will take one of the lessons/activities that you planned and teach during a seminar/lecture (week of November 20th and 27th). This will be an opportunity to try teaching some of this content in a supportive context. Be creative, and pay close attention to engagement and your fellow student experience. In other words, do not focus on passing on information about the strengths of the lesson the group developed, but show us by teaching it. As curriculum makers, make sure your curriculum planning endorses understandings of curriculum as process and curriculum as praxis.

5. Curriculum as Narrative (Final Reflective Assignment) - 15%
Reflective Journal:Due Date: December 4th, 2015

SO...What is curriculum? What is the relationship between you & curriculum?
Final reflections and connections of curriculum journey.
Reflect, connect and share your journey in whatever form you choose.

Please note that some details in this rubric might change slightly