Assignment Snapshot:
Note - All Assignments will be handed in during your seminar times.

1. Curriculum Theorists as Guides (research, reflective written piece, 4-5 pages, APA format): 20%
Due: Week 4 (October 3rd - 7th)

2. Curriculum Critique (research/original work, 3 pages, APA format): 25%
Due: Week 7 (October 24th - 26th)

3. Curriculum as Written, Planned & Taught: (integrating Aboriginal Content & Perspectives into the Curriculum): 30%
Due: TBD

4. Curriculum as Process (final project to tell your curriculum journey through this semester)
a. Curriculum as Process (blog posts, comments on other blogs): 10% Due: Ongoing
b. Summary of Learning (digital storytelling): 15% Due: Last Seminar of the semester

Assignment Descriptions:
1. Curriculum Theorists as Guides (research, reflective written piece, 4-5 pages, APA format): 20%
Due: Week 4

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...

Full assignment description:


Example Essay:

2. Curriculum Critique (analysis, written piece, 3 pages, APA format): 25%
Due: Week 7 (October 26th - 31st)
“There is no neutral text. All texts represent a particular perspective”

The main goal of this activity is to evaluate an actual curriculum document 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 three-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.

Full assignment description:

Example Critique:

Curriculum as Written, Planned and Taught (30%)
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.

Full assignment description

Assessment Criteria: Curriculum Planning

Assessment Criteria: 20-minute Classroom Presentations

4. Curriculum as Process (final project to tell your curriculum journey through this semester)
a. Curriculum as Process (blog posts, comments on other blogs): 10% Due: Ongoing
b. Summary of Learning (digital storytelling): 15% Due: Last Seminar of the semester

Ongoing reflection is an important part of the process of learning to teach. In this in particular, we will ask you to engage with “troubling” knowledge, a process that may lead to some discomfort, and so the act of reflecting will be a critical part of your learning this semester.
This assignment has two parts, both of which are meant to support your journey in ECS210. For the first part of the assignment, “Curriculum as process,” we ask that you create a personal blog, where you will post your reflections throughout the semester (instructions for setting up your blog will be provided in seminar). Using a blog for your reflections has several benefits. For one thing, teachers in Saskatchewan are now expected to demonstrate digital literacies in their practice and to teach and model these skills for students. Learning the mechanics of blogging and beginning to build your own digital identity will be an important step towards meeting this outcome. As well, openness and engagement with others around the globe is an increasingly important skill, as it allows you to be a lifelong learner and to seek out ideas or collaborate with teachers in many different parts of the world. Moreover, the act of writing for a global and undefined audience often leads to deeper and more critical reflection from students; having to engage with the content in a way that you are proud to share online may well help you to solidify your thoughts and beliefs. This format also allows you to receive feedback from your fellow classmates, instructors, and others beyond the course.

For the first part of the assignment, blogging, you are asked to have 8 blog entries on your blog. These 8 blogs will be assessed as follows:
  • 5% of your grade will be determined based on completing these eight writing tasks.
  • 5% of your grade will be determined based on the quality of your engagement with 4 of these questions. 2 of these blogs must be from the last 2 weeks (Curriculum as place and curriculum and Treaty Education). You get to choose which other 2 that your seminar leader should pay attention to.
    • Your engagement with these prompts must clearly and carefully answer the questions.
    • Signs of the quality of your engagement could include: relating your responses to the readings/lectures/conversations; layers – sometimes professional, sometimes personal; you should be self-reflective – making meaningful connections with these ideas is part of the goal of the assignment; links to other related ideas – demonstrating how you are connecting and expanding these ideas beyond the narrow frame of the class;

Remember, these blogs are not static, not meant to be “make work” – if you are reading and thinking and participating anyway, the blogs are one more way to process the course. They are a demonstration of your engagement.

The second part of the assignment, the “Summary of learning,” asks you to reflect on your overall journey at the end of the course by creating a final post that contains a digital story that summarizes your learning in a creative way (the easiest option here is to upload to Youtube and then insert the Youtube link in your post). Your post may also include a short written summary in which you link back to previous posts in order to highlight key moments in your journey.

Storytelling and learning are inextricably intertwined because the process of composing a story is also a process of self-reflection and meaning-making. By creating a personal narrative you are invited to further reflect on what you have learned, carefully examine unquestioned assumptions, and record the process of the learning that took place. By creating a digital story as part of your final project, you will be tapping into the affordances of storytelling as well as further developing your digital literacies.

Assignment description:

Grading Criteria: