Resources - Archived Materials
Section Two: The Current Curriculum
2.1 Strengths and weaknesses of the current curriculum
Curriculum is "the plan for student learning which
is implemented in schools." Currently the curriculum for Ontario
secondary schools is documented in over 70 English-language and nearly
70 French-language Curriculum Guidelines. These guidelines identify the
Courses that can be offered within subject disciplines, the units of study,
time to be allocated, learning objectives, suggestions for teaching methods,
appropriate resources, and evaluation strategies.
Key strengths
The Expert Panels identified a number of strengths in
the current Curriculum Guidelines, including:
- rigorous and appropriate content in Ontario Academic
Courses (OACs);
- identification of compulsory courses;
- opportunities for co-operative placements; and
- identification of appropriate assessment strategies.
On the whole, the guidelines effectively reflect the content
of the disciplines and allow flexibility to meet the needs of all students.
In addition, the French-language guidelines provide specific direction
to support the culture of French-language schools.
Key weaknesses
Although flexibility is an asset that enables schools
to address local needs, in many cases the guidelines are too broad. They
do not prescribe specific results expected of students in every subject
and do not establish comprehensive requirements for all graduates. Without
clear expectations for each grade from elementary to postsecondary levels,
and without adequate learning resources, there are gaps and inconsistencies
in student learning and achievement. This is particularly true of French-language
schools and schools in isolated areas. Failure to communicate effectively
with postsecondary institutions and the community has led to further gaps
in the preparedness of graduating students.
Most guidelines have remained unchanged for nearly a decade;
some even longer. Many of the values, assumptions and content are outdated;
they do not reflect changes in the disciplines, advances in technology,
developments in the workplace, and new demands of postsecondary institutions.
Currently there is no provision for curriculum review and renewal to ensure
that programs are relevant to today's students.
Lack of a strong provincial direction in curriculum design
has resulted in overlapping and inconsistent course outcomes. In particular,
there is no framework for creating and evaluating interdisciplinary courses.
Without clearly worded outcomes that describe expectations for students
in each subject, some courses lack depth and rigour.
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2.1 KEY RECOMMENDATIONS
[a] The new curriculum for secondary school should build
on the strengths of the current , curriculum. These strengths include:
- rigorous and appropriate content of OAC courses;
- opportunities for co-op placements;
- identification of compulsory courses;
- identification of appropriate assessment strategies;
and
(for French-language schools) specific direction for affirmation culturelle.
[b] Curriculum materials currently available in other
jurisdictions should be considered in the development of the new secondary
school curriculum.
[c] The work of the Expert Panels, reflected in the 24
individual Key Directions papers, should be considered in the development
of the new secondary school curriculum.
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