5.2 Second phase: Elementary (primary), age 6/7 - 11/12/13
5.2.1 Control
5.2.2 Compulsory subjects
5.2.3 Optional/elective subjects
5.2.4 Formulation of curriculum
5.2.5 Key skills
5.2.6 Curriculum materials
There is no national curriculum in Canada. The Constitution Act gives exclusive authority to each province in Canada to make laws in relation to education.54 That is, in Canada, there is no federal education system; in accordance with the Constitution, responsibility for education is vested in the (ten) provinces and (three) territories. Each province (or territory) controls all aspects of the education system up to the end of secondary school (high school). The Ministers of Education from each province, however, have established a National Secretariat, the Council of Ministers of Education, Canada (CMEC), to ensure communication on issues such as funding, programmes and student assessment. From time to time, CMEC undertakes national projects in curriculum and assessment.20 See the CMEC web site at http://www.cmec.ca/.
Each provincial (or territorial) system, while similar to the others, reflects its specific regional concerns and historical and cultural heritage. The provincial 'Departments or Ministries of Education' - headed by an elected Minister - set standards, draw up curricula and give grants to educational instructions.20 Functions of Ministries include the supervision and inspection of elementary schools and secondary schools (high schools); provision of curriculum and school organisation guidelines; production of curriculum materials; finance; teacher certification; prescription of regulations for school trustees and teachers; and support services such as libraries, health and transportation.15 Local school boards also shape school curricula within provincial guidelines.20
As the intended curriculum is defined at the provincial or territorial level, the (local) Ministry of Education produces curriculum guides which outline intended learning outcomes by Grade/Year level and course. Most guides include a philosophy and rationale for the teaching of the subject in question, a description of the content to be taught, intended learning outcomes and time allocations for each subject. These guides are consistent with educational policy in each jurisdiction and are commonly developed by teams of teachers under the direction of the Ministry of Education.
In separate schools established by religious groups (mostly Roman Catholic), a complete parochial curriculum is offered from Kindergarten through to secondary (high school) level in some provinces. Private or independent schools offer a great variety of curriculum options based on religion, language, or social or academic status.20
Educational systems in Canada underwent sweeping reforms in the 1960s and early 1970s. Concepts such as child-centred learning, continuous progress, team teaching, discovery method, open-plan schools and audio-visual aids were adopted, sometimes with little attention to the consequences for educational outcomes or teacher training. School programmes that had been made up largely of compulsory subjects and texts specified by provincial departments of education also underwent considerable modification and many new programmes were introduced. Structurally, educational systems became more decentralised. Provinces continued to issue general guidelines, but local boards and individual schools had more control over implementation, materials and methods. Teaching became less formal and more participatory as a counter-trend to the traditional lecture method and learning by rote. Less emphasis was placed on the learning of facts and more on the acquisition of skills to facilitate learning. While these educational reforms had positive outcomes, especially in terms of providing for individual differences and community needs, and for implementing equal access policies, since the mid 1980s, schools have become the target of considerable criticism from employers, from universities and from parents. Complaints focus on a perceived decline in academic standards and in literacy and mathematical ability. Public pressure has been exerted in two somewhat conflicting directions: the expectation that schools will incorporate programmes pertaining to social and ethical issues and, at the same time, provide a solid foundation in the basics. The result has been a trend towards redefining an essential core curriculum incorporating more compulsory academic courses mainly in mathematics, sciences, language arts and social studies (usually history and geography). Elective courses which proliferated in the 1970s have undergone scrutiny. There is, however, a recognition of essential new knowledge and skills beyond the traditional 'three Rs' (reading, writing and arithmetic). Curricula therefore incorporate computer technology and components such as critical and creative thinking, independent learning and environmental studies. Second language learning is also emphasised, and in some provinces students have the opportunity to study the less commonly taught languages. Alberta, for example, offers Cree (a native Indian language) and Ukrainian, two groups that have contributed to the provincial culture.15
Western and Northern Canadian Protocol
Under the Western and Northern Canadian Protocol, the four Western Canadian provinces and three northern territories (Manitoba, Saskatchewan, Alberta, British Columbia, Yukon Territory, Nunavut, and Northwest Territories) have established a protocol for collaboration in basic education - Kindergarten to Grade/Year 12. Several cooperative projects are underway, including the development of common curriculum frameworks with learning outcomes in mathematics, language arts and international languages. The first common framework in mathematics, Kindergarten to Grade 9, was released in English and French in June 1995. The first common framework in English language arts was released in 1996. See the website at http://www.wcp.ca/ for further information.
Each level of the education programme from Kindergarten to Grade/Year 12 has particular emphases, which reflect the range of knowledge, skills and attitudes that students develop during these years. All levels of the programme are, however, developed around a common core of learning to ensure that students learn to read, write and do basic mathematics, solve problems and use computer-based technology. This common core of learning, called Foundation Studies, comprising a provincially prescribed curriculum, ensures that all students, not just those planning to go to university, will gain the knowledge, problem-solving skills and communication skills they need to continue learning throughout their lives.69
The curriculum for the Kindergarten and early primary years (Primary Program: a Framework for Teaching), for 5+- to 9-year-olds is designed to:
The Primary Program: a Framework for Teaching is accessible on the Internet at http://www.bced.gov.bc.ca/primary_program/
The Ministry of Education and Training is responsible for developing curriculum policy54 and has developed a cyclical process of curriculum review, development and implementation as a major concept in the management of the curriculum. An integral part of the cycle is the review component, which can be defined as 'the systematic gathering, analysis, interpretation and evaluation of information concerning educational programmes'. The reviews are seen as vehicles for programme improvement as well as providing for public accountability. The Provincial Reviews of Programme were initiated in 1985 as part of the Ministry's commitment to monitoring programmes in all subject areas and to inform the public about the performance of the Ontario educational system.79 The most recent reviews took place in 1997/98, when a revised provincial curriculum for elementary school education (Grades 1 through to 8, ages 6/7 - 13/14) was launched, 55 concentrating on literacy and numeracy (the 'back to basics' curriculum),33 and in 2000, when a new elementary curriculum for children in Kindergarten year (the year prior to Grade 1) to Grade 8 (children aged 5 to 14) was introduced. The key objectives of the revised (autumn 2000) curriculum were to enable:
This revised curriculum put a strong emphasis on reading, writing and mathematics and set out clear expectations for student learning for each subject and every Grade level. 106 A chronology of recent reforms is available online:
http://www.edu.gov.on.ca/eng/document/nr/00.06/currbg7.html
Core curriculum for Saskatchewan schools
Saskatchewan Learning (the provincial Ministry of Education) is responsible for establishing the core curriculum which all schools in the province use as the basis for their individual curricula. The core curriculum for this phase, which is compulsory for all children from Kindergarten to Grade 9 (aged 5-14+) is designed to:
Generally, curriculum revisions in Saskatchewan only occur when curricula have become outdated. The Curriculum Evaluation Programme regularly monitors the effectiveness of curricula in order to facilitate improvements on a continuing basis.76
Saskatchewan - French curriculum development
The Official Minority Language Office (OMLO) (or the 'bureau de la minorité de langue officielle', BMLO) is responsible for French curriculum and resource material development for core and French immersion programmes from Kindergarten to Grade/Year 12. The Office also prepares lists of recommended instructional materials to support implementation of French language curricula.74
The OMLO provides training and material support to French language teachers to ensure the implementation of core curriculum initiatives in core and immersion French programmes.74
Throughout Canada as a whole, the primary (elementary) curriculum generally emphasises the basic subjects of:
Citizenship education
Although Canada has no national curriculum, citizenship education is implicitly part of the core curriculum for elementary and secondary students in each of the countries ten provinces and three territories. Citizenship education usually takes in such themes as human rights, diversity and inclusion, civic literacy and active participation. It also acknowledges the complexities of the world's rapidly changing and interconnected communities. On the practical level, classes tend to emphasise participatory forms of learning and seek to actively engage young people in real public issues and meaningful civic engagement. 108
Western and Northern Canadian Protocol
Under the Western and Northern Canadian Protocol, the four Western Canadian provinces and three northern territories have developed common curriculum frameworks across the Kindergarten to Grade/Year 12 age range in some curriculum areas, with the aim of providing continuity of educational provision across the age range and across the territories. In this way, the provinces hope, for example, to ensure that there are fewer problems should students transfer from the education system in one province to another. The programme is outcomes based. See the website at http://www.wcp.ca/ for further information.
The core curriculum for elementary schools is:
In addition, information and communications technology (ICT) was introduced gradually during the period 2000-2003.302 This ICT curriculum is not a separate programme; it is taught by integrating ICT into the core subjects already offered in the curriculum. The programme focuses on transferable abilities such as communication and research, rather than on specific skills such as programming or design. The full text of the ICT programme of studies is available at http://www.learning.gov.ab.ca/ict.
New languages initiative
Under an initiative launched in 2004, it will become compulsory, from the beginning of the 2006-07 school year, for Alberta students in Grades 4 to 9 (aged 9+ to 15 years) to study another language in addition to English or French. The requirement will be phased in one grade level each year beginning with Grade 4 in 2006-07 and, by the time the initiative is fully underway in 2011-12, all students in Grades 4-9 will study a second language. Alberta Learning is developing new nine-year programmes of study and resources for:
Schools may choose to offer language programmes developed by Alberta Learning or they may opt to teach locally developed language courses such as Hebrew, Arabic, Polish or Portuguese based on their communities' needs. While Alberta is not the first province to implement a language learning requirement, it is the first to provide school jurisdictions with the flexibility to chose which international or Aboriginal language programme they offer. (French is, of course, already offered as a compulsory subject as a matter of course in schools in Alberta as it is recognised as an official language of the province.) 149
To help increase teacher supply, the Alberta Government has designed scholarships and bursaries to encourage educators to take an active interest in teaching languages. 149
Alberta Learning is also exploring the use of technology to assist in the delivery of second language instruction. 149
Language learning in Grades 10-12 (students aged 15+ to around 18 years) will remain optional, although students are encouraged to continue their language studies throughout high school. 149
Time allocation
To ensure equitable access of opportunity for students from Grade 1 to Grade 9 (aged approximately 6-15), a minimum number of instructional hours are specified. Schools are required to ensure that Grade 2 to Grade 9 students (aged 7-15) have access to 950 hours of instruction per year in each Grade. For Grade 1, alternative minimum times are permissible. This is with a view to ensuring a smooth transition from early childhood education. To assist elementary schools in planning programmes for students, the following recommended percentage time allocations are identified as a general guide by the Ministry of Education (Alberta Learning). The actual times required to meet outcomes in each subject area will vary from student to student.
Grade 1 and Grade 2 (aged 6 to 8 years)
| Core subjects | English instruction % | French instruction % |
| English language arts | 30% | 0-10% |
| French language arts | 0% | 20-30% |
| Mathematics | 15% | 15% |
| Science | 10% | 10% |
| Social studies | 10% | 10% |
| Art and music | 10% | 10% |
| Health and physical education | 10% | 10% |
| Time for optional subjects (such as second languages, drama, religious instruction), technology outcomes not integrated with a core subject, or additional allocations to the core subjects listed above | 15% | 15% |
Source: ALBERTA LEARNING (1999). Guide to Education: ECS to Grade 12. Alberta: Alberta Learning.
Grade 3 to Grade 6 (aged 8 to 12 years)
| Core subjects | English instruction % | French instruction % |
| English language arts | 25% | |
| English and French language arts | 0% | 35% |
| Mathematics | 15% | 15% |
| Science | 15% | 10% |
| Social studies | 10% | 10% |
| Art and music | 10% | 10% |
| Health and physical education | 10% | 10% |
| Time for optional subjects (such as second languages, drama, religious instruction), technology outcomes not integrated with a core subject, or additional allocations to the core subjects listed above | 15% | 10% |
Source: ALBERTA LEARNING (1999). Guide to Education: ECS to Grade 12. Alberta: Alberta Learning
Each level of the education programme from Kindergarten to Grade/Year 12 has particular emphases, which reflect the range of knowledge, skills and attitudes that students develop during these years. All levels of the programme are, however, developed around a common core of learning to ensure that students learn to read, write and do basic mathematics, solve problems and use computer-based technology. These basic skills are emphasised through studies in:
from Kindergarten to Grade/Year 12.69
This common core of learning, called Foundation Studies, comprising a provincially prescribed curriculum, ensures that all students, not just those planning to go to university, will gain the knowledge, problem-solving skills and communication skills they need to continue learning throughout their lives.69
In the Kindergarten and early primary years, 5+- to 9-year-old students follow the Primary Program: a Framework for Teaching, and:
In the Kindergarten and primary years, teachers determine the time allotments for each of the required subject areas (language and citizenship; science, maths and technology; physical education; fine arts; applied skills; and personal planning).69
The complete Primary Program: a Framework for Teaching (for Kindergarten to Grade 3 children) is accessible on the Internet at http://www.bced.gov.bc.ca/primary_program/
A new provincial elementary curriculum for children from the Kindergarten year (the year prior to Grade 1, aged 5 to 6 years) to Grade 8 (aged 14) was introduced in autumn 2000. This curriculum puts a strong emphasis on reading, writing and mathematics, but recognises that knowledge of history, geography, civics and economics; the arts; and health issues and physical education; are also essential to a well-rounded education.106
The elementary school curriculum is divided into:
The aim of increasing elementary level access to the study of aspects of Canadian and world history, geography, civics and economics is to ensure that, by the time they enter secondary school, students are on the way to becoming informed citizens in a culturally diverse and interdependent world. 106
The full programmes of study and exemplars and resource documents are accessible via the Internet at http://www.edu.gov.on.ca/eng/document/curricul/elemcurric.html
The compulsory subjects in the Saskatchewan core curriculum are known as 'required areas of study'. These are the seven areas of study that are important for all students. Each area has its own unique knowledge, values and processes. The required areas of study for this phase are:
There are also six 'common essential learnings'. These are a set of interrelated categories which are considered important as foundations for learning in all school subjects. The six common essential learnings are:
Details of the the 'areas of study' and 'common essential learnings' are available online: http://www.sasked.gov.sk.ca/docs/policy/core/intro.html#4
In addition, there are locally determined subject options, that is to say that the core curriculum makes provision, in the Kindergarten to Grade/Year 12 school programme, for locally determined options to gain time for local or community programme priorities. Approved policy guidelines are:
Although the core curriculum specifies required areas of study for all students, opportunities for choice of electives increase as students move through the Kindergarten to Grade/Year 12 continuum.81
Generally, curriculum revisions in Saskatchewan only occur when curricula have become outdated. The Curriculum Evaluation Programme regularly monitors the effectiveness of curricula in order to facilitate improvements on a continuing basis.81
Time allocation, compulsory subjects and locally determined options, elementary school education, Grades/Years 1 - 5 (age 6 - 11), Saskatchewan
| Compulsory areas of study | Minutes per week |
| Language arts | 560 |
| Mathematics | 210 |
| Science | 150 |
| Social studies | 150 |
| Health education | 80 |
| Arts education | 200 |
| Physical education | 150 |
| Locally determined options | |
| Maximum | 300 |
| Minimum | 0 |
| Total time available | 1500 |
Note: Time for locally determined options may be gained by reducing the required areas of study by no more than 20 per cent in any area. This creates a maximum of 300 minutes per week for locally determined options.
Source: SASKATCHEWAN LEARNING (September 2000).
At the elementary school level, programming may include one or more optional subjects - taking up around 10-15 per cent of curriculum time (see 5.2.2 above). Optional subjects usually include:
In addition, time allocated for optional studies may be spent on additional study of the core compulsory subjects (see 5.2.2 above).10
Although the core curriculum specifies required areas of study for all students, opportunities for choice of electives increase as students move through the Kindergarten to Grade/Year 12 continuum.81
The Saskatchewan core curriculum does, however, make provision for locally determined subject options, that is to say locally determined options to gain time for local or community programme priorities. Approved policy guidelines are:
Time allocation, compulsory subjects and locally determined options, elementary school education, Grades/Years 1 - 5 (age 7 - 11), Saskatchewan
| Compulsory areas of study | Minutes per week |
| Language arts | 560 |
| Mathematics | 210 |
| Science | 150 |
| Social studies | 150 |
| Health education | 80 |
| Arts education | 200 |
| Physical education | 150 |
| Locally determined options | |
| Maximum | 300 |
| Minimum | 0 |
| Total time available | 1500 |
Note: Time for locally determined options may be gained by reducing the required areas of study by no more than 20 per cent in any area. This creates a maximum of 300 minutes per week for locally determined options.
Source: SASKATCHEWAN LEARNING (September 2000).
Generally, the intended curriculum is defined at the provincial or territorial level. The (local) Ministry of Education produces curriculum guides which outline intended learning outcomes by Grade/Year level and course. Most guides include a philosophy and rationale for the teaching of the subject in question, a description of the content to be taught, intended learning outcomes and time allocations for each subject. These guides are consistent with educational policy in each jurisdiction and are commonly developed by teams of teachers under the direction of the Ministry of Education.15
The trend to redefining a 'core curriculum' and including more compulsory subjects has been accompanied by an emphasis on the measurement of educational outcomes. These focus not only on the assessment of student achievement, but also on the evaluation of programmes, teachers, schools and school systems.15
Western and Northern Canadian Protocol
The Western and Northern Canadian Protocol programme (see 5.2.1 and 5.2.2) is outcomes based.26
The "Programme of Studies: Elementary Schools" identifies the expectations for the required and other learning of students. Content is focused on what students are expected to know and be able to do - 'learner expectations'. General and specific learner expectations are outlined for each subject area. Although the programme is organised into separate subject or course areas, there are many connections across the curriculum. Students see the world as a connected whole rather than as isolated bits. Integrating across content areas, and providing ways for students to make connections, enhances student learning. The reporting of student progress should, nevertheless, be in terms of the expectations outlined in courses of study for each subject area.10
The aim of the Kindergarten to Grade/Year 12 programme is for all students to graduate with a sound education that is relevant to their lives. The goals set for schools are defined by standards that provide a meaningful measure of students' progress. These standards are realistic expectations of what students should know and be able to do as they progress through thirteen years of schooling. The provincial curriculum expresses these standards as expected 'learning outcomes' for each subject or course and Grade/Year level. The learning outcomes reflect patterns of student development and actual standards of achievement within the province. In the early primary years, standards are based on expectations for children in their age range. In Grades 4 - 12, standards are based on expected learning outcomes for each Grade or course.69
The curriculum is underpinned by a philosophy of outcomes-based learning. It sets out clear expectations for student learning for each subject and Grade level. Examples of some of the milestones students will pass as their elementary education advances include the following:
| Grade 1 (6-7) | Students will write in simple and complete sentences, using proper punctuation. |
| Grade 2 (7-8) | Students will read simple written materials, including stories and poems. |
| Grade 3 (8-9) | Students will organise information in short paragraphs, correctly using nouns, verbs, adjectives and adverbs. |
| Grade 4 (9-10) | Students will use strategies to add and subtract numbers mentally and to measure length, perimeter and area with precision. |
| Grade 5 (10-11) | Students will read and interpret novels and biographies, identify synonyms and antonyms, and expand their vocabulary with the help of a dictionary and thesaurus. |
| Grade 6 (11-12) | Students will use subordinate clauses, adjective and adverb phrases and the positive, comparative and superlative forms of adjectives correctly. |
| Grade 7 (12-13) | Students will learn about exponents and solve two-step problems with decimals. |
The core curriculum has four components:
The publication "Curriculum Evaluation in Saskatchewan" (Saskatchewan Education, 1994) defines the curriculum as a 'set of planned learning experiences, based on intended learning outcomes and organised around the developmental levels of students'. The curriculum also includes unplanned, interactive learning experiences that occur within all classrooms. This broad view of the curriculum suggests that environments supportive of student development combine content, instructional methods, assessment techniques and classroom climate.76
Provincial learning assessments in Saskatchewan are curriculum- and criterion-referenced. In this respect, test items are developed to test the broad range of foundational objectives expressed in provincial curricula. With this in mind, the specific learning objectives identified in the curriculum become the reference points for the development of assessment items.79
See section 1.2.1 in addition.
In "Meeting the Challenge III: Three-year Business Plan for Education, 1996/97-1998/99" (see 1.2.1), the provincial Ministry of Education stated that:
all students must have strong reading, writing and maths skills with which to analyse data and develop ideas and inderences.10
The "Programme of Studies: Elementary Schools" also states that the school's first obligation is to provide a solid core programme consisting of language arts, mathematics, science and social studies.10
The school's first obligation is to provide a solid core programme consisting of language arts, mathematics, science and social studies. Schools have the responsibility to ensure students will meet the provincial graduation requirements and are prepared for entry into the workplace or post-secondary studies. Schools must also ensure that students understand the rights and responsibilities of citizenship and have the skills and disposition to pursue learning throughout their lives.10
Each level of the education programme from Kindergarten to Grade/Year 12 has particular emphases, which reflect the range of knowledge, skills and attitudes that students develop during these years. All levels of the programme are, however, developed around a common core of learning to ensure that students learn to read, write and do basic mathematics, solve problems and use computer-based technology. This common core of learning, called Foundation Studies, comprising a provincially prescribed curriculum, ensures that all students, not just those planning to go to university, will gain the knowledge, problem-solving skills and communication skills they need to continue learning throughout their lives.69
The five key areas of development in the Primary Program: a Framework for Teaching for Kindergarten to Grade 3 (early primary) education (students aged 5+ to 9) are:
The revised - autumn 2000 - elementary level curriculum puts a strong emphasis on reading, writing and mathematics, whilst recognising that knowledge of Canadian and world history, geography, civics and economics; the arts; and health issues and physical education; are also essential to a well-rounded education. 106
Goals of Education for Saskatchewan
The provincial Government in Saskatchewan has established a set of goals of education which aim to direct efforts to develop the potential of all students in the province. According to these goals, education should affirm the worth of each individual and lay the foundation for learning throughout life. Within these goals, the following basic skills have been established which, it is intended, education in Saskatchewan should enable all students to master to the best of their abilities:
Saskatchewan basic skills
Saskatchewan`s common essential learnings
Linked to the required areas of study (compulsory subjects) in the Saskatchewan core curriculum, these is also a set of six interrelated areas, known as 'common essential learnings', which contain the understandings, values, skills and processes that are considered important as foundations for learning in all school subjects. The common essential learnings are incorporated into all areas of study and are developed in the following six categories:
National - textbooks
Textbooks and other curriculum support materials are reviewed first at the provincial or territorial level; a list of recommended materials is then supplied to the districts. For example, the province of Alberta produces an "Elementary Authorised Learning and Teaching Resources list; a Key Resources List for Kindergarten to Grade/Year 9 Mathematics". There is a trend away from a single textbook for each subject towards a variety of materials from which to choose. Decisions about which materials to select from the list for use in classrooms are then made at the district or school level.15
Curriculum materials produced by departments or ministries of education are normally pilot-tested in schools and revised before receiving official Ministry sanction. Curriculum materials produced by the private sector are usually subject to an approval process involving Ministry and school board officials before being sanctioned officially. Other materials are considered to be curriculum support materials.15
Decisions about instructional techniques and other classroom processes are left to individual teachers and schools. Teaching methods can be influenced at the school district and school levels, through the provision of in-service training and the development of corresponding support materials.15
Textbooks are usually provided free of charge to students in elementary and high school education.
National - electronic resources
In early 2003, the federal Government launched a new section on the 'About Canada' website, which provides links to online federal learning resources. The information is searchable by subject area and is customised for teachers, students and parents. See http://canada.gc.ca/acanada/acPubLevel3.jsp?font=0&lang=eng&categoryId=47.
French-language schools
The Council of Ministers of Education (CMEC), which provides a forum for education ministers at national level, has produced a resource kit for teachers of Kindergarten to Year 2 students (ages 5+ to 8) in French-language schools. This tool is designed to enable teachers to help students living in francophone communities in minority areas to grow and develop in a flourishing academic, social and cultural environment. The multi-media kit includes a CD-rom, a printed document and a fictional journal of a teacher's school year.151 The CD-rom (in French) is available online at: http://www.cmec.ca/else/francisation/cd-rom/
The provincial Ministry of Education (known as 'Alberta Learning') selects, acquires, develops, produces, translates and authorises the best possible instructional materials for the implementation of approved programmes of study.10
Alberta Learning authorises learning resources (those print, non-print and electronic software materials used by teachers or students to facilitate teaching and learning) in three categories:
Authorisation indicates that the resources meet high standards and can contribute to the attainment of the goals in the programme. However, the authorisation of resources does not require their use in programme delivery. Indeed, decisions about the selection and use of resources are a local matter and should take into account student skill levels, interests, motivations and stages of development.10
Basic student learning resources
Basic student learning resources are those student learning resources authorised by Alberta Learning) as the most appropriate for addressing the majority of learner expectations of the course(s), or the most appropriate for meeting general learner expectations across two or more Grade/Year levels, subject areas or programmes, as outlined in provincial programmes of study. These may include any resource format, such as print, non-print, computer software, manipulatives or video. In exceptional circumstances, a teacher-devised resource may be given basic status.10
Support student learning resources
Support learning resources are those student learning resources authorised by Alberta Learning) to assist in addressing some of the learner expectations of course(s) or components of course(s); or to assist in meeting the learner expectations across two or more Grade/Year levels, subject areas or programmes, as outlined in the provincial programmes of study. These may include any resource format, such as print, non-print, computer software, manipulatives or video.10
Authorised teaching resources
Authorised teaching resources are those teaching resources produced externally to Alberta Learning (for example, by publishers) that have been reviewed by Alberta Learning (the Ministry of Education), found to meet the criteria of review and to be the best available resources to support the implementation of programmes of study and courses, and the attainment of the goals of education; they have been authorised by the Minister. Teaching resources produced as service documents by Alberta Learning are authorised by definition.10
Examples of authorised lists of resources produced by the province of Alberta include the "Elementary Authorised Learning and Teaching Resources" list; a "Key Resources List for Kindergarten to Grade/Year 9 Mathematics".15
Textbooks are usually provided free of charge to students.
Provincial funding is provided to cover the cost of textbooks and classroom equipment.21
In accordance with the School Regulation and School Board Fees Order, children being educated at home and registered on a 'home schooling' programme should be provided with the option of obtaining educational services and materials free of charge.64
There is an ICT and Technology Resources website, which has information, related documents, ministry developed technology resources and useful links to help teachers integrate technology into the classroom. The site is available at http://www.bced.gov.bc.ca/technology.
The Ministry of Education and Training is responsible for evaluating and approving learning materials for use in schools,54 and school boards are obliged to provide the textbooks required for each course free of charge to students. The school principal, with the backing of the school board, is at liberty to choose the specific textbooks from the range approved by the Ministry of Education.58
All textbooks approved by the Ministry of Education are named on the 'Trillium List', which is accessible online: http://www.edu.gov.on.ca/trilliumlist/
The Official Minority Language Office (OMLO) (or the 'bureau de la minorité de langue officielle', BMLO) is responsible for French curriculum and resource material development for core and French immersion programmes from Kindergarten to Grade/Year 12. The Office also prepares lists of recommended instructional materials to support implementation of French language curricula.74
The Instructional Resources Unit is responsible for evaluating Kindergarten to Grade/Year 12 instructional materials. These include videos, print materials, computer software and educational kits.82
Textbooks are usually provided free of charge to students.
A collection of web-based teaching resources suitable for students from Kindergarten to Grade 12 is available on Saskatchewan Learning's Central iSchool website. The resources can be used as they are or adapted to meet teachers' specific needs: http://www.centralischool.ca/web_resources.html
A number of French language resources are also available: http://www.bmlo.ca/ecole/rbw.htm