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Jun 27, 2018 · While this series identified what was in the formal history/social studies curriculum across Canada, many provinces are currently going through history/social studies curriculum revisions, including Alberta and Saskatchewan, and more changes are sure to be underway.
Dec 17, 2018 · Changing responses to the National Curriculum over four programmes of study illuminate changing experiences of history teaching from 1991 to 2011, a period fraught with developments in national educational policy.
- Mary Catherine Woolley
- 2019
- History
- Influences
- School Promoters
- Progressives
- Innovation
- Advocacy Groups
- Later Trends
The history of Canadian curriculum development has been largely a battle among ideological camps for control over, or for greater space within, the curriculum. The direction and scope of curriculum change at any given time is often a fair reflection of which of the competing interests within mainstream educational circles has captured the education...
Prior to 1840, schooling in Canada was an informal and intermittent experience not yet separated from work. It took place in a parent- and church-controlled "system" aimed at teaching basic literacy and religious precepts. In New France, a formal curriculum was available to only an elite minority who were trained for religious and other privileged ...
In anglophone Canada, cultural survival was linked to fears of Americanization and to concerns raised with the arrival of the "famine Irish" and other dispossessed immigrants in the 1840s. School promoters such as Egerton Ryerson, the founding father of Canadian curriculum development, promoted secular reforms in Upper Canada that were designed to ...
During the interwar years, further progressive (mainly American) ideas were adopted — including new notions of standardized testing, mental health, and administrative structures based on business management models — while the cultural content of the anglophone curriculum remained British. Postwar affluence, the baby boom, and unprecedented public d...
After 1965, a new permissiveness in school curriculum was manifested by a relaxation of centralized control, a proliferation of regionally developed courses of study, and a revived but modified child-centred thrust in elementary education. New knowledge, students' desire for more practical and more relevant schooling, a larger and more diverse scho...
A plethora of new advocacy groups — federal agencies, human rights, environmental and consumer organizations, foundations, professional associations, labour and business groups and others who saw the school as a proselytizing agency — pressed for changes in the curriculum and directed streams of teaching materials at classrooms. What was most strik...
In the early 1990s, rallying around a call to prepare students for the 21st century, several provinces embarked on large-scale school reform. Debate about Canada's continued competitiveness in the global economy was fuelled by international studies comparing performance of students from Canada unfavourably to other industrialized countries and by p...
Jun 28, 2021 · The 2021 Canadian History Report Card is an assessment of mandatory Canadian history curricula across grades 7-12. While Ontario scored highest, the lowest score is Alberta, at 50 per cent. The report marks the third iteration of the report cards.
Why, then, has the history curriculum in Ontario undergone such a dramatic turn-about? The answer requires an examination of the traditional place of political socialization within English Canadian schools, especially its application to immigrants, and an analysis of the historical conditions which have now given rise to a more fluid atmos-phere.
May 3, 2019 · Using critical spatial theory, Halbert and Salter discuss the ‘spaces’ and ‘places’ of the Australian Curriculum History (Years 7–10), which they view as organising and disorganising ‘representations of identities in and out of the centre of the national narrative’.
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Jun 9, 2014 · Updated in response to the 2000 revision of the National Curriculum, this text explores ways in which curriculum balance and coherence can be achieved and a rich and exciting primary history curriculum retained, while not underestimating the demands of literacy, numeracy and ICT.
