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Effective Curriculum Ideas: Follow Effective Curriculum Ideas on Social Media: Home Curriculum Frameworks ICT & Web 2.0 Excellence in Schools. Take the following principles: a curriculum must provide access to the best of what has been thought and said; a curriculum must be centred around the premise that ‘learning is defined as a change in long-term memory’ (Kirschner et al., 2006); a curriculum must reflect both the substantive and disciplinary knowledge of the subject. 1040 Ronsa Court, Mississauga, ON, Canada L4W 3Y4. Hours of operation: M to F, 8 A.M.
Comprehensive School Health Framework
What is Comprehensive School Health?
Comprehensive school health is an internationally recognized approach to supporting improvements in students’ educational outcomes while addressing school health in a planned, integrated and holistic way.
This whole-school model builds capacity to incorporate well-being as an essential aspect of student achievement. Actions address four distinct but inter-related components that comprise a comprehensive school health approach:
- social and physical environment
- teaching and learning
- partnerships and services.
When actions in all four components are harmonized, students are supported to realize their full potential as learners – and as healthy, productive members of society.
Click here to download the Comprehensive School Health Framework 2-pager in PDF Format (2016)
Click here to download the Comprehensive School Health Framework Image Only
Why Do We Need Comprehensive School Health?
Health and education are interdependent: healthy students are better learners, and better-educated individuals are healthier. Research has shown that comprehensive school health is an effective way to enhance that linkage, improving both health1 and educational outcomes2 and encouraging healthy behaviours that last a lifetime.
In the classroom, comprehensive school health facilitates improved academic achievement and can lead to fewer behavioural problems3. In the broader school environment, it helps students develop the skills they need to be physically and emotionally healthy for life.
Comprehensive School Health:
- Recognizes that healthy students learn better and achieve more
- Understands that schools can directly influence students’ health and behaviours
- Encourages healthy lifestyle choices, and promotes students’ health and wellbeing
- Incorporates health into all aspects of school and learning
- Links health and education issues and systems
- Needs the participation and support of families and the community at large
Comprehensive School Health in Canada
Effective, sustainable progress in comprehensive school health depends on a common vision, shared responsibilities and harmonized actions among health, education and other sectors. The challenge is to coordinate these efforts so that partners pool resources and develop action plans together, with, and in support of schools.
In Canada, the Pan-Canadian Joint Consortium for School Health models, supports, and encourages the partnerships between health and education that are essential to comprehensive school health.
Different Terminology, Same Ideas
The term comprehensive school health is widely used in Canada. In other jurisdictions, the approach may be known as health promoting school and its components may be expressed in different ways. However, the underlying concepts are the same; they are all based on the World Health Organization’s Ottawa Charter for Health Promotion (1986).
For more information on comprehensive school health in Canada, contact JCSH at [email protected] , or visit www.jcsh-cces.ca.
Click here to download the Healthy School Communities Concept Paper (2012)
Comprehensive School Health Core Documents
WHO Technical Report – Promoting Health Through Schools
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Ottawa Charter for Health Promotion
1 Stewart-Brown, S. (2006). What is the evidence on school health promotion in improving health or preventing disease and, specifically, what is the effectiveness of the health promoting schools approach? Copenhagen, WHO Regional Office for Europe (Health Evidence Network report; http://www.euro.who.int/document/e88185.pdf, accessed 16 Sep. 2008).
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2 Murray, N.D., Low, B.J., Hollis, C., Cross, A. Davis, S. (2007). Coordinated school health programs and academic achievement: a systematic review of the literature. Journal of School Health, 77 (9), 589-599.
Teachers approach curriculum in purposeful and intentional ways, designing learning experiences that are relevant, meaningful and support students to acquire the knowledge, skills and competencies necessary to prepare them for their futures.
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The curriculum establishes the foundation of what students are expected to know, do and understand through their educational experiences. Teachers apply learning standards to engage students in flexible and relevant learning experiences that encourage them to pursue their passions while building a sense of personal identity. The ultimate goal for curriculum design is to deepen learning and support students in gaining important core competencies such as critical and creative thinking, skillful communication, and demonstrating care for self and others.
Principles of Curriculum Design
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- Provincial curriculum includes the following elements – Big Ideas, Core Competencies, Curricular Competencies and Content.
- Content is the vehicle used to access the curricular competencies. It details the essential topics and knowledge at each grade level (Know).
- Curricular competencies are the skills, strategies and processes that students develop over time. They are the ‘doing’ part of the curriculum (Do).
- Big ideas are generalizations and principles that students are able to discover through the content and the curricular competencies. They are inherent understandings that reflect important concepts and competencies (Understand).
- Core competencies are embedded within the curricular competencies and include communication, creative and critical thinking, positive personal and cultural identity, personal awareness and responsibility, and social responsibility.
- Academic disciplines contain important, specific, integral knowledge, skills, processes and ways of thinking. Each discipline pays attention to, and incorporates the First Peoples Principles of Learning.
- Curriculum embraces depth not breadth, and provides multiple opportunities for interdisciplinary/multidisciplinary connections.
- Connections to local and global communities are an important aspect of curriculum design.
- Embedded formative assessment is foundational to curriculum design.
Curriculum Design in the Classroom
- Teachers create the conditions necessary for curriculum to be enacted effectively in a variety of different learning environments.
- Teachers attend to the social aspects of learning while creating environments that encourage students to take risks and express different viewpoints/perspectives.
- Teachers make professional judgments about curriculum design in order to be responsive to students’ needs, interests, background, curiosities, and passions.
- Teachers ensure that learning experiences are meaningful and relevant.
- Teachers understand the progression of learning in order to make effective decisions, bridge transitions, scaffold and support each student toward success.
- Teachers craft learning intentions incorporating student voice, choice and flexibility.
- Teachers allow students to access curriculum through independent, small group, large group and flexible groupings.
- Teachers use curriculum planning to structure appropriate levels of challenge and multiple entry points which allow all students to develop their skills, understandings and knowledge.
- Teachers co-construct curriculum with students and colleagues, working collaboratively to maximize expertise.