Draft Curriculum Review Process

Updated: 2008

Table of Contents

    Diversity is one of the most prominent features of British Columbia ’s society and our schools. In its design, the provincially prescribed curriculum supports an education system in which all students are fully participating members of a community of learners and can develop their individual potential.

    The Ministry of Education’s formal process for the development of provincially prescribed curricula includes both an Internal Review and an External Review of draft material during the curriculum development process. The Internal Review involves soliciting feedback from individuals and groups within the Ministry of Education. The External Review involves soliciting feedback from members of the general public and from other government ministries in which there is expertise relevant to a particular curriculum under development/revision. All comments and suggestions for improvements are taken into consideration as curriculum is developed/revised and finalized.

    Internal Review

    When first drafted, a curriculum document is circulated for review within the Ministry of Education. Individuals and groups in various parts of the Ministry are invited to offer comments and suggestions for improvement from the perspective of their particular area of responsibility/expertise. All comments and suggestions are taken into consideration as a second draft of the curriculum is prepared. The second draft or ‘Response Draft’ is submitted for initial approval and sign-off by executive within the Ministry of Education and posted to the Ministry website for public review and response.

    External Review

    Once a ‘Response Draft’ has been approved and signed off within the Ministry of Education, it is posted on the Ministry of Education website for public review and response – i.e., to elicit comments from individuals and groups who are members of the general pubic.

    Concurrently, Ministry of Education curriculum staff liaise with government ministries in which there is expertise relevant to the particular curriculum under development/revision. Individuals and groups in these other ministries are invited to offer comments and suggestions for improvement from the perspective of alignment with the current policies and initiatives of that ministry. Comments and suggestions for improvements are taken into consideration as the curriculum document is finalized.

    As part of the regular curriculum development process, individuals and groups in various parts of the Ministry of Education review Draft curriculum documents from the perspective of their particular area of responsibility/expertise.

    Individuals and groups from each of the departments/branches/units are asked to provide written comments and suggestions for improvements regarding the extent to which the curriculum:

    1. develops student knowledge, skills, and attitudes in the subject area
    2. is relevant and accurate
    3. complies with policy and legislation related to the school system
    4. is congruent and aligns with other curricula
    5. is compatible with the goals of the graduation program
    6. is assessable for provincial examinations
    7. supports literacy and numeracy goals and standards
    8. supports emerging government initiatives and priorities
    9. is inclusive of and accessible to all learners

    Governance and Accountability Division

    • Ministry staff in the Governance and Accountability Division with portfolio responsibility: in the area of Governance and Legislation offer comments and suggestions about the draft document in regard to matters of policy and legislation related to the K-12 school system; in the area of Aboriginal Education offer comments and suggestions about the extent to which the draft document addresses the needs and interests of Aboriginal learners; in the area of Diversity and Equity offer comments and suggestions about the extent to which the draft document takes into consideration the needs and interests of diverse learners; in the area of Learning Initiatives offer comments about the draft document from the perspective of cross-curricular alignment, congruency and accuracy in all subject areas of the British Columbia provincial curriculum, career development, workplace training and graduation transition.

    Knowledge Management Division

    • Ministry staff in the Knowledge Management Division with portfolio responsibility in the area of Evaluation offer comments and suggestions about the draft document in regard to the assessability of the draft prescribed learning outcomes for provincially examinable subject areas in the K-12 school system; those with portfolio responsibility for International Languages curriculum offer comments about the draft document from the perspective of cross-curricular alignment, congruency and accuracy.

       Partnerships and Planning Division

    • Ministry staff in the Partnerships and Planning Division with portfolio responsibility related to Current and Emerging Ministry Programs and Cross-Government Initiatives offer comments and suggestions about the draft document in regard to curriculum alignment with these programs and initiatives, e.g., Healthy Schools, Daily Physical Activity, Community Link, Early Learning, and Literacy.
    The following guidelines provide a framework for reviewing each draft curriculum and offering comments and suggestions about the extent to which the needs and interests of diverse learners have been taken into consideration.

    General Considerations

    When examining the various components of the draft curriculum from the perspective of inclusion and accessibility for all students, reviewers consider whether the draft document:

    1. supports the principles of learning
    2. is accurate in terms of subject matter and portrayals
    3. is current and relevant
    4. provides prescribed learning outcomes, suggested achievement indicators, examples, instruction, and assessment that are accessible for a variety of teaching and learning styles
    5. provides opportunities for students to develop critical thinking, problem solving, and communication skills
    6. promotes awareness, understanding, and respect for the diversity of Canadian society;
    7. reflects and validates the life experience of students of varied backgrounds, interests, abilities, and needs
    8. provides positive role models and presents different points of view
    9. reflects accurate representations and avoids stereotype
    10. supports the development of positive social attitudes and promotes respect for diversity and human rights

    Specific Considerations

    Reviewers examine the various components of the draft document for accuracy, inclusion, and accessibility from a variety of perspectives. These include:

    		 Aboriginal Peoples  
      the representation of Aboriginal peoples, both in historical and contemporary context, is portrayed accurately; recognizes the diversity of cultures present among Aboriginal peoples

    		Age  
      representation of individuals and groups at various stages along the continuum of life; portrayals are realistic and avoid stereotype

    		Belief System  
      topics of philosophy, religion and/or political ideology, when included in the draft curriculum, are presented with a clear purpose and provide opportunity for critical thinking; make a clear distinction between fact and opinion and do not advocate one belief system over another

    		Ability-Disability  
      representation of experiences and perspectives of individuals and groups along the continuum of ability-disability; portrayal is realistic and accurate; emphasis is on ability and contribution

    		Ethical and Legal  
      issues that may be subject to legal or ethical debate, when included in the draft curriculum, are presented with a clear purpose and provide opportunity for critical thinking; make a clear distinction between fact and opinion; provide opportunity for expanded understanding of alternative points of view, and provide accurate and current data

    		Gender Identity and Sexual Orientation  
      representation of individuals and groups across the full range of gender identity and sexual orientation; contributions are emphasized; portrayals are positive, non-denigrating, reflect diversity, and avoid stereotype

    		Gender Roles  
      representation of females and males in diverse roles and relationships; portrayals reflect diversity and avoid stereotype

    		Humour  
      if included, is used to engage student interest in the subject; humour is used in a positive, non-denigrating manner

    		Language  
      language used contributes to audience engagement and/or instructional effectiveness; is age appropriateness; does not overuse specific language for effect or language that has limited meaning; is disrespectful, discourteous, or defamatory

    		Multiculturalism  
      the representation of diverse cultures is accurate and respectful; the document presents positive cultural role models; accurate reference to dialect, customs, dress and diet; acknowledgment of similarities and differences within and among cultures and ethno-specific groups

    		Safe Schools  
      the draft curriculum reflects legal and community standards of safe practice and common sense; provides opportunities for students to understand the importance of safe practices and to develop understanding of personal responsibility as it relates to safety of self and others; models safe practice and common sense; inclusion of directions/instructions for safe equipment use and materials handling

    		Socio-Economic  
      representation reflects the full range the realities of day-to-day life in Canadian society; respects the socio-economic realities of British Columbia students

    		Violence  
      violence, tension, and graphic imagery, where included in the draft curriculum, have a clear purpose and support instruction; the level and degree of explicitness takes into account the age and maturity of intended audience; provides opportunities for modelling effective problem-solving and conflict resolution strategies; and opportunities for students to develop compassion and empathy.

    Internal Review Draft Curriculum Document Sign-off Sheet   [32KB - PDF] Adobe Acrobat Document