Appendix C - Cross-Curricular Outlines

The three principles of learning described in the introduction of this IRP support the foundation of the K-12 Education Plan. They have guided all aspects of the development of this document, including the curriculum outcomes, instructional strategies, assessment strategies, and learning resource evaluations. In addition to the three principles, it is recognized that British Columbia's schools include young people of varied backgrounds, interests, abilities, and needs. In order to meet these needs and ensure equity and access for all learners, the development of each component of this document has also been guided by a series of cross-curricular outlines. It is expected that these principles and cross-curricular outlines will guide the users of this document as they engage in school and classroom organization and instructional planning and practice.

The following cross-curricular outlines have been used to focus the development and evaluation of the components of the IRP:

Applied Focus in Curriculum

Career Development

English as a Second Language (ESL)

Environment and Sustainability

First Nations Studies

Gender Equity

Information Technology

Media Education

Multiculturalism and Anti-Racism

Science-Technology-Society

Special Needs

Applied Focus in Curriculum

An applied focus in all subjects and courses promotes the use of practical applications to demonstrate theoretical knowledge. Using real world and workplace problems and situations as a context for the application of theory makes school more relevant to students' needs and goals. An applied focus strengthens the link between what students need to know to function effectively in the workplace or in post-secondary education and what they learn in Kindergarten through GradeÊ12.

Implementation of an applied approach involves working with a wide range of partners including universities, colleges, institutes, employers, community groups, parents, and government.

The applied focus in curriculum is consistent with the following statements in The Kindergarten to Grade 12 Education Plan:

"All levels of the program are developed around a common core of learning to ensure that students learn to read, write, and do mathematics, solve problems, and use computer-based technology."

"Employers expect graduates to be good learners, to think critically and solve problems, to communicate clearly, to be self-directed, and to work well with others. The new workplace also requires people to be knowledgeable about technology and able to search out and apply information from many sources."

Some examples of an applied focus in different subjects are:

Language Arts English - increasing emphasis on language used in everyday situations and in the workplace, such as job interviews, memos, letters, word processing, technical communication (including the ability to interpret technical reports, manuals, tables, charts, and graphics)

Mathematics - more emphasis on skills needed in the workplace, including probability and statistics, logic, measurement theory, and problem solving

Science - more practical applications and hands-on experience of science such as: reducing energy waste in school or at home; caring for a plant or animal in the classroom; using computers to produce tables and graphs, and for use of spreadsheets

Business Education - more emphasis on real world applications such as preparing rŽsumŽs and personal portfolios, participating in groups to solve business communication problems, using computer software to keep records, and using technology to create and print marketing material

Visual Arts - real world applications such as working co-operatively to make images of social significance for their classroom, school or community; viewing and analysing objects and images from their community; and experimenting with a variety of materials to make images

This summary is from a review of the literature, The Kindergarten to Grade 12 Education Plan (September 1994), and curriculum documents from British Columbia and other jurisdictions.

Table of Contents

Maintained by: Fine Arts Coordinator

Revised: November 8, 1995

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