Appendix C: Cross-Curricular Interests

The three principles of learning stated in the introduction of this Integrated Resource Package (IRP) support the foundation of The Kindergarten to Grade 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 these three principles, the Ministry of Education wants to ensure that education in British Columbia is relevant, equitable, and accessible to all learners. In order to meet the needs of all learners, the development of each component of this document has been guided by a series of crosscurricular reviews. This appendix outlines the key aspects of each of these reviews. The information here is intended to guide the users of this document as they engage in school and classroom organization and instructional planning and practice.

The areas of crosscurricular interest are:

Applied Focus in Curriculum

An applied focus combines the following components in curriculum development, consistent with the nature of each subject area:

Learning Outcomesexpressed as observable, measurable, and reportable abilities or skills

Employability Skillsinclusion of outcomes or strategies that promote skills that will enable students to be successful in the workplace (e.g., literacy, numeracy, critical and creative thinking, problem solving, technology, and information management)

Contextual Learningan emphasis on learning by doing; the use of abstract ideas and concepts, including theories, laws, principles, formulae, rules, or proofs in a practical context (e.g., home, workplace, community)

Interpersonal Skillsinclusion of strategies that promote cooperative activities and teamwork

Career Developmentinclusion of appropriate connections to careers, occupations, entrepreneurship, or the workplace

An applied focus in all subjects and courses promotes the use of practical applications to demonstrate theoretical knowledge. Using realworld 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 postsecondary education and what they learn in Kindergarten through Grade 12.

Some examples of an applied focus in different subjects are:

English Language Artsincreasing emphasis on language used in everyday situations and in the workplace, such as for job interviews, memo and letter writing, word processing, and technical communications (including the ability to interpret technical reports, manuals, tables, charts, and graphics)

Mathematicsmore emphasis on skills needed in the workplace, including knowledge of probability and statistics, logic, measurement theory, and problem solving

Sciencemore practical applications and handson experience of science, such as reducing energy waste in school or at home, caring for a plant or animal in the classroom, and using computers to produce tables and graphs and for spreadsheets

Business Educationmore emphasis on realworld applications such as preparing résumés 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 Artsapplying visual arts skills to realworld design, problem solving, and communications; exploring career applications of visual arts skills; experimenting with a variety of new technologies to create images; and a new emphasis on creating and understanding images of social significance to the community

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

Career Development

Career development is an ongoing process through which learners integrate their personal, family, school, work, and community experiences to facilitate career and lifestyle choices.

Students develop:

an open attitude toward a variety of occupations and types of work
an understanding of the relationship between work and leisure, work and the family, and work and one's interests and abilities
an understanding of the role of technology in the workplace and in daily life
an understanding of the relationship between work and learning
an understanding of the changes taking place in the economy, society, and the job market
an ability to construct learning plans and reflect on the importance of lifelong learning
an ability to prepare for multiple roles throughout life

The main emphases of career development are career awareness, career exploration, career preparation, career planning, and career work experience.

In the Primary Years

Career awareness promotes an open attitude toward a variety of career roles and types of work. Topics include:

the role of work and leisure
relationships among work, the family, one's personal interests, and one's abilities

A variety of careers can be highlighted through the use of inclass learning activities that focus on the students themselves and on a range of role models, including nontraditional role models.

In Grades 4 to 8

The emphasis on selfawareness and career awareness is continued. Topics include:

interests, aptitudes, and possible future goals
technology in the workplace and in our daily lives
social, family, and economic changes
future education options
career clusters (careers that are related to one another)
lifestyles
external influences on decision making

Games, roleplaying, drama, and appropriate community volunteer experience can be used to help students actively explore the world of work. Field experiences in which students observe and interview workers in their occupational environments may also be appropriate. These learning activities will facilitate the development of interpersonal communications and group problemsolving skills needed in the workplace and in other life situations.

In Grades 9 and 10

The emphasis is on providing students with opportunities to prepare for and make appropriate and realistic decisions. In developing their student learning plans, they will relate selfawareness to their goals and aspirations. They will also learn many basic skills and attitudes that are required for an effective transition into adulthood. This will assist in preparing them to be responsible and selfdirected throughout their lives. Topics include:

entrepreneurial education
employability skills (e.g., how to find and keep a job)
the importance of lifelong education and career planning
involvement in the community
the many different roles that an individual can play throughout life
the dynamics of the working world (e.g., unions, unemployment, supply and demand, Pacific Rim, free trade)

The examination of personal interests and skills through a variety of career exploration opportunities (e.g., job shadowing) is emphasized at this level. Group discussion and individual consultation can be used to help students examine and confirm their personal values and beliefs.

In Grades 11 and 12

Career development in these grades is focussed more specifically on issues related to the world of work. These include:

dynamics of the changing work force and changing influences on the job market (e.g., developing technology and economic trends)
jobkeeping and advancement skills (interpersonal skills needed in the workplace, employment standards)
occupational health issues and accessing health support services
funding for further education
alternative learning strategies and environments for different life stages
mandatory work experience (minimum 30 hours)

Work Experience

Work experience provides students with opportunities to participate in a variety of workplace situations to help prepare them for the transition to a work environment. Work experience also provides students with opportunities to:

connect what they learn in school with the skills and knowledge needed in the workplace and society in general
experience both theoretical and applied learning, which is part of a broad liberal education
explore career directions identified in their Student Learning Plans

Descriptions of career development are drawn from the ministry's Career Developer's Handbook, Guidelines for the Kindergarten to Grade 12 Education Plan, Implementation Resource, Part 1, and the Career and Personal Planning 8 to 12 IRP (1997).

English as a Second Language (ESL)

ESL assistance is provided to students whose use of English is sufficiently different from standard English to prevent them from reaching their potential. Many students learning English speak it quite fluently and seem to be proficient. School, however, demands a more sophisticated version of English, both in reading and writing. Thus even fluent speakers might require ESL to provide them with an appropriate language experience that is unavailable outside the classroom. ESL is a transitional service rather than a subject. Students are in the process of learning the language of instruction and, in many cases, the content matter of subjects appropriate to their grade level. Thus ESL does not have a specific curriculum. The provincial curriculum is the basis of much of the instruction and is used to teach English as well as individual subject areas. It is the methodology, the focus, and the level of engagement with the curriculum that differentiates ESL services from other school activities.

Students in ESL

Nearly 10% of the British Columbia school population is designated as ESL students. These students come from a diversity of backgrounds. Most are recent immigrants to British Columbia. Some are Canadianborn but have not had the opportunity to learn English before entering the primary grades. The majority of ESL students have a welldeveloped language system and have had similar schooling to that of British Columbiaeducated students. A small number, because of previous experiences, are in need of basic support such as literacy training, academic upgrading, and trauma counselling.

Teachers may have ESL students at any level in their classes. Many ESL students are placed in subjectarea classes primarily for the purpose of contact with Englishspeaking peers and experience with the subject and language. Other ESL students are wholly integrated into subject areas. A successful integration takes place when the student has reached a level of English proficiency and background knowledge in a subject to be successful with a minimum of extra support.

Optimum Learning Environment

The guiding principle for ESL support is the provision of a learning environment where the language and concepts can be understood by students.

Good practices to enhance learning include:

using real objects and simple language at the beginning level
taking into consideration other cultural backgrounds and learning styles at any level
providing adapted (languagereduced) learning materials
respecting a student's "silent period" when expression does not reflect the level of comprehension
allowing students to practise and internalize information before giving detailed answers
differentiating between form and content in student writing
keeping in mind the level of demand placed on students

This summary is drawn from Supporting Learners of English: Information for School and District Administrators, RB0032, 1993, and ESL Policy Discussion Paper (Draft), Social Equity Branch, December 1994.

Environment and Sustainability

Environmental education is defined as a way of understanding how humans are part of and influence the environment. It involves:

students learning about their connections to the natural environment through all subjects
students having direct experiences in the environment, both natural and humanbuilt
students making decisions about and acting for the environment

The term sustainability helps to describe societies that "promote diversity and do not compromise the natural world for any species in the future."

Value of Integrating Environment and Sustainability Themes

Integrating "environment and sustainability" themes into the curriculum helps students develop a responsible attitude toward caring for the earth. Students are provided with opportunities to identify their beliefs and opinions, reflect on a range of views, and ultimately make informed and responsible choices.

Some guiding principles that support the integration of "environment and sustainability" themes in subjects from Kindergarten to Grade 12 include:

Direct experience is the basis of learning.
Responsible action is integral to, and a consequence of, environmental education.
Life on Earth depends on, and is part of, complex systems.
Human decisions and actions have environmental consequences.
Environmental awareness enables students to develop an aesthetic appreciation of the environment.
The study of the environment enables students to develop an environmental ethic.

This summary is derived from Environmental Concepts in the Classroom: A Guide for Teachers, Ministry of Education, 1995.

Revised: January 26, 1999

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