Introducing a new curriculum can be a scary prospect, especially for veteran teachers.

At
first glance it appears so broad and non-comital to what needs to be taught to ensure future
student success, that it leaves you feeling at a loss as to where to begin. However once you look
at the key features of the new curriculum such as the core competencies, essential learning
outcomes and the Know-Do-Understand model it becomes clear that the lack of specific criteria
is actually a chance to put the student at the centre of their learning. The lack of a rigid structure
such as is seen in the current curriculum allows teachers to teach to the students needs instead of
trying to meet a specific set of criteria.
The Core Competencies that are being introduced which target the Intellectual, personal
and social skills that students need to develop for success beyond schools (in short the
communication, thinking and personal and learning spheres or learning) are essential values that
should be incorporated daily into the classroom. How often do we provide our students to talk to
one another about their learning? Or to share how they are learning? How often do we ask out
students to truly think about their learning? And not just who knows the correct answer. All too
often students are being trained to search for that correct answer as perceived by the teacher
instead of considering why that is the answer, or their opinion of the answer. The core
competencies along with the Know-Do-Understand model ensures that students begin to think
about their learning. The skills students develop such as critical thinking, questioning and various
forms of communication are tools that they will be able to take with them into the future.
In my opinion the Know-Do-Understand model is at the centre of the new curriculum.
The Know refers to the content, the Do to the curricular competencies, and the Understand to the
big ideas. The model only works if the three remain connected to one another. Essential topics
and knowledge are put forth for each grade (much like the learning outcomes of the current

curriculum) which are required for students to understand the subject material. Then students
must be able to apply a series of specific skills, strategies and processes that allow the student to
apply their knowledge of the topic in order to reach the big big ideas that are at the heart of the
new curriculum. The particular skills that students need to understand these big ideas will
develop over time, while the big ideas are meant to extend from grade to grade no matter the
subject material.
This new model allows students not only to be at the centre of their learning, but it also
gives teachers more freedom on how to teach in the classroom. This model creates a flexible
learning environment in which students are free to safely explore their interests while still
developing those skills which are essential to their future success.
Some would argue that the new curriculum doesnt give enough direction in
comparison to the current curriculum but the essential learning outcomes still direct
teachers as to what must be taught in order to prepare students for the
following grade. Instead of presenting it as a 1-2-3 format though, it is
presented as an idea in which teacher can create into a direction which best meets the specific
needs of their classroom.
In a way it is liberating to be a part of a new beginning in education. Since the way
students learn is changing, so must how we teach them. Instead of being caught up in the
curriculum as a teacher-centered model, we are stepping in an era where learning is about the
student. No longer do we have to feel a push to reach a number of criteria before June comes, but
instead can focus on those essential skills within the curriculum to ensure that students have the
necessary tools to overcome future obstacles.