Step 1: Visit http://nsvs.ednet.ns.ca
Step 2: Click on Professional Communities of Practice
Step 3: Log in using username: Your Email Credentials
Step 4: Once logged in, scroll down to the bottom of the page and click on Professional
Communities of Practice
Step 5: Locate Innovation and Exploration grade 4-6 course and click on it
Step 6: Then select Enroll me

9:00 - 9:15
For questions you may have along the way.
9:15 - 9:45 Background/Streamlined Curriculum
9:45- 10:15 Treaty Education
10:15 - 10:30 Break
10:30 - 11:00 Culturally Responsive Pedagogy
11:00 - 12:00 Moodle/Modelled Lesson
12:00 - 1:00 LUNCH
1:00 - 1:30
1:30 - 2:30
Moodle/Modelled Lesson
STEAM
2:30 - 3:00 Wrap Up

RENEW teaching and leadership
REFOCUS the curriculum
REBUILD the education system

1. Modern Education System
2. Innovative Curriculum
3. Inclusive School Environments
4. Excellence in Teaching and Leadersh ip

th
● Minister’s Panel Report
● Student Achievement
● Teacher Input

• Skills & Concepts
• Outcomes
• Assessment/Performance Indicators
• Cross Curricular Approach

English Language
Arts
ICT
Mathematics
Music
Physical Education
Science
Social Studies
Visual Arts
Français arts langagiers
Français de base
Total Outcomes
Grade 4
Number of Former
Outcomes
33
62
63
17
65
27
39
33
11
17
367
Grade 4
Number of Current
Outcomes
9
8
9
9
25
6
7
4
9
3
89
Grade 5
Number of Former
Outcomes
33
17
65
31
37
34
7
18
62
63
367
Grade 5
Number of Current
Outcomes
9
8
9
7
26
6
6
4
9
3
Grade 6
Number of Former
Outcomes
34
17
63
30
33
32
17
18
62
63
Grade 6
Number of Current
Outcomes
9
8
9
6
26
6
7
4
9
3
87 372 87

THEN
Essential Graduation
Learnings
NOW
Essential Graduation
Competencies
HOW
General, Key-stage and
Specific Curriculum Outcomes
Streamlined
Learning Outcomes
Indicators in Mathematics Indicators in most Subjects
TEACHER
DESIGNED

Innovation and Exploration - Grades 4-6

• Student-centered
• Culturally Responsive Pedagogy
• More time: Mathematics & Literacy
• Improved student career readiness
•Exploration and Innovation Learning

Occurs when components of the curriculum are connected and related in meaningful ways by both the students and teachers.

English/French Immersion Grade 4-6
SUBJECT AREAS
Language Arts
French Immersion (FI:) Integrated English Language Arts/Mi’kmaw
Language/Gaelic Language
Mathematics
Core French /Mi’kmaw Language/Gaelic Language
(does not apply to students in FI programs)
Integrated Learning Block-
Explicit Subject Instruction ( Health, Information Communication
Technology, Science, Social Studies, Visual Art with multiple opportunities to integrate Language Arts and Mathematics outcomes)
Physical Education*
Music
Totals
Physically Active Time*unscheduled
BEGINNING SEPTEMBER 2016
100min/day 500min/week
30min/day 150min/week
90min/day 450/week (includes Mental Math)
50-60 min block every other day
50-60 min/day
4 out of 5 days per week
200-240 min/week
100min/week (20min/day)
60 min/block (two - 30 minute blocks) minimum 300 min/day (includes 15 minute recess)
10min/day 50min/week

Grades 4-6
Template Change
All Subjects
Mathematics
Learner Profile developmental scale
Overall letter grade
Language Arts Letter grade by strand
Core French (Mi’kmaw Language, Gaelic Language),
Health Education, Information Communication Technology
(ICT), Music, Physical Education, Science, Social Studies,
Visual Arts
French Immersion and Intensive French (Grade 6)
Use of developmental scale that reports on student’s understanding of application of concept and skills instead of grades and skills instead of grades (A-D)
-Scale-
Well Developed
Developing as Expected
Needs Development
Insufficient Evidence
Remove 4th strand from FLA
Item added to Learner Profile

https://drive.google.com/drive/folders/0B6dhiyV3D8daNG5nMTJMX2RzbzQ

As per the Action Plan for Education, Treaty Education is an integral component of the streamlined curricula. Treaty Education refers to the development and implementation of a greater understanding of Mi’kmaw inherent Aboriginal rights and the Mi’kmaw treaties as both historical and living agreements. It is an inclusive term referring to the education of all citizens of Nova Scotia on the existence of Treaties, their importance as the foundation of relationship building between Mi’kmaw and non-Mi’kmaw Nova
Scotians, and their value to society in both historical and contemporary contexts.

Treaty Education has been embedded in P-6 curricula to support:
• learning about a shared history through traditions, culture, and heritage -
• contributions of Mi’kmaq to NS
• outcomes in Social Studies 4-6, Visual Arts 4-6 support learning of Mi’kmaw culture and heritage
From grades 7 to 12, curricula will support:
• an understanding treaties as a building block of Canada
• how we have all benefited from Peace and Friendship Treaties

Teaching About the Mi’kmaq Resource in Schools

This resource supports learning about Mi’kmaw culture and heritage for grades P-9. It is listed in the resource materials for Social Studies 4-6 - in the 4-6 Moodle
- Here is the link Mi’kmawe’l Tan Teli-kina’muemk
Teaching About the Mi’kmaq
●
Supplementary Files
Voice Over https://drive.google.com/a/gnspes.ca/file/d/0BzXCqHgeRBSabXgtVWZ5dnVLZlE/view?
ts=57339769

The graphics illustrate that the framework for culturally responsive pedagogy aligns with the framework of the provincial 2002 Racial
Equity Policy, a policy that is mirrored in each of the school boards. In other words, culturally responsive pedagogy, rather than being a new or additional expectation, is more properly described as an articulation of an existing expectation; in other words, it is putting theory into practice. Culturally responsive pedagogy, then, is an approach, not just to instruction, but to all aspects of education.

https://www.youtube.com/watch?v=nGTVjJuRaZ8
Source: Teaching Tolerance ( http://www.tolerance.org
)

Source: Beyond the Tip of the Iceberg - Jerome Hanley

1. Everyone has a culture.
2. Culture is not synonymous with race and ethnicity -- though race and ethnicity can certainly shape culture (but so too can geographic location, urban vs rural, social status, age, etc). In other words, culturally responsive pedagogy is not a pedagogy just for students of African descent, Mi’kmaw students, or students of particular racial or ethnic groups, but for all students.
3. Culturally responsive pedagogy is an approach that connects to , and draws upon, the deep culture of students -- their ways of being, seeing, and understanding.
4. Time permitting, you could ask teachers to complete the thought, “In my culture we ….”
5. Then, you could have teachers consider if their cultural values, or those of the school, may differ from those of their students; and, if so, what might be the consequences of such differences (or similarities).

and

These two current and foundational resources have passed the Department of Education and Early Childhood Development’s Learning Resource
Evaluation, and are listed as Authorized Learning Resources with the Nova
Scotia School Book Bureau. Texts by Gloria Ladson-Billings, Carol Lee, and
Lisa Delpit also may be helpful.

Lynn Crawford, Coordinator, Race Relations, Cross Cultural
Understanding and Human Rights lcrawford@gnspes.ca
Marjorie Graves - Mi’kmaq Consultant mgraves@gnspes.ca
Who are your RCH reps in your school?

• A competency is an interrelated set of attitudes , skills and knowledge that is drawn upon and applied to a particular context for successful learning and living
• Competencies are developed over time and through a set of related learner outcomes

• Creativity and Innovation - CI
• Citizenship - CZ
• Communication - COM
• Personal – Career Development - PCD
• Critical Thinking - CT
• Technological Fluency- TF

EGLs
• Aesthetic Expression
• Citizenship
• Communication
• Personal Development
• Problem Solving
• Technological Competence
Competencies
• Creativity and Innovation
• Citizenship
• Communication
• Personal – Career Development
• Critical Thinking
• Technological Fluency

• Clarify expectations for outcomes (end of year expectations)
• Identify what students must know , show, and do in relation to an outcome
• Inform classroom instruction and assessment
• Create common expectations for all students in a grade level

Think about the relationship between indicators and outcomes in the same way we think about the relationship between the ingredients in a recipe and the cake they describe.
1-2-3-4 Coconut Cake
1 cup of butter
2 cups of sugar
3 cups of flour
4 eggs, separated
2 tsp. vanilla
2 tsp. baking powder
1 tsp. salt
1 cup of shredded coconut https://drive.google.com/drive/folders/0B6dhiyV3D8daNG5nMTJMX2RzbzQ http://nsvs.ednet.ns.ca/nsps/nsps26/pluginfile.php/285081/mod_label/intro/An%20Introducation%20to%20Performance%20Indicators.mp4

Skills, Outcomes, Performance/Assessment Indicators

• Skills are at the forefront and on a developmental continuum
• Competencies are the same in all subject areas and are developed over time
• “Guiding questions” provide a direction for learning opportunities
• Indicators show what the learning looks like (not a checklist)

• Culturally Responsive Pedagogy (CRP) is embedded in everyday learning
• Documents are living on the moodle and include hyperlinks, screen tips
• Literacy outcomes are in all subject areas
• Health curriculum will be streamlined from grades 4-9; existing health curriculum includes a literacy and career-related outcome

• The streamlined curriculum makes it easier to plan for combined classrooms.
• The main idea is acquisition and application of concepts and skills.
The skills are often the same but at a different level for a grade 4 student in comparison to a grade 5 student. A very good example of this would be Language Arts.

● Login to Moodle
● Enter Grade 4-6 Streamlined Curriculum by clicking on the link under My Courses in the left hand column.
● You will see the homepage for Grade 4-6 … Moodle.
● Scroll through the homepage and take note of the links that you see.

● Under which category would you find the outcomes and indicators? Click on this category.
● How is the curriculum organized? List the titles of two of the sections.
● Share what you have discovered with your table.

● Language Arts is organized by grade
● Science, Social, Studies and Arts are organized in 1) skills/strategies, 2) outcomes, 3)indicators 4)big ideas/questions.

Hyperlinks and Screen Tips:
● Hover your mouse over a red word . What happens?
● Click on a blue underlined word(s) .
What happens?
● What types of information were you able to access from the Screen Tips and Hyperlinks?

● Notice there are a variety of hyperlinks (activities, meanings, examples, resources) and the screen tips also provide additional information. This is a compelling reason to not print out the document. You would lose all of the technological advantages that this document provides.

In designing a cross-curricular learning experience, a group of teachers got together to brainstorm some ideas about what resources would be a great springboard for making some cross-curricular connections.

One teacher mentioned that a group of students from Allison Bernard High School being a part of the
Rita Joe National Song Project, where students used the poem as an inspiration to create a song and video about their interpretation of Mi’kmaw poet Rita Joe’s poem “I Lost My Talk.” http://nac-cna.ca/en/ritajoesong https://www.google.ca/search?q=native+talking+circle
&biw=1366&bih=643&source=lnms&tbm=isch&sa=X& ved=0ahUKEwiwof7-
78LLAhWFaD4KHfEUB3wQ_AUIBigB#tbm=isch&q=rit a+joe+i+lost+my+talk

“I Lost My Talk” Rita Joe’s poem and lyrics for Gentle
Warrior. The hyperlink here is the link to the Rita Joe
National Song Project.
There are resources on this website: http://nac-cna.ca/en/ritajoesong

When the teachers looked at the video, they saw multiple connections.
The lesson that follows later is rooted in this video.
As you watch the video, keep in mind the
“Framing Your Thinking” questions and the connections you make.

Culturally Responsive Pedagogy
(CRP) connection:
• Anchor your curriculum in the everyday lives of your students.

Framing
Your
Thinking
After watching The Gentle Warrior, take a few minutes to answer the following questions:
1. How did watching the video make you feel?
2. What did it remind you of?
3. What did it make you wonder?
Answering these questions will help stimulate your prior knowledge and help you explore things you want to know.

• In order to become familiar with the outcomes and to incorporate a cross curricular learning experience, a template was created to ensure all of the important elements of the streamlined curriculum are included.
• This template is an example of what could be used for planning, however; it is not an expectation that it be used.

• On your tables, you will find a version of this planning template with ideas for cross curricular experiences.
• Please follow along as we model how you could plan a cross curricular learning experience for your grade level(s)
• Once we walk you through the planning process, you will be given the opportunity to create and share similar learning experiences

Using “The Gentle Warrior” video as your springboard resource, design a learning experience that :
• connects to outcomes in any subject area at your grade level
• includes indicators
• considers skills that would apply
• keeps assessment at the forefront of your planning
C - Conversation
O - Observation
P - Product

To provide an opportunity to collaborate and connect the
Streamlined Grade 4-6 curriculum documents with classroom practice.
• Plan a cross curricular learning experience
• Assess for learning: know, show and do
• Incorporate ALL aspects of the Grade 4-6 curriculum:
• competencies
• culturally responsive pedagogy
• skills and concepts
• Collaborate and share with colleagues

At your table:
3 - Name three cross curricular connections that you made
2 - Name two things that you discovered
1 - Name one thing that you are still wondering
Each table will share one cross curricular connection with the whole group

● The revised Grade 4-6 Streamlined Curriculum document is housed on Moodle.
● Becoming familiar with Moodle is essential. It is a living document with Hyperlinks and Screen Tips.
● In the Grade 4-6 ...Moodle, you will find curriculum documents, resources and learning experiences.

Pillar Two - An Innovative Curriculum (Grades 4-8)
● Provide access to modern technology to support classroom teaching and learning
● Provide more hands-on learning activities for students in computer programming, creative arts, science labs, and collective impact projects.
Students will have opportunities to develop their creativity, innovation, and problem-solving skills.
● Provide all students with an introduction to the basics of coding, technology, and design.
● Provide students with hands-on learning activities for developing their technology skills

"Tell me and I forget, show me and I remember, involve me and I understand."

Inquiry based learning is a teaching strategy that incorporates this way of thinking. Simply said, it is involving the learner and leading him to understand. To do this, the learning starts by posing questions, problems or scenarios—rather than simply presenting established facts or portraying a smooth path to knowledge.

Students will:
● E ngage
● E xplore
● E xplain
● E laborate
● E valuate

Chromebook and iPad

Pasco software, interface and sensors for data logging
Weather
Sensor
Anemometer
Sensor
Airlink
General Science
Sensor

Peter Pasco software:
Barometric Pressure
Absolute Humidity
Relative Humidity
Dew Point
Temperature
Relative Altitude general science sensor (measures temp, light, sound, voltage) suited for grade 4
& 6 science

Weather Sensor
Barometric Pressure
Absolute Humidity
Relative Humidity
Dew Point
Temperature
Relative Altitude
General Science Sensor
Temperature
Light
Sound level
Voltage

An easy to use yet powerful hands-on science learning application/tool that allows students to: collect, visualize, analyze, record and assess data in and out of the classroom - all with the touch of a finger.

An Invention Kit for Today’s Classroom
Turn everyday objects into touchpads and combine them with the internet. It's a simple
Invention Kit for Beginners and
Experts doing art, engineering, and everything in-between.
Click above to access the video
Sample Lesson for

The Sphero enables teachers to teach skills and concepts along with coding across all curriculum areas.
Sample Lesson Plan for Activity
Student Assessment Sheet
Student Challenge Cards
Click above for SPHERO Video

http://www.steamedu.com/wp-content/uploads/2014/12/WhySTEAMshortWeb.pdf

How is the approach to traditional learning similar/different from Inquiry-Based Learning?
What are the strengths of using an Inquiry Approach?
What are the challenges?

Question forum
Exit Survey https://goo.gl/forms/mhF3LnPyjB tinyurl.com/Exit4-6