In theory, major school curriculums should be revised on 10-year cycles, but Ontario’s sex-ed curriculum went nearly 15 years without an update. Until recently, its Indigenous curriculum hadn’t been changed in two decades.
“When the government eventually gets around to it,” John Michael says, “it can be a very lengthy process.” It goes through rounds of consultations with experts, researchers, teachers, and stakeholders.
In this episode, Charles Pascal, an internationally recognized education expert who has worked with a number of provincial governments, argues that curriculum shouldn’t be set in stone.
“Couldn't we put the word 'draft’ on every curriculum document that we release? Because a curriculum should always be in the process of changing,” he says.
“It’s in its use with real students and real teachers that we continue to find ways of making it better, improving it, improving the examples, clarifying outcomes.”
What would it mean for the curriculum to be in permanent draft form?
John Michael explores that and more in today’s episode. He takes a giant step back from the controversy that has surrounded school curriculum and explains who decides what gets taught, why it matters, and what a curriculum even is to begin with. Check it out!