...it is timely for the partners in education to review roles and procedures relative to implementation, renewal, and improvement of Core Curriculum. The purpose of this document is twofold: to place curriculum maintenance in a contemporary context; and to present a policy framework that can guide the educational partners in their shared efforts to bring Saskatchewan's Core Curriculum to life in the classroom.	Introduction Fifteen years ago, the Minister's Advisory Committee on Curriculum and Instruction Review concluded its work with the publication of Directions (1984). Following consultation with parents, the public, and the educational community, the province adopted new Goals of Education (see Appendix A), and began a process of revising kindergarten to grade twelve education to enable Saskatchewan students to achieve the new goals in preparation for the twenty-first century. Curriculum development in all areas of study was, as expected, an important part of revision to the system. In Directions, the curriculum development cycle was described as one that included four phases: program evaluation, program design, program implementation, and program maintenance. Maintenance was defined as "the procedures necessary to support, monitor and revitalize the existing courses of study and related materials" (p. 34). As the program design and implementation phases of Core Curriculum development achieve major milestones (completion of the Required Areas of Study, for example), it is appropriate for the partners in education* to take stock of where we are in our understanding of how to implement, revise, and renew all aspects of Core Curriculum. Because the major emphasis over the next period of time will be on what was called "maintenance" in the original curriculum development cycle, it is timely for the partners in education to review roles and procedures relative to implementation, renewal, and improvement of Core Curriculum. The purpose of this document is twofold: to place curriculum maintenance in a contemporary context; and to present a policy framework that can guide the educational partners in their shared efforts to bring Saskatchewan's Core Curriculum to life in the classroom.
The term actualization refers to full implementation and ongoing renewal of Core Curriculum. Because actualization is a shared responsibility, collaboration among school, parents, and community is essential.	From Maintenance to Actualization The original curriculum development model from 1984 is in need of updating for two reasons. Firstly, the 1984 model was designed specifically for the renewal of courses of study. Our understanding of Core Curriculum has evolved over the past fifteen years, and now includes components and initiatives that are embodied in teaching and learning, and cannot be communicated to teachers and students through curriculum guides alone. Secondly, the concept of an "evergreen" curriculum provides a new, contemporary model for maintaining curriculum documents - one that was not fully envisioned in 1984. Evergreen curricula (curricula that are continuously evolving) are possible now because of technological developments and the resulting ease with which information can be shared. Updates, links to new resource materials, and successful classroom experiences can be incorporated in curricula as never before. When a curriculum is fully implemented in the classroom, it is brought to life within the context of a particular school and community. The term actualization refers to effective implementation and ongoing renewal of Core Curriculum. It is an umbrella term that takes into account activities at all levels of the education system that are aimed at making Core Curriculum a reality of everyday instruction and assessment in Saskatchewan classrooms. Actualization also includes all efforts to renew and improve curricula in order to achieve an evergreen Core Curriculum. Curriculum maintenance, as defined in the 1984 model, now falls within the larger concept of Core Curriculum actualization. Actualization can be achieved through a combination of planning and supports at the provincial level, and professional decision-making at the school and school division level. Because actualization is a shared responsibility, collaboration among school, parents, and community is essential.
It would have been difficult to imagine even ten years ago how all aspects of kindergarten to grade twelve education could be integrated in the New Core Curriculum.	Core Curriculum Core Curriculum refers to the components and initiatives of Saskatchewan's education system that are designed to support all students in their achievement of the Goals of Education. Core Curriculum represents a model of teaching and learning in which curriculum, instruction, and assessment are integrated. The chart on the following page identifies the components and initiatives that comprise Core Curriculum, and which fall within the parameters of actualization. It would have been difficult to imagine even ten years ago how all aspects of kindergarten to grade twelve education could be integrated in the new Core Curriculum. The endeavour to date has been successful because of co-operation and involvement at all levels, from the provincial level to the classroom. The same co-operation and involvement will contribute to the development and success of a new, expansive model of curriculum renewal - one through which all components and initiatives of Core Curriculum come to life in the classroom.