• Is the identification information complete?
• Does the form include a list of all of the schools intending to implement the proposed course of study?
• Has clear information been included indicating whether the proposed course is original to the school division; adopted from another location (provincial or beyond); or adapted from another location (provincial or beyond)?
• Does the intent clarify the rationale/need for the course development?
• Has a description of the target audience been included? Does the description include a summary of the students’ needs that necessitate course development?
• Is a brief description of the course content included (topics, themes, content areas)?
• Is the form ready to submit electronically?
• Has the school division Director of Education authorized the form prior to submission to the Regional Office?

• Is the identification information complete?
• Does the form include a list of all of the schools intending to implement the proposed course of study?
• Has clear information been included indicating whether the proposed course is original to the school division; adopted from another location (provincial or beyond); or adapted from another location (provincial or beyond)?
• Does the intent clarify the rationale/need for the course development?
• Is there a detailed content outline for the proposed course of study included in the application (goals, foundational objectives and related learning objectives, topics, themes, content areas)? Note: this description should be significantly more detailed than the brief outline included with the Intent to Proceed.
• Have the components and initiatives of Core Curriculum been addressed?

Components	Initiatives
Common Essential Learnings Adaptive Dimension	Aboriginal Content and Perspectives Gender Equity Multicultural Education Resource-based Learning Instructional approaches Student evaluation Identity, language and culture (Fransaskois schools)

• Are career development competencies integrated as appropriate throughout the course?
• Is a range of instructional approaches being used? Are these indicated in the course outline?
• Is a bibliographical list of instructional resources attached to the proposed course outline?
• Has copyright clearance been addressed for any materials included in the application?
• Is student assessment and evaluation described in the proposal? Is assessment and evaluation linked to the objectives and instructional approaches of the proposed course?
• Is there a description of how the program will be evaluated in the pilot year and beyond? How will the applicants know if the course has been successful or if amendment/redesign is required?

• Has the approval page been sent to all schools that intend to implement the course?
• Has the school division attached a copy of the page to the Form D-1 prepared for submission so that a complete file for the course has been established locally?
• Have conditions and suggestions detailed on the approval page been discussed with the developer(s), and have arrangements been made to address the concerns or conditions in a timely fashion?

• Is the information included on the Monitoring Form an accurate reflection of where each course is in the five-year cycle of approval?
• Has the school division indicated whether or not a course of study is being used in the current school year?
• Have school division personnel reviewed the Monitoring Form and made plans for revision, renewal or discontinuation of the various courses listed?
• Do schools have this information on file so as to know which courses are available for use in a particular school year?

• Are any unique characteristics of the course or target audience (e.g., one time funding, special resource, community request, specific need) clearly described in the content outline and target audience description on both the Intent to Proceed and the Detailed Description?
• Is the course intended for use for less than a full 5-year cycle? If so, is that clearly indicated in the description provided?

• Is the school division board aware of the plan to implement the Locally Developed Course and have appropriate permissions been granted?
• Are all necessary signatures in place?

 

Appendix A	Appendix B	Appendix C	Appendix D

 

Appendix C: Frequently Asked Questions

 

What is the purpose of the Intent to Proceed with a Locally Developed Course of Study?

The form provides information to the Department about a school division’s intention to develop a Locally Developed Course of Study. Upon receipt of the Intent to Proceed form, the Department will inform the school division of a course that may suit their needs, discourage further development of the course, or provide the school division with approval to continue development of the course. School divisions may find that a Locally Developed Course of Study that was previously submitted and approved meets their needs or may require minor adaptations for their use.

 

Can a Locally Developed Course of Study that was created by another school division be used? Is it still necessary to submit Form D-1?

Courses that have been approved for use by another school division may be adopted. The Department acts as a clearinghouse of information on all Locally Developed Courses. Saskatchewan Learning will attempt to fulfill all requests for samples of exemplary course proposals approved for other school divisions.

It will be necessary to complete Form D-1 for this application, including the Course Outline from the original form. It is also expected that a copy of Forms D-1 and D-2 for the original Locally Developed Course being adopted will be attached to the new Form D-1 submission.

 

Where are pre-existing or exemplary courses housed?

Saskatchewan Learning will act as a clearinghouse of information on all Locally Developed Courses. Requests for copies of these courses should be directed first to the Regional Office. In the event that the Regional Office is unable to provide the necessary assistance, inquiries may be directed to Saskatchewan Learning, 2220 College Avenue; (306) 787-4350. Exemplary courses will also be available online.

 

Why is the description of the specific target audience so important?

This information should be clearly detailed on both Forms D and D-1. The people endorsing the application at the local, regional and provincial levels will use the information to determine the appropriateness of the proposed content. This information should include the criteria for selection along with a description of the characteristics of the student audience for which the program is being designed (i.e., what are the special circumstances of the students that necessitate a different course?).

 

Why does Saskatchewan Learning require such detailed information on Form D and Form D-1?

These courses will become part of a clearinghouse of information maintained by Saskatchewan Learning enabling access by the field and promoting a network of information to assist in the development of exemplary Locally Developed Courses. The generation of student transcripts (Record of Secondary Level Standing) requires the submission of marks or standings. The information contained in the identification sections of Form D and Form D-1 assists in the electronic generation of these documents.

 

Is it possible to transfer information verbatim from Form D to Form D-1?

Yes, both Form D and Form D-1 encourage this transfer of information and indicate the areas where this transfer is most appropriate. It is especially important that the intentions and descriptions are consistent from Form D to Form D-1. Examples of such areas include the description of the target audience, the goals and the rationale.

Form D-1 for Locally Developed Courses of Study requires the incorporation of the Common Essential Learnings (CELs). How much detail is necessary?

Applicants are asked to describe specific plans for the incorporation of all six CELs. This means there should be a minimum of six statements in the section, one addressing how each CEL will be included in the proposed course. There may be an additional paragraph(s) dealing with other relevant data. Objectives for each CEL are available online (see Appendix D for website address).

 

How might we effectively integrate Aboriginal content and perspectives throughout the Locally Developed Course?

How Aboriginal Content and Perspectives are incorporated will depend on the content of the course. Course content and resources should include positive images of Aboriginal peoples, both historical and contemporary aspects of their cultures and should reflect their diversity. Applicants may wish to talk to Aboriginal peoples as they develop the Locally Developed Course and include examples of how Aboriginal people in the local community can complement the course.

 

Why do I need to include the Adaptive Dimension when the course has been designed for a specific group of students?

In any group of students, even a group that has a common need, there will be individual differences in development, learning styles, prior learning, and linguistic and cultural background. If all students in the class are to reach their maximum potential, teachers may need to adapt the learning environment, content or instructional strategies for individuals or small groups.

 

Form D-1 requires information regarding the instructional resources chosen. Why is this information required and what kinds of things are you looking for in this section?

Resources should be evaluated for such things as the use of inclusive language, the absence of stereotypical or racist portrayals. Refer to specific documents from Saskatchewan Learning on issues such as gender equity and selecting fair and equitable materials. Materials chosen should be suitable for the target audience and the course content should be current. Include Canadian and Saskatchewan content where possible.

Resource-based Learning advocates the use of a wide variety of resources that are chosen to support the teaching and learning related to the course and to the individual needs of staff and students.

In the list of all major print and non-print resources chosen, applicants must provide the usual bibliographical information (author, title, place and date of publication, publisher and type of resource).

 

Appendix A	Appendix B	Appendix C	Appendix D

 

Appendix D: Sources of Information on Core Curriculum

 

The following list of documents will assist you in the development of the Locally Developed Course of Study.

 

	Sources of additional information or examples
Aboriginal content and perspectives	Diverse Voices: Selecting Equitable Resources for Indian and Métis Education http://www.sasked.gov.sk.ca/docs/policy/diverse/index.html
Adaptive Dimension	The Adaptive Dimension In Core Curriculum http://www.sasked.gov.sk.ca/docs/policy/adapt/index.html
Career development	Blueprint for Life/Work Designs http://www.blueprint4life.ca/
Classroom Curriculum Connections	Classroom Curriculum Connections: A Teacher’s Handbook for Personal Growth http://www.sasked.gov.sk.ca/docs/policy/curr_connections/index.html
Common Essential Learnings	Understanding the Common Essential Learnings: A Handbook for Teachers http://www.sasked.gov.sk.ca/docs/policy/cels/index.html Objectives for the Common Essential Learnings http://www.sasked.gov.sk.ca/docs/policy/cels/celobj.html
Core Curriculum Actualization	Actualization of Core Curriculum http://www.sasked.gov.sk.ca/docs/policy/corecurr/index.html
Gender Equity	Gender Equity: Policy and Guidelines for Implementation http://www.sasked.gov.sk.ca/curr_inst/iru/type_pol.html
Instructional approaches, guidelines and strategies	Instructional Approaches: A Framework for Professional Practice http://www.sasked.gov.sk.ca/docs/policy/approach/index.html
Multicultural Education	Multicultural Education: A Policy Document http://www.sasked.gov.sk.ca/docs/policy/multi/index.htm
Resource-based Learning	Resource-Based Learning Policy http://www. sasked.gov.sk.ca/docs/policy/rbl/index.html
Student evaluation	Student Evaluation: A Teacher Handbook http://www.sasked.gov.sk.ca/docs/policy/studeval/index.html