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N.B. Curriculum

Anglophone Sector

What happens in the school community is so much more than the curriculum expectations on paper. What educators do to enact curriculum is complex. The vision of Portrait of a Learner, the Global Competencies, the individual and community needs of learners, the approaches to learning, and the influence of the learning environment are accounted for in the curriculum.

Curriculum Framework

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The curriculum includes the framework; the decisions, intentions and skills of educators; the learning environment, relationships and instructional methods; and the interests, motivations, and contributions of learners.

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Learning Areas: Early Learning to Graduation

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Early Learning and Childcare
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According to the research, a contrast exists between the pre-primary approach and the social pedagogical approach that is required to support the learning goals of the NBCF-E. The pre-primary approach focuses on preparing children for school, whereas a social pedagogy recognizes the context of children’s learning and the importance of attending to the todayness of children’s lives and their diverse personal, social, and cultural experiences.

Primary Block
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Learners in Kindergarten through Grade 2 develop many ideas before they enter the Primary Block. They are curious, and have individual interests, abilities, and needs. They possess varying histories, funds of knowledge, life experiences, and cultural and socio-economic backgrounds. Learning in the Primary Block nurtures individual interests and engagement while connecting background knowledge with new experiences.

Elementary Block
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In Grades 3, 4 and 5, school routines, learning experiences, content, and extended learning at home and in their communities helps to develop and strengthen learning habits. The classrooms, playground, learning areas, and the approaches to learning all provide the learning environment.

Middle Block
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In Grade 6, 7, and 8, Middle Block learners develop unique identities and engage with increasingly abstract thought. In general, they have opinions, justifications, and beliefs, and are learning to critique what they observe both in school and in the world around them. They are developing the ability to identify prejudice, stereotyping, or bias in language and media and to recognize the consequent negative effect on individuals and cultures.

High School Block
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Learners in Grades 9 – 12 are increasingly aware of the challenges they will face as adults. They appreciate relevant learning that supports their understanding of current events and how to make sense of complex issues. In general, they are empowered by connections to local contexts, especially when these connections provide clarity about how their learning within and outside of school can be applied to improve and/or enhance their communities.

Resources

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