The curriculum is divided into five program blocks: Early Learning and Childcare, Primary, Elementary, Middle, and High. The blocks revolve around an image of the learner at particular age groupings and are intended to facilitate an understanding of the general transitions that happen as learners gain experiences and mature.
In an inclusive system, learners remain with their social group, learning in contexts that reflect their increasing level of life experiences. They develop and practice skills where they are at and are part of a learning community that represents a social fabric in which variability is valued as a strength.
Each of the Program Blocks is followed by the Learning Area descriptors explaining why this area is meaningful to the learner. It outlines contexts and concepts that will be explored through the enacted curriculum in each area at this stage of the learner’s development.
Early Learning and Childcare
The New Brunswick Curriculum Framework for Early Learning and Childcare employs a social pedagogical approach to supporting broad-based learning goals for preschool children. This approach 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. A curriculum framework grounded in this approach has the simultaneous effect of promoting over well-being and capacity for learning.
Primary Block
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. Investigating objects, events, local environment, their own physical changes, and unique characteristics is a key part of learning in this block. This may be the first time that a Primary Block learner has entered formal learning spaces and must follow a daily schedule. Primary Block learning is embedded in everyday activities, such as playing, reading, making, and storytelling. Curiosity is fostered when learners are engaged in meaningful and culturally relevant activities.
Elementary Block
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. Subject learning crosses over into other curricular areas and often includes making choices so learners can pursue their interests and develop their confidence. Subject area learning includes engagement in projects and activities that allow children to make meaningful and real contributions.
Middle Block
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. Depending on their experiences, they can reason, use data, make predictions, and express ideas and attitudes using multiple forms of expression. Middle Block learners have increasing agency and decision-making power over their recreation time and nutritional choices. Their peer group takes on increasing importance while the influence of families diminishes. Media and social media have an increasing influence on choices and decision-making. Learners want to feel grown-up and have varying responsibilities that they must balance, some chosen and some imposed on them.
High School Block
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.