A group of 17 bureaucrats, superintendents, school trustees and educators have been tasked with guiding how parts of Alberta’s new elementary school curriculum will hit classrooms this fall.
Fewer than one per cent of the province’s teachers are pilot testing a new draft elementary school curriculum in classrooms this fall, Alberta’s deputy minister of education says.
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Author of the article: Vincent McDermott
Publishing date: Jul 22, 2021 • 7 hours ago • 1 minute read • Savannah Graves and Sawyer Mercredi on receiving the Alberta School Board Association’s (ASBA) prestigious Honouring Spirit: Indigenous Student awards this June. They are the only students from Fort McMurray to be honoured; and only 12 awards were given across the province. These awards “celebrate exceptional First Nations, Métis and Inuit students nominated by members of their education communities, based on their exemplary leadership, courage and commitment to their cultures and educational paths.” This year ASBA received 204 nominations.
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We ended a remarkable, record-breaking year with our high school grads garnering over $100,000 in scholarships from across North America, provincial Indigenous awards, grants, and so much more.
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We wholeheartedly support the decision made by the Holy Spirit Catholic School Division to notparticipate in piloting the draft curriculum for Kindergarten to Grade 6. We are in full agreement as the draft curriculum, as presented, would be detrimental to our children’s education.
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Try refreshing your browser. St. Michael s supports Holy Spirit Division s choice to not pilot curriculum Back to video
Alberta currently has a high quality education system, as evidenced by a recent number three standing in the PISA math test. In fact, our current Minister of Education, Ms. LaGrange applauded that result in 2018. Now, less than two years later, she is expressing concern with the results of Alberta students in international reading and writing tests. If that were truly the case, it would suggest further investments in education are needed, not necessarily a complete rethink of what and how students are being taught.