Curricular Instructional 3. 3. 1 1 the the ability ability to to utilize utilize meaningful, meaningful, equitable, equitable, and and holistic holistic approaches approaches to to assessment assessment and and evaluation evaluation 3.2 3.2 the the ability ability to to use use a a wide wide variety variety of of responsive responsive instructional instructional strategies strategies and and methodologies methodologies to to accommodate accommodate learning learning styles styles of of individual individual learners learners and and support support their their growth growth as as social, social, intellectual, intellectual, physical physical and and spiritual spiritual beings beings Progress Progress to to date: date: Next Next Steps: Steps: Curricular 4. 1 knowledge of Saskatchewan curriculum and policy documents and applies this understanding to plan lessons, units of study and year plans using curriculum outcomes as outlined by the Saskatchewan Ministry of Education 4.2 the ability to incorporate First Nations, Métis, and Inuit knowledge, content and perspective into all teaching areas 4.3 the capacity to engage in program planning to shape ‘lived curriculum’ that brings learner needs, subject matter, and contextual variables together in developmentally appropriate, culturally responsive and meaningful ways Progress to date: Next Steps:
Curricular 3. 1 the ability to utilize meaningful, equitable, and holistic approaches to assessment and evaluation 3.2 the ability to use a wide variety of responsive instructional strategies and methodologies to accommodate learning styles of individual learners and support their growth as social, intellectual, physical and spiritual beings Progress to date: Next Steps: Instructional 3. 1 the ability to utilize meaningful, equitable, and holistic approaches to assessment and evaluation 3.2 the ability to use a wide variety of responsive instructional strategies and methodologies to accommodate learning styles of individual learners and support their growth as social, intellectual, physical and spiritual beings Progress to date: Next Steps: Curricular 4. 1 knowledge of Saskatchewan curriculum and policy documents and applies this understanding to plan lessons, units of study and year plans using curriculum outcomes as outlined by the Saskatchewan Ministry of Education 4.2 the ability to incorporate First Nations, Métis, and Inuit knowledge, content and perspective into all teaching areas 4.3 the capacity to engage in program planning to shape ‘lived curriculum’ that brings learner needs, subject matter, and contextual variables together in developmentally appropriate, culturally responsive and meaningful ways Progress to date: Next Steps: