After working on the curriculum assignment over the last two weeks, I have been able to gain a greater appreciation of the complexities of designing an integrated curriculum. So far we as a group have completed both the vertical and horizontal scan and have completed the Know, Do and Be chart for our grade levels. We as a group are focusing on grades 9-10 and the subjects are mathematics and geography. Before we started this assignment we were a bit apprehensive with these two subjects as well felt that they were on two different ends of the spectrum. It wasn't until we dug deep into the Ontario curriculum that we found some similarities between the two subjects. For example, since grade 9 geography has been changing over the years, there are many science and mathematical applications that students need to "Know" for the class. In the grade 9 geography there is an analysis of graphs portion specifically looking at demographic trends of Canada. This is similar to that of grade 9 and 10 math as a large portion of the curriculum deals with graphical analysis (specifically linear and quadratic functions). Next, there are a lot of 21st century skills (Do) that cross between both subjects. For example, in geography it was found that students learn 21st century GIS skills such as simple use of google earth and QGIS. In terms of Mathematics, there is a computational skills component that students learn in grade 9 and 10 such as use of graphing calculators and possibly other graphical software. Finally, in terms of BE, students in geography will be a lot more geographically spatially aware, creative and educated with the curriculum and overall think with a geographical mindset. Similarly, in math, students become creative analytical thinkers in which they look at the real world problems with a mathematical mindset. Overall, this project has opened up my eyes to the curriculum designing process and I am looking forward to working on our proposed RPAT idea and presenting our findings.
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