English Language Arts

ELA Curriculum Status and Implementation

In Manitoba, the ELA Curriculum Framework: A Living Document is being phased-in. The timeline below reflects the understanding that deeper professional learning and developing strong collaborative structures and processes take time.

3 Year Pilot Process September 2015 – 2017
Phased-in Model K to 8 September 2016 – June 2021
Phased-in Model 9 to 12 September 2018 – June 2022

All school divisions are expected to develop and enact a plan to support the implementation of the English Language Arts Curriculum Framework: A Living Document that includes focused conversation, reflection, and professional learning, with plans to sustain their work over time. In collaboration with school divisions, Manitoba Education is working through this phased-in approach and is continuing to offer various opportunities for professional learning. These include:

 

Regional Professional Learning Sessions and Summer Institutes

These sessions are open to all educators across Manitoba. Regional sessions held in Brandon, The Pas and Winnipeg have focused on an introduction to the ELA curriculum. In the fall (2019) and spring (2020) regional sessions, the focus will shift from an introduction to the curriculum framework and its foundations to inspiring curiosity and deeper thinking in English language arts.

 

Responsive Sessions

Responsive sessions are provided on a case-by-case basis upon request from divisions that require support in the implementation of the ELA Curriculum Framework.

 

Cycles of Sustained Deeper Learning

Similar to the Reading Apprenticeship model, the sustained deeper learning cohort approach strengthens understandings of the ELA Curriculum and its relationship to planning and practice across school divisions, schools, and classrooms. It highlights collaborative professional inquiry and deeper learning.  

 

This is an image of the 3 year sustained deeper learning cohort approach. It begins with educators exploring and experimenting and deepens over time. During this process, educators reflect on their practice and deepen their learning as they continue to extend, sustain and transform their understandings.

What do cohorts look like?
Cohorts may consist of one school division or more than one school division. Each cohort makes a 3-year commitment to meet for 4 or 5 sessions a year.

Each year, the cohorts grow by adding new school teams (2-3 teachers and 1 administrator) as well as adding new members to existing school teams. As cohorts become larger each year, repeated sessions may be offered.

Cohort sessions build on each other and are facilitated by Manitoba Education, with members of the cohort increasingly involved in learning and leadership at the provincial, divisional and school level.

How do sessions support deeper learning?

The sessions build on each other through professional inquiry and school support teams in both the theoretical understandings and practical applications of the ELA Curriculum Framework. During sessions, members engage in focused conversion, critical reflection and professional learning. Following each session, members connect their learning and inquiry into the ELA curriculum to professional practice. After six or more weeks, members explore their inquiry into the ELA curriculum framework and apply their understandings. To prepare for the next session, members gather evidence of their inquiry to share for their own learning and other members of the cohort.

This is an image of the sustained deeper learning cohort sessions. After each session, school teams have 6 or more weeks to connect their learning to their professional practice. Sessions support collaborative inquiry and build on each other.

Why this implementation model?

Key to the success of the living ELA curriculum is the corresponding sustained deeper learning cohort approach. It is highly collaborative, and increases educator responsiveness to students while establishing common understandings and expectations in English language arts. This model supports school teams in aligning curriculum and practice and developing ‘hubs of powerful practice’ for ongoing deeper learning across school divisions, schools and classrooms.

This image shows how the sustained deeper learning process supports curriculum and professional practice alignment and builds school team coherence to create hubs of powerful practice.

 

K to 8 and Senior Years educators are participating in this implementation model and working with the English Language Arts Curriculum Framework: A Living Document. Senior Years educators can expect more specific consultations and focused development for Senior Years English language arts beginning in 2020.

Strong collaborative learning communities are needed to support the development and implementation of the ELA curriculum in schools and the wider community. The sustained deeper learning cohort approach is one way professional learning and curriculum can evolve to improve student learning.


Curricular Choices at Grade 11

Educators can expect consultations and more focused development for Senior Years English language arts in 2021. The following information will remain relevant until Fall 2021. Educators are encouraged to begin inquiry into the English Language Arts Curriculum Framework: A Living Document and begin phasing in new English language arts curriculum before that time.

The English Language Arts: Manitoba Curriculum Framework of Outcomes and Standards (1999) specifies learning outcomes for three Seniors 3 courses

  • Grade 11 English Language Arts: Comprehensive Focus (30S)
  • Grade 11 English Language Arts: Literary Focus (30S)
  • Grade 11 English Language Arts: Transactional Focus (30S)

Schools are not required to offer all three courses at the Grade 11 level. To meet compulsory core English language arts graduation requirements, each student must complete one of the three Grade 11 English Language Arts courses. Any one of the three Grade 11 English Language Arts courses fulfills the prerequisite for a student's selection of a Grade 12 compulsory core English language arts course.


Curricular Choices at Grade 12

Educators can expect consultations and more focused development for Senior Years English language arts in 2020.  The following information will remain relevant until Fall 2021. Educators are encouraged to begin inquiry into the English Language Arts Curriculum Framework and begin phasing in new English language arts curriculum before that time.

Compulsory Core Courses Optional Supplementary Courses
Grade 12 English Language Arts: Comprehensive Focus (40S) Grade 12 English as an Additional Language (EAL) for Academic Success (40S)

Grade 12 English Language Arts: Language and Technical Communication (40S)
Grade 12 English Language Arts: Literary Focus (40S)
Grade 12 English Language Arts: Transactional Focus (40S)

Students are required to complete any one of the three Compulsory Core Courses to satisfy compulsory core graduation requirements. (They may hold credit for all three). Manitoba Education will not limit students' selection of Grade 12 English Language Arts courses based on the Grade 11 English language arts courses they complete.

Schools may also continue to implement existing curricula for the following optional courses: Grade 12 English Language Arts: Language and Literary Forms (40S), Grade 12 English Language Arts: Language and Transactional Forms (40S) and Grade 12 English as an Additional Language (EAL) for Academic Success (40S). EAL for Academic Success is suitable for students at Stages 4 or 5 of the Manitoba K-12 EAL Continuum who are preparing for post-secondary education. Grade 12 English Language Arts: Language and Technical Communication (40S) was revised and implemented system-wide in the 2001-2002 school year. Grade 12 English Language Arts: Language and Technical Communication (40S) may be used to meet Grade 12 English language arts compulsory graduation requirements for students meeting graduation requirements within the Senior Years Technology Education Program or for students completing a Mature Student Diploma.


Post-Secondary Acceptance of New Senior Years English Language Arts/English Language Arts Immersion/Anglais Curricula

Manitoba Education communicates with post-secondary institutions to ensure acceptance of English language arts credits for admission into university and community college programs. It is important, however, that Senior Years students planning studies beyond Grade 12 contact post-secondary institutions directly to confirm requirements for general admission and/or entrance to specific faculties/programs/courses.

For current information on post-secondary acceptance of English language arts curricula refer to Summary of Post-Secondary Acceptance of English Language Arts Curricula.