Curriculum development, renewal, and refinement follows a consistent process to ensure provincial curricula are contemporary, relevant, inclusive, and responsive to societal and technological changes.
Provincial curricula:
The following curricula are currently in renewal, refinement, or field validation (piloting phase):
| Curricula in Development | Curricula in Renewal | Curricula in Refinement | Curricula in Field Validation (Piloting Phase) | Curricula in Voluntary Implementation |
|---|---|---|---|---|
| Grade 9 Mathematics and Financial Literacy | Kindergarten to Grade 12 Physical Education and Health Education | Grade 9 to 12 Machining | Grade 9 to 12 Early Childhood Education Program (year 3 of 3 year pilot) | Kindergarten to Grade 12 English Language Arts (English Program) |
| Land-Based Learning Curriculum Framework | Kindergarten to Grade 11 Compulsory Social Studies | Grade 9 to 12 Electrical Technology | Kindergarten to Grade 8 French Language Arts (French Immersion Program) | Kindergarten to Grade 10 Science |
| Indigenous Languages Curriculum Framework | Grade 5 to 12 Applied Technology (formerly Industrial Arts) | Grade 9 to 12 Refrigeration and Air Conditioning | Grade 1 to 8 English Language Arts (French Immersion Program) | Grade 12 Land and Treaties: Relationships and Responsibilities (English Program) |
| Grade 4 to 8 English Language Arts (French Program) | Grade 9 to 12 Baking and Pastry Arts | Kindergarten to Grade 12 English Language Arts (English Program) | ||
| Grade 9 to 12 Horticulture | ||||
| Grade 9 to 12 Plumbing and Pipe Trades | ||||
| Grade 9 to 12 Esthetics |
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| Research | Project leaders from across Manitoba Education and Early Childhood Learning collaborate to develop curriculum. They conduct research and jurisdictional scans to gather current information related to:
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| Stakeholder Engagement | Project co-leaders communicate and engage with internal and external stakeholders, including the following:
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| Design | Every curriculum follows consistent design specifications for a discipline overview, a course overview, enduring understandings, descriptors of global competencies in the discipline, learning outcomes and curriculum implementation resources. Additional key elements that inform the curriculum design are the Guiding Principles for the Design of Learning Experiences and Assessment Practices, the Guiding Principles for the Evaluation and Communication of Student Learning, and a Statement of Literacy, Numeracy, and Multiliteracies. |
| Development | A curriculum development team, composed of project co-leaders and diverse subject area educators from across the province, applies the curriculum design specifications to the curriculum. |
| Field Validation and Revision | Field validation (piloting phase) occurs with designated educators from urban, rural, and northern areas of the province, to ensure that the curriculum design and content meet the needs of all educators and learners. Feedback is collected from participants, and revisions are made to improve the curriculum as needed. |
| Voluntary Implementation | Once a curriculum has been validated and revised, it is then published for voluntary implementation. School Divisions opting into voluntary implementation select an implementation model that meets local needs, from full implementation to implementation in select classrooms or grades. Implementation supports are provided to divisions throughout the voluntary implementation year. |
| Provincial Implementation | Curriculum in full provincial implementation are being implemented by all school divisions and funded independent schools across the province. |
