GRADUATION ’87 ©.

British Columbia
Ministry of
Education

Secondary School Graduation Requirements _ tion. Jack Heinricn

Minister

 

 

Response Sought to Proposals

i: the recent Speech from the Throne, the government stated its intention to introduce more challenge to the
secondary school curriculum. At the same time, the government made it clear that it would not embark on such
a course without a wide and full public discussion of proposed changes to the curriculum.

On March 13, a discussion paper was released by the Honourable Jack Heinrich, Minister of Education, in
which proposals for secondary school graduation requirements were outlined. In the paper's foreword, the Minister
pointed out that the public school system has made an enormous contribution to the economic and social well-being
of the province. This has been accomplished, in part, by the ability of our schools to modify and adjust curriculum
requirements to meet the needs of a changing society. He further suggested that it is now time to consider additional
changes.

“It is hoped this discussion paper will stimulate response and further suggestions,” the Minister said. The
Ministry of Education encourages parents, students, employers, and other members of the public, as well as
members of the professional community, to respond to the direction of this paper.

There are many variables that affect the quality of education in secondary schools. Among them are factors
related to instruction in which teaching and learning processes are of prime interest. Second, there are factors
related to the content of each subject. Third, there is the matter of how the curriculum is organized in order to
blend the needs of society and students in the most effective way. Although these three areas are closely interrelated,
it is the third area, organization of the curriculum, that is the concern of the discussion paper.

Changes being proposed are not wholesale changes in that many students now in schools are satisfying
the new requirements. The proposal represents an attempt to modify and refine a structure that is presently doing
a good job for most students.

Why Change Grade 11 and 12 Requirements?

® Over the past 10 to 15 years, schools have been asked to undertake a widening range of tasks and responsibilities
— even though the school day and school year have not changed. Accordingly, it is time to re-examine the
definition of the core subjects in grades 11 and 12. The position proposed in the paper is that English, Mathematics,
Social Studies, and Science should form the core of all student programs.

@ The free selection pattern and lack of an obvious program structure for grades 11 and 12 have not served to help
students make the kinds of important decisions now required after grade 10. These problems have made
counselling a difficult task, and students, teachers, and parents are sometimes confused over the type of
programming decisions that need to be made.

@ Most students select courses wisely, based on clear aspirations, good counselling, and direct parental advice.
Some, however, make course selections based on criteria such as where friends are going, which courses do
not require prerequisites, who the teachers are, and when courses are scheduled during the day; the resulting
smorgasbord pattern of grade 11 and i2 courses that, as a whole, lack direction, focus, and challenge is a
major concern addressed in this proposal.

@ Rapid changes in science and technology demand a population that understands and is sensitive to the social
and economic impacts of technological change. For these reasons, it is necessary to reassess our current Math
and Science requirements in secondary schools.