Curricular Outcomes

The learning expected of students in Saskatchewan is defined by high level curriculum outcomes for each grade. As Saskatchewan students achieve the grade-specific outcomes identified in curricula, they will deepen their understanding of each area of study as a living field of knowledge. 

Outcomes define what a student is expected to know and be able to do at the end of the grade or Secondary Level course. Therefore, all curriculum outcomes are required. Indicators clarify the breadth and depth of each outcome. 

Outcomes attempt to show the world of mathematics (or arts education or science, etc.) as a living, breathing, contested, human discipline … and needs our intelligence and our work (adapted from Friesen, Clifford, & Jardine, 2006, p. 22). 

Outcomes were developed based on current research to ensure coherence and rigour within each area of study while attaining complementarity across the areas of study within each grade level. Following are four disciplinary examples of characteristics of effective outcomes: 

• are considered by most experts in the discipline a high priority for attaining deep understanding 
• represent thinking or behaving like a subject discipline expert within the subject discipline 
• require creation using different types and levels of knowledge including factual, conceptual, procedural, and metacognitive (i.e., addresses competency and not just content coverage)
• are expansive enough to encourage and require various ways of knowing and worldviews. 

(Galileo Network/Saskatchewan Ministry of Education, 2009)​