a history of curriculum services canada

The OCC team was also involved in a three-stage review of 96 units for Math, Science and
Technology, and Social Studies at all grade levels from 1 to 8. This project was completed in
late September, with the second phase scheduled to begin later in the fall. A review of units in
Language Arts, The Arts, and Health/Physical Education for grades 1 to 8 was expected to
continue into March 2002.
An additional contract with the Ministry was requested to provide a comparison of the
International Baccalaureate courses and the Advanced Programming courses, with the Ontario
Curriculum Policy for Grades 11 and 12 in 6 disciplines - English, French as a second language,
Geography, History, Philosophy, and Computer Studies. This project was eventually completed
in December.
The ILC partnership continued, with a request for ILC courseware for secondary curriculum
reviewed through the OCC process. The first planned review of a Grade 11 course for Science
was set for October.
A partnership with The Renascent Foundation was initiated in the summer to help determine the
suitability and impact of its Road Toad program for elementary schools. This project involved
conducting a survey of a selected number of schools who were participants in an in-school
program about drugs, alcohol, and addiction in order to assess the value and impact of the
program. The project was successful and OCC provided a full report with recommendations for
enhancing the program by the end of the summer.
Review services also continued to evaluate supplementary materials. A review of a number of
trade books (English and French) from Tundra was completed in the spring and then posted in a
special section on the website entitled “Books For Young Readers.” This marked the first
initiative to provide a joint service for publishers between pdstore.com and the review services.
In the spring of 2001, CSC contacted the the Inukshuk Learning Fund with the offer, on a feefor-service
basis, to mentor the development of electronic learning resources which Inukshuk
was funding. This led to CSC’s proposal 1) to help review their submissions, particularly for the
educational content; and 2) to work with Inukshuk to develop a needs assessment of the situation
across Canada. Inukshuk responded favourably to CSC’s proposal and a meeting with Inukshuk
was set for October to work out the specifics of the proposal.
By September 2001, TCF’s activities had expanded exponentially, and two active sectors within
the foundation were becoming increasingly apparent. The first sector pertained to the activities
of the Foundation Awards Process, which apart from the ongoing monitoring of the awards
themselves, also required aggressive soliciting of granting foundations, corporate donors,
individuals, and special target groups. A second sector was evolving into a training service, and
these activities were eventually referred to as the Professional Learning Services. Subsequently,
in replacing the former head of TCF, a slightly different position was created for the new
incumbent, Lynne Hyne, as CSC’s Director, Professional Learning Services, which was to
2001
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