# data[].attributes.headline
- adaptable, open for interpretation, structured

# data[].attributes.subject
- adaptable, open for interpretation, structured

# data[].attributes.body
- guideline open to interpretation
- the what not the how of teaching
- its a map of learning concepts
- goals for student achievement (by end of school year)
- there is no right or wrong way to teach

- Sara, Jess, & Blair

# data[].attributes.body
-it is the standards and goals we should be teaching our students
-outcomes and expectations for our students
-assessments
-divided by subject and grade
-created from a combination of ideas from a bunch of ideologies (Schiro readings)
-inquiry and collaboration
-content is scaffolded
-knowledge that students are expected to have

# data[].attributes.body
-Divided by Subject
-Informs teaching practice
-Method is guided, Information is specific
-Intentional

# data[].attributes.headline
Olivia, Libirty, Ellie, Ryland and Jackie 

# data[].attributes.subject
Olivia, Libirty, Ellie, Ryland and Jackie 

# data[].attributes.body
-A set ideology based on teacher experience and teacher preference
-government mandated
-set of guidelines for teachers to follow
-guiding questions and statements for learning and teaching
-different ways to interpret curriculum (ideologies)
-curriculum is a list of ingredients the students are your guests, and the teacher is the chef. Responsible for using those ingredients in a way to serve the hungry minds of your guests. (Relating curriculum to your own experiences)
-there is no right or wrong way to do curriculum so long as it is benefitting the students
-has become a political topic; depends on the cultural and societal issues that are currently present
-sometimes its left intentionally vague to allow teachers flexibility in their teaching

# data[].attributes.body
It is a guidline, framework, and standard that teachers follow. It can be a way to quantify learning. It is the vehicle that drives a deeper understanding in school (this is grade and subject specific).

# data[].attributes.body
-standard
-guide
-foundation of standards
-backbone of teaching
-tool
-summary of main learning objectives/topics
-teaching/learning expectations
-provides various outcomes for student engagement
-considered to be "necessary"
-still freedom/autonomy for how teachers approach it
-many approaches to curriculum
-learning ideas

# data[].attributes.headline
Set of desired general and specific outcomes, created by a provincial board of educators. 

# data[].attributes.subject
Set of desired general and specific outcomes, created by a provincial board of educators. 

# data[].attributes.body
A contract between educators and their employers that illustrates what an educator is to teach. But are given freedom to choose how to deliver each GLO/SLO. (Cody, Aidan, Zack)

# data[].attributes.body
- Knowledge about a specific discipline (history, science, geography)
- A guide on what to teach.
-A government standard.
-Goals/Desired Outcomes
- A product that reflect a certain ideology.
- A Guideline/Framework
- Outlines the intended scope and sequence of learning/teaching.

# data[].attributes.body
I think Curriculum is the guide to what should be taught in classrooms.

Curriculum could be one of the most important tools I use in planning to meet student needs

# data[].attributes.body
It is an epistemology: what we know and how we know what we know.
It also is a map to achieving learning.

# data[].attributes.body
- skeleton of expected learning outcomes
- related ideas beyond government-mandated curriculum
- baseline for individual interpretation
- it’s dynamic NOT static —> changes based on current knowledge and society’s values