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-       In the context of India, teachers need more opportunities to include their ideas for them to become policies

-       more application based knowledge / examples for students to connect and use what they learn in the real world

-       History should be taught from multiple perspectives

-       Spaces for discussing uncomfortable issues of identity, race, gender

-       Incorporate an arts integrated curriculum

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A- One of my students shows difficulties to write and read in French. His parents don’t speak French and he doesn’t show much interest in learning the language (doesn’t participate or ask questions). His lack of motivation are caused by his difficulties. This impacts on other subjects like math, when he has to do problem-solving.

B-I defined at risk with the official educational discourse: The risk is a compatibility problem between the curriculum expectations and the learner.

“a student at risk is one whose past or present characteristics or conditions are associated with a higher probability of failing to complete high school”

The critical discourse offers “a pedagogy of hope and possibility through which teachers, administrators, students, and communities can use their power to become positive agents of change.”

“Students and communities that struggle are not constructed as deficient, but as resourceful and agentic.

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2. Bascia, Carr-Harris, Fine-Meyer, & Zurzola (2014)

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2. Bascia, Carr-Harris, Fine-Meyer, & Zurzola (2014)

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-Financial litteracy (accounting, money management, taxes, build and keep good credit)

-Politics and government

-Career classes (to help them pick the right career)

-Classes to develop social skills

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Question #2
What could you add to current curriculum?
- not an expert on this topic, but when I was thinking about this question, I thought that there should be teacher agency towards a STEAM or technology curriculum that somewhat regulates what is being taught/ how STEAM is being taught in each division

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1. Guba
How do you analyze the policy from the perspective of the students themselves ?

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2. More meaningful thematic connections to encourage cross curricular lessons, meaningful inclusion of technology, reflective of 21st C society and cultures, inclusive of different learning approaches and success models

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2. I don’t have much in class experience working with the curriculum, therefore this question was tough for me to answer. Maybe some curriculum aspects need to be updated/changed due to the fact that these curriculum guidelines were implemented a long time ago.

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The purpose of the policy. For example, some policies are guidelines and some are rules, decisions decided by high level agents such as the government are distant from the point of action.

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1. Factors important to consider when analyzing, policy: what voices are involved in creating policy

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-       Stakeholder coordination / multiple voices and perspectives

-       Context and care for the implementers

-       Know the target audience – policy for whom, in whose interest

-       Bottom up approaches

-       Will the policy be implemented as intended?

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-more simplified
-too many expectations
-either has to be a few broad expectations with more teacher autonomy or very specific expectations with little autonomy
-right now it's in between
-overwhelming amount of content to cover in the time given
-teachers focus on different areas

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1.  Who does it serve?

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Important factors to consider when analyzing policy
- who created the policy
- what evidence/ research was used to create the policy
- who was the policy created for (stakeholders involved)
- what was the purpose of creating the policy

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-incorporate ideas for simple activities  that could be built on within grade level and course being taught
-specific examples or ways . to include PBL in grades/course/units
-curriculum is often vague and does not suggest how teachers can accomplish the goal
s/offer best practice

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Part A:
Working with the Portuguese Community through Working Women Community Centre - On Your Mark Tutoring Program. Portuguese speaking students deemed "At Risk" for drop-out prevention and low graduation rates.

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Considering the second question，I think that our current curriculum should provide more practical knowledge for students，for instance，support a place-based lesson for students to get in touch with the nature，media education that is useful for future career.

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I think that some of the biggest factors to consider when analyzing policies are: understanding who these policies are being made for, when these policies were created, and why these policies are important for our education system.

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Modify or add? Needs to all be updated. Takes too long, we teach out-of-date and irrelevant content for too many years.

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2.  Representation is missing in a lot of curriculum.  Actually, it's not so much the curriculum as it is resource choices in, let's say, English classes for example.  The lack of relatable characters through representation is problematic.

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2. Add courses like sex education, traditional culture  and critical thinking course in China.

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who the policy affects?
what policies were in place before?
common issues or drawbacks of policy?
what about the policy is currently working well?

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Guba Who is/has been/ will be affected by the policy and in what ways?- Who are the stakeholders? How is the power distributed amongst them?- What are we defining as efficiency? How can me measure what is or is not working?- What was the intention of the policy and how has it been put into practice?

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Guba Who is/has been/ will be affected by the policy and in what ways?- Who are the stakeholders? How is the power distributed amongst them?- What are we defining as efficiency? How can me measure what is or is not working?- What was the intention of the policy and how has it been put into practice?

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Factors important to consider when analyzing policies?
- date/year
- stakeholders
- goals
- purpose
- impact
- outcomes

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1. Review functions of the policy, who it is for, and what is being asked of those involved. Also: is it still relevant?  Needs modification? Reflective of context?

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1. Before reading, I was thinking who made the policy, what purpose or outcome would be important when analyzing

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1. Before reading, I was thinking who made the policy, what purpose or outcome would be important when analyzing

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Question 1
1. Who does this policy serve? Who is left out?
2. What practical "problem" is this policy meant to address? What political constituency is appeased?
3. Where's the money? Resources go toward what is valued. Follow the money to discover what is valued by policy makers.
4. Is there any real attempt to develop policy that will be enacted? Is there a plan for implementation?
5. Who are the framers? What stake do they have in the outcome? Are they disproportionately represented?
6. Is this a courageous policy that actually addresses urgent critical needs or one that cynically maintains the status quo?
7. Who was consulted? How were they consulted? Was the consultation transparent? Is the policy reflective of the consultation?