The Ontario Curriculum Review and Revision Guide

Curriculum revision is done collaboratively and simultaneously in English and in French and builds on the strengths of both the English- and French-language curriculum documents.

Curriculum for French-language schools considers the specificities related to learning and teaching in a linguistic minority context and is taught with an approach that emphasizes the cultural aspects of the curriculum.

The curriculum revision process involves eight main steps prior to implementation. Some of them occur simultaneously, such as research and engagement, and, others, such as writing and editing, are cyclical and ongoing. For instance, after the expert review step, feedback is consolidated, and finalizing the curriculum involves further writing and editing before the curriculum is issued. A diagram of the curriculum revision process appears below.

In response to the Truth and Reconciliation Commission of Canada’s Calls to Action #62 and #63, focused on “Education for Reconciliation”, the ministry is committed to working with First Nations, Métis, Inuit and urban Indigenous partners on a collaborative approach to Indigenous-focused curriculum revisions. Curriculum identified for Indigenous-focused revisions is selected in discussion with Indigenous partner organizations. These revisions focus solely on adding Indigenous learning and content to the curriculum. 

Unique aspects of Indigenous-focused curriculum revisions include the following:

• Curriculum identified for revision is selected in collaboration with Indigenous partners.
• Writing teams are composed of educators who self-identify as Indigenous and/or have Indigenous education and subject-matter expertise or are Knowledge Holders or Community Experts nominated by Indigenous partners.
• First Nations, Métis, Inuit and urban Indigenous partners review the draft curriculum at key points throughout the revision process.
• Timelines for the development and issuance of the curriculum are informed by Indigenous partners.