Characteristics of Culture-Based Curriculum Learning Categories

In the process of identifying, selecting and then developing learning categories, keep in mind the following characteristics of what culture-based learning categories should reflect:

1. Curriculum learning categories must be grounded in and reflect the local First Nation's Native knowledge systems.
   
   
2. Curriculum learning categories should reflect the values of the culture and the community.
   
   
3. Curriculum learning categories should reflect the reality of the learners and the community.
   
   
4. Curriculum learning categories should relate to the functions of carrying out everyday life.
   
   
5. .Curriculum learning categories should reflect how learners develop in a particular way.
   
   
6. Curriculum learning categories should reflect the processes by which learners classify experience.
   
   
7. Curriculum learning categories should provide a structure for organizing and disciplining thought and thus simplify and promote understanding.
   
   
8. Curriculum learning categories should reflect the goals and function of the proposed education system and curriculum content.
   
   
9. Curriculum learning categories must be able to accommodate Western based subject matter electives such as English, Math and Science.
   
   
10. Curriculum learning categories, in relation to each other, should be able to provide a (structural) framework within which facilitators are enabled to teach or share cultural knowledge and skills, and within which the literacy practitioner and other facilitators and learners can interact in appropriate cultural patterns of interaction.
    
    
11. Curriculum learning categories should reflect how curriculum content is derived and delivered.