Stages of the Building Futures Project

Click on each Stage for more information:

Stage 1: Development of the “Learning Framework”
Stage 2: Development of the “Learning Map”
Stage 3: Development of the “Teaching Units”
Stage 4: Implementation of “Teacher Training”
Stage 5: Development of Tools to Assess Impact
Stage 6: Expanding Implementation of the Building Futures Project in Ontario


Stage 1: Development of the “Learning Framework” (back to top)

  • CFEE undertook a series of consultations with individuals representing various stakeholder groups to discuss and debate recommendations re the following question: “What are the most important areas of financial, economic, and enterprising knowledge, skills, abilities, and behaviours to include in the education of youth?”
  • CFEE then synthesized the feedback, opinions, and recommendations provided into a Learning Framework outlining the knowledge, skills, abilities, and behaviours to be targeted by the Building Futures Project in Ontario program.


Stage 2: Development of the “Learning Map” (back to top)

  • The CFEE team then reviewed the various courses in Ontario at grades 4-10 and identified the opportunities to integrate the target areas of learning, identified in the Learning Framework, into the Ontario curriculum.
  • This resulted in the creation of a Learning Map that indicates where, in the current Ontario curriculum, the target areas of learning either already exist or where they can be integrated.


Stage 3: Development of the “Teaching Units” (back to top)

  • The Learning Map and Learning Framework were used as a guide to develop Teaching Units to support teachers with integrating the targeted areas of economic and financial education along with enterprising capabilities. The Teaching Units were developed by educators and piloted by teachers.
  • Teachers are not obligated to use the Teaching Units that have been developed to support them. Teachers can create their own Teaching Units if they wish – or use existing ones if they apply.
  • We encourage teachers to use the “Share” option in the website to share their suggested teaching units and activities with other teachers. Any teaching idea or resource submitted will be reviewed by educators and, as appropriate, posted on the website for other teachers to use or adapt.
  • The Building Futures in Ontario website will also post links to other exemplary existing resources – especially those developed by resource providers in Ontario. This will help to ensure that important partners in the province are engaged and that key community partners can play a role in the implementation of the Building Futures Project.
  • The Teaching Units aim to provide flexibility and adaptability for teachers as they work within varying circumstances and with variations in access to technology.
  • We will continue to add additional teaching units and materials over time with the aim of providing options for instruction – and providing teachers with a choice of resources based upon their circumstances.
  • The Teaching Units, as more are developed over time, will also aim to address the reality that students learn in different ways. Therefore, effort will be made to provide support for teachers with students who are visual learners, active learners, hands-on learners, linear learners, etc.


Stage 4: Implementation of “Teacher Training” (back to top)

  • Efforts will be undertaken by CFEE to promote the Building Futures Project among the school boards, schools, and educators throughout Ontario. As school boards, schools, and educators indicate an interest in participating, teacher training workshops will be organized and conducted.
  • In addition, an online, interactive, self-instructional teacher training program will be developed to enable teachers to participate in self-instruction and training – either as initial training or as a “refresher” activity following initial teacher training.
  • Those interested in sessions for teachers can click here.


Stage 5: Development of Tools to Assess Impact (back to top)

  • CFEE hopes to work to develop tools or instruments by which to assess success and impact of the Building Futures program.
  • The aim would not be to develop a means to assess individual students, schools, or school boards but rather to develop a means to establish overall benchmarks, at a series of age or grade levels, by which progress could then be compared and assessed over time in terms of efforts to improve economic, financial, and enterprising capability.


Stage 6: Expanding Implementation of the Building Futures Project in Ontario (back to top)

  • The Building Futures program is not a “compulsory” requirement for school boards, schools, and teachers. And we do not believe the “system” is ready for any compulsory requirement. School boards, schools, and teachers need to be informed. Teachers need to be prepared. They need to have access and experience with resources.
  • Teachers, we believe, have to want to participate in efforts to improve economic, financial, and enterprising capability.  And we believe that imposing a compulsory requirement would be counter-productive to achieving success.
  • The objective we have set is to launch, expand and develop the Building Futures program throughout Ontario on the basis of interest, a desire to participate, and, hopefully, success. We want to focus on school boards, schools, and teachers that want to be involved – provide the training and resources and provide support to maximize the chances of schools and teachers achieving success and positive outcomes.
  • By posting the program and the resources on a website, making them freely available, and simultaneously promoting the program throughout the province, schools and teachers can indicate a desire to participate. The quality of program growth and expansion can be controlled.
  • By implementing this strategy, over a number of years, the program, we hope, will expand to areas all over the province – hopefully to where many if not most schools are participating on the basis of choice and desire.