The document discusses changes to the curriculum for grades 8 through 10 and the implementation of core competencies. Key points include: 1. Teachers met to discuss changes in their subject areas for grades 8 and 9, including differences, similarities, opportunities and challenges. 2. Core competencies of communication, thinking, and personal and social skills were reviewed. Profiles describe developing competence and illustrations provide student work examples. 3. Educators were asked to consider focusing curriculum development on one of the core competencies or facets and to share their ideas on a collaborative document. The meeting aimed to support moving forward with curriculum changes and competency implementation.

1. G O R D O N P O W E L L & B R O O K E D O U G L A S
S E P 2 0 1 5
Redesigned Curriculum

2. Since We Last Met
— Update on8/9 curriculum changes and timelines
— Update on competencies
— Update on 10-12 changes

8. How is your curriculuar area changing?
— Discuss:
¡ What is different for within your subject area for grade 8 &
grade 9?
¡ What is the same?
¡ What are some opportunities?
¡ What are some challenges?
¡ What are your questions?
— Post your group’s answers on titan pad
— Make sure you have something for each category

9. Similarities and Differences Across Subjects
— What do we notice?
— How to move forward?

10. Competencies
— Communication recap
— Continuum pre-k to adult, context dependent
— Primary use at this point is goal setting

11. Core Competencies
Core competencies are the sets of intellectual,
personal, and social and emotional proficiencies
that all students need to develop in order to
engage in deep learning and life‐long learning,
and become thoughtful, ethical and active
citizens:
ü Communication
ü Thinking
ü Personal and Social

12. Communication
Encompasses the set of abilities that students use:
o to acquire, impart, and exchange information,
experiences and ideas
o to connect, engage, and collaborate with others
o to recount and reflect on their experiences and
learning
o to understand and effectively engage in the use of
digital media.

13. Thinking
Creative thinking - involves the generation of
new ideas and concepts that have value to the
individual or others, and the development of these
ideas and concepts from thought to reality.
Critical thinking - involves the analysis and
evaluation of thinking in order to improve and
extend it, and includes systematically examining
thinking about information that comes to them
through observation, experience, and various forms
of communication

14. Personal and Social Competence
Positive Personal and Cultural Identity - Involves the awareness,
understanding, and appreciation of all the facets that contribute to a
healthy sense of oneself. It includes awareness and understanding of
one’s family background, sense of place, heritage(s), language(s),
beliefs, and perspectives..
Social awareness and responsibility - involves ability and
predisposition to cooperate and collaborate with others, display
community-mindedness, empathize with and appreciate the perspective
of others, and create and maintain healthy rela6onships within one's
family, community, and society.
Personal awareness and responsibility - involves self‐regulation,
taking responsibility for one’s actions, making ethical decisions in
complex situations, accepting consequences, and understanding how
their actions affect themselves and others

15. Competency Profiles and Illustrations
v Explicit description and definition of key features of
education in BC – “the educated citizen”
v A way to connect all aspects of education across all grade
levels, starting with preschool
v Common language for teachers, students, families
v Focus on personalized learning /SEL
v Support for inclusion and differentiation
v Each piece of work is an “illustration” of what you might observe,
not an exemplar that we try to “match”

16. Each competency has…
• Definition and description of aspects
• Profiles
-Descriptions of developing competence
• Illustrations
-Samples of student work and student voice from
BC Classrooms.
The illustrations provide evidence of various profiles

17. Profiles

18. ‘I’ statements

19. ProfilesC
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20. Facets of Critical Thinking
1. Analyze and critique

21. 2. Question and investigate

22. 3. Develop and design

24. What are you interested in focusing on?
— Departmental focus?
— What might that look like?
— How will students know?
— Share on titan pad