4. BC Curriculum Transformation
Makes Learning Central
Based on the Social Nature of Learning
Tuned into Emotions
Sensitive to Learner Differences
Challenging
Provides Clear Expectations and Descriptive Feedback
Promotes Connectedness
CORE PRINCIPLES FOR LEARNING ENVIRONMENTS, OECD
5. Transformational change is more likely to occur, more likely to be effective and more
likely to be scalable when it is done collaboratively, in ‘communities of practice’ that bring
together educators in a structured, supported and facilitated environment where they
can:
• share research and knowledge
• work together to use disciplined innovative methods
• draw on the expertise of relevant partners
• learn from each other about overcoming obstacles and barriers
6. 3 PILLARS THAT SUPPORT THE
DEVELOPMENT OF THE EDUCATED CITIZEN IN
BC
DEFINITIONS
Literacy and Numeracy Foundations grade level expectations for required skills
in reading; writing; and numeracy
expressed in the Performance Standards
Understanding of rich content prescribed learning standards for
concepts and content in curriculum (areas
of learning)
expressed in the curriculum
Core Competencies broad areas of development: thinking;
communication; personal & social
development
expressed in the competency profiles
7. Indigenous Ways of Knowing
First Peoples Principles of
Learning
The Aboriginal
Perspective Across the
Curriculum
New Curriculum Framework -
Draft
8. BC’s Core Competencies
Communication (draft available)
Thinking
Critical thinking (draft January 2015)
Creative Thinking (draft available)
Personal and Social Competence
Positive personal and cultural identity (draft available)
Personal awareness and responsibility (draft July 2015)
Social awareness and responsibility (draft April 2015)
9. Profiles
emphasize that the work is descriptive, not
evaluative
talk about “profiles” – all of which are
expressed in positive terms
student would identify which profile best
describes their current work and
accomplishments
10. BC Core Competencies
Characteristics
INCLUSIVE: every student has a profile
CROSS-CURRICULAR: evident in all curricular areas
STRENGTH-BASED: each competency continuum emphasis the concept of
expanding and growing
STUDENT-CENTERED: based on actual samples from BC students and
grounded in “I” statements
DESCRIPTIVE AND PROGRESSIVE: profiles of progression from early
childhood through adult expertise
11. Inclusion
commitment to inclusion
competencies are for everyone – therefore ALL
students have “profiles”
inclusive descriptions and illustrations
12. Assessment
• Ministry of Education - 3 forms of assessment:
o Classroom Assessment support
o Provincial Assessments and Examinations
o National and International Assessments
• Assessment will be revised to align with changing
emphases:
o Literacy and numeracy foundations
o Core competencies
o Learning standards/key concepts/big ideas
o Flexible curriculum, supporting interdisciplinary, inquiry-based,
and problem/project-based approaches
15. Transforming
Curriculum & Assessment
• Consultations are on underway regarding Applied Skills
• The 2011 Core French curriculum draft will be restructured to align with the
new curriculum design
• Consultations regarding graduation requirements will continue
• Work will begin on conceptualizing Grade 10-12 curricula
• Consultations on assessment and communicating student learning (reporting)
will continue as well
16. Transforming Learning:
Structures and Supports
A Broad Range of Professional Learning Opportunities
CR4YR and CR4AR
QTL Project
Inquiry Projects
PLCs
Innovation Grants
17. Transforming Learning
Be curious
Be collaborative
Be courageous
Be committed
Be compassionate
