Co

nn

ec

t and

eng

age

with

others

Expla

in/recount and reflect on

Collaborate to plan, c

arry out

and

Acquire, interpret and present informatio

n

exp

eriences and accom

plishmentsreview constru

ctions a

nd act

iviti

es

PROFILE 1

PROFILE 2

PROFILE 3

PROFILE 4

PROFILE 5

PROFILE 6

PROFILE 7

PROFILE 8

De

velo

ping

ideas

Gen

era

ting

ide

as

Novelty and value

PROFILE 1

PROFILE 2

PROFILE 3

PROFILE 4

PROFILE 5

Perso

na

l streng

ths and abilities Personal v

alue

s and

cho

ice

s

Relationships and cultural contexts

PROFILE 1

PROFILE 2

PROFILE 3

PROFILE 4

PROFILE 5

The Personal and Social competency is the set of

abilities that relate to student’s identity in the

world, both as individuals and as members of

their community and society. This competency

encompasses the capacities students need to thrive as

individuals, to understand and care about themselves

and others, and to fi nd and achieve their purposes in the

world.

The Creative Thinking competency encompasses

the knowledge, skills and processes we associate

with intellectual development. It is through

their competency as thinkers that students take

subject-specifi c concepts and content and transform

them into a new understanding. This competency

includes specifi c thinking skills, as well as habits of mind

and metacognitive awareness.

The Communication competency encompasses

the set of abilities that students use to impart

and exchange information, experiences and

ideas, to explore the world around them and

to understand and effectively engage in the use of digital

media.

Transforming Curriculum

Core Competencies

Personal and Social Communication

CreativeThinking

CTPS

CTPS CTPS

CTPS

CTPS CTPS

Core competencies are sets of

intellectual, personal, and social and

emotional profi ciencies that all students

need to develop in order to engage in

deep learning and life-long learning.

These develop across the curriculum

and support students as they engage in

deeper learning.

The circular graphics are used to

represent a framework of expanding

and growing. The rings are progressive

and additive; the highest number or

stage refers to the greatest level of

competency.

Core competencies are evident in

every area of learning; however, they

manifest themselves uniquely in each

discipline. In the current drafts of the

redesigned curricula, competencies

are embedded and evident within the

learning standards.

Competencies come into play when

students are engaged in “doing” in

any area of learning. This includes

activities where students use thinking,

collaboration and communication to

solve problems, address issues or make

decisions.

Text & graphics used by permission of the BC Ministry of Education

The ultimate goal is for learners to

employ the core competencies every

day in school and in life, and for the

core competencies to be an integral part

of the learning in all curriculum areas.

curriculum.gov.bc.ca

Each number represents a Profi le,

describing how students move

from novice to more complex,

sophisticated and independent stages

of development. The profi les are

written from the student’s point of

view.

Facets help provide an initial

assessment framework within each

competency. These inter-related

dimensions encircle the graphics.