The Challenge
We enjoy a strong, stable system, but need a
more nimble and flexible one to meet the needs
of 21st century learners
System designed for an earlier century can’t
always meet the challenges students face – both
now and in the future
World has changed and continues to change,
so the way we educate students needs to
continually adapt
The Educated Citizen• thoughtful, able to learn and to think critically, and
who can communicate information from a broad knowledge base;
• creative, flexible, self-motivated and who have a positive self image;
• capable of making independent decisions;
• skilled and who can contribute to society generally, including the world of work;
• productive, who gain satisfaction through achievement and who strive for physical well-being;
• cooperative, principled and respectful of others regardless of differences;
• aware of the rights and prepared to exercise the responsibilities of an individual within the family, the community, Canada, and the world.
• Core Competencies are explicit in redesign
• Focus on the important concepts and big ideas inherent
in the discipline
• Emphasize higher order learning and deeper learning
• Integrate and embed First Peoples Principles of
Learning and Aboriginal knowledge and world views
CONCEPT-BASED, COMPETENCY-DRIVEN CURRICULUM…
Guiding principles
• Reduce the prescriptive nature of curriculum
• Allow for flexibility and choice for teachers and student
• Enable teachers to be more creative and innovative in
their design of learning experiences
• Align assessment and evaluation with the redesign of
the curriculum
Guiding principles
Provincial consultation and extensive research identified these
categories of core competencies that support life-long learning:
• Thinking Competencyo Critical thinking
o Creative thinking
• Communication Competency (oral, written, visual, digital; includes collaboration and reflection)
• Personal and Social Competencyo Positive personal and cultural identity
o Personal awareness and responsibility (includes self-regulation)
o Social awareness and responsibility
Core Competencies
B.C.’s KDU (KUD) Curriculum Model
o the 3-D curriculum model: Know, Understand, Be
able to Do
o B.C.’s KDU model
o content learning standards = what students will know
o curricular competency learning standards = what
student will be able to do
o big ideas = what students will understand
Areas of Learning (K-9):
• English Language Arts
• Mathematics
• Science
• Social Studies
• Arts Education
• Français Langue Seconde Immersion
• Français Langue Premiere
• Physical and Health Education
• Languages (Core French) – underway
• Applied Skills – under discussion
• Career – preparation underway
Status of Curriculum Development
Feedback Process
There has been a large volume of feedback
received and website views.
Feedback Methods:
• Curriculum e-form
• SD Focussed reviews, 16 Schools/Districts
• Emails from individuals and organizations
• Competency e-form
What were positive features of the
curriculum redesign?
Overall Direction:
Overall, we fully support the new directions taken . . . recognizing change is needed to prepare students better for a future in a vastly more complicated and less predictable world. [DF85-AC]
Being more concept-based is in line with educational research. [OF566]
These changes are long overdue. The biggest strength is, by shortening that enormous list of learning outcomes, we can now focus on thinking and learning and the big ideas. Now there is some flexibility to help us better personalize learning and to find ways to use areas of student interest to facilitate learning. [OF133]
Overall I like the redesigned curriculum format. The essential ideas are well laid out and explained. The big ideas give the teacher an opportunity and freedom to work within the concepts and have a degree of autonomy. [OF599]
Curriculum Elements:
The most popular features of the renewed curriculum are
the elements, with big ideas leading in popularity
Respondents appreciated that the renewed curriculum
gives a focus on big ideas and important concepts,
rather than minute details
“Absolutely love the big ideas. The big ideas really allow
for understanding by backwards design. The concepts
and content are also nicely organized and allow for
clear and concrete outcomes that students will
understand.” [OF434]
They inspire me to create unit plans based on each big
idea. [OF141]
Science feedback: highlightsPositive feedback included:
the framework
science competencies and big ideas
place-based focus
greater flexibility
opportunities for inquiry and active learning
expanded focus on chemistry
Science feedback: Highlights
“The rationale document is the best I've seen in all my years of science teaching. It actually sounds like it [was] created with the input of real scientists, or at least, by those who understand, respect, and follow the methods of science. The focus on developing scientifically minded (or scientifically literate) citizens is the most worthwhile endeavor that we can embark on in science education; this rationale document not only allows science teachers the freedom to pursue this goal but requires it.” (DF154)
Science feedback: HighlightsSuggestions for improvement included:
Greater clarityI STRONGLY urge a specific focus on environmental literacy through the entire curriculum and in every grade. The proposed draft either has removed attention on environmental education or has worded it in
such an embedded way that it is not apparent. (OF189)
Alignment between standards and rationale and goals
The Rationale speaks to developing citizens with a caring and responsible disposition, and an understanding of the social, ethical, and environmental dimensions of issues. Yet going further into the draft curriculum it is not evident to me how this is to be achieved as the grade specific draft curriculum lacks alignment with this opening discourse.” (DF71)
Science feedback: HighlightsSuggestions for improvement included:
Effects of proposed changes I am curious as to why the content of certain curricula by grade has changed so drastically (I am referring to Science and Social Studies 6 in particular). I am wondering if there is a significant educational reason that is driving the decision. (OF37)
We think the scope and sequence in science needs to be addressed, as well whether some of the abstract topics are within the zone of proximal development for some of these grades. Please ensure that there is flow from one year to the next (and to the senior grades). We would like to build on concepts, rather than just teach isolated snapshots. (OF106)
We feel there has been a shift towards introducing concepts that are too abstract for our young students at the cost of removing content, which is very meaningful/concrete/interesting to young students and allows for lots of hands-on, discovery-based teaching. (DF269)
Science K-9 Revision
Commitments
Better represent environmental understanding in the curriculum
Better align the learning standards with the rationale and goals that support place-based knowledge and First Peoples Principles of Learning
Review the effect of proposed changes on multi-grade classrooms and examine the linkages between grades
Graduation Curriculum: Proposed DirectionsPrototype posted: www.curriculum.gov.bc.ca
Feedback on graduation
curriculum received from the
K-9 posting
Continue with a concept-based and
competency-driven approach
Continue with the same key design
elements -- big ideas, curricular
competencies and concepts/content
A curriculum structure that ensures
continuity with the K-9 draft curricula is
key
Assessment
• The Ministry is involved with 3 forms of assessment:
Classroom Assessment support
Provincial Assessments and Examinations
National and International Assessments
• The Ministry is seeking input on all forms of assessment
• Provincial Advisory Groups underway
• Assessment will be revised to align with changing emphases
• Reporting/Communicating Student Learning practices to align with directions and emerging from practices in the field
Next steps for curriculum development:January – June, 2015
Continue the development of core competencies in school districts
Post summary of K-9 feedback (February)
Solicit more feedback on FRAL, FRALP, PHE and Arts Ed (February)
Teams of BC teachers will revise K-9 drafts based on the feedback received
Teams of BC teachers will begin outlining the curriculum for the 10-12 years
Explore the redesign of “Applied Skills” curricula
Begin development of Career Education curricula
New material posted - Summer 2015
Web Enhancements
Elaborations have been added (see
science)
Grad curriculum prototype posted
Instructional examples
Interactive website
Search capability?
Thank you!
Grahame Rainey, BCScTA President
Angie Calleberg, Ministry of Education