Education

Transformation:

Curriculum

RedesignMarch 2nd, 2015

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

BC’s Model: A Work in Progress

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 on K-9 Science Draft

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]

Every learner leaving our

schools as curious as when they arrive

Judy Halbert and Linda Kaser

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

Graduation Curriculum: Proposed Directions

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

grainey@bcscta.ca

Angie Calleberg, Ministry of Education

angie.calleberg@gov.bc.ca