BC Curriculum Connections

The following are excerpts from BC's New Curriculum:

Core Competencies

The core competencies along with literacy and numeracy foundations and essential content and concepts are at the centre of the redesign of curriculum and assessment. Core competencies are 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. Through provincial consultation, three core competencies were identified.

Personal and Social

Personal and social competency is the set of abilities that relate to students' identity in the world, both as individuals and as members of their community and society. Personal and social competency encompasses the abilities students need to thrive as individuals, to understand and care about themselves and others, and to find and achieve their purposes in the world.

Positive Personal & Cultural Identity-competency 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, heritage(s), language(s), beliefs, and perspectives in a pluralistic society. The Positive Personal and Cultural Identity Competency Profiles have been developed by BC teachers based on students’ work.

Personal Awareness and Responsibility-includes the skills, strategies, and dispositions that help students to stay healthy and active, set goals, monitor progress, regulate emotions, respect their own rights and the rights of others, manage stress, and persevere in difficult situations. Students who demonstrate personal awareness and responsibility demonstrate self-respect and express a sense of personal well-being. The Personal Awareness and Responsibility Competency Profiles have been developed by BC teachers based on students’ work.

Social responsibility involves the ability and disposition to consider the interdependence of people with each other and the natural environment; to contribute positively to one’s family, community, society, and the environment; to resolve problems peacefully; to empathize with others and appreciate their perspectives; and to create and maintain healthy relationships.

Communication

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. The Communication Competency Profiles have been developed by BC teachers based on students’ work.

Thinking

The thinking competency encompasses the knowledge, skills and processes we associate with intellectual development. It is through their competency as thinkers that students take subject-specific concepts and content and transform them into a new understanding. Thinking competence includes specific thinking skills as well as habits of mind, and metacognitive awareness

Creative Thinking-The creative thinking competency 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. The Creative Thinking Competency Profiles have been developed by BC teachers based on students’ work.

Critical Thinking-Critical thinking involves making judgments based on reasoning: students consider options; analyze these using specific criteria; and draw conclusions and make judgments. Critical thinking competency encompasses a set of abilities that students use to examine their own thinking, and that of others, about information that they receive through observation, experience, and various forms of communication. The Critical Thinking Competency Profiles have been developed by BC teachers based on students’ work.






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Alberta Curriculum Connections

The following are excerpts from the Curriculum Development Guiding Framework:

Preamble to Alberta’s Kindergarten to Grade 12 Provincial Curriculum: Vision for Students

Students are at the heart of Alberta’s Kindergarten to Grade 12 (K–12) education system. The following vision articulates hopes and expectations for all students: Students are lifelong learners inspired to pursue their aspirations and interests; achieve fulfillment and success; and contribute to communities and the world. Student Values represent beliefs about the important and desirable characteristics for Alberta’s students. Student values include the following:

...Integrity and Respect: by demonstrating concern for self and others; by building and nurturing healthy relationships; by demonstrating empathy and compassion; by affirming truth; and by acting honourably and ethically. (p. 3).

The Middle Years: Grades 5–10

Adolescence is a period of rapid physical, emotional, cognitive and social development. Identity formation is critical to learners in the middle years as they transition from childhood to adolescence. During adolescence, students have an increased sense of self and strive for independence. Learners build upon their skills and knowledge while assessing and enhancing their competencies, and identifying their strengths, talents and interests for further study and careers. Students in the middle years also seek social, academic and intellectual engagement. Teachers and students work together as a community of learners to support each other in learning. Students are increasingly engaged in their learning and become active citizens of their school and community. Students in these years begin thinking about their future after schooling and initiate discussions with peers, teachers and family members on how to reach educational and occupational goals. During these years, a supportive environment and high expectations are critical in creating positive and optimistic attitudes towards learning. Provincial curriculum and programming in these years provide students with opportunities to develop and practise empathy, caregiving and service to others. Building these positive relationships within the community helps students to experience the relevance of what they learned in school within a broader context (p. 7).

Communication involves sharing ideas through oral, written or non-verbal media. Students engage in formal and informal exchanges with others. They consider how culture, context and experience impact messaging. Students demonstrate respect, empathy and responsibility when communicating with others.

Indicators:

  • clarifying the purpose or intention of a message in relation to audience, context or culture;
  • considering perspectives, emotions and experiences when seeking shared understandings;
  • decoding and interpreting ideas or information shared through verbal or non-verbal formats;
  • expressing ideas or concepts using appropriate language, conventions or protocols; and
  • demonstrating respect and responsibility when communicating with others.

Collaboration involves working with others to achieve a common goal. Students participate, exchange ideas and share responsibilities. They respect competing views and nurture positive relationships. Students are adaptable, willing to compromise and value the contributions of others.

Indicators:

  • sharing responsibilities and supporting others to achieve a common goal;
  • demonstrating sensitivity to diverse cultures, audience or contexts when working with others;
  • exhibiting reciprocity and trust when sharing ideas or roles; and
  • valuing flexibility, compromise and the contributions of others to nurture positive working relationships.

Cultural and Global Citizenship involves actively engaging with cultural, environmental, political or economic systems. Students acknowledge First Nations, Métis, Inuit, Francophone or other perspectives when taking action on local or global issues. They advocate for the dignity and well-being of individuals and communities. Students value equity and diversity and believe in their capacity to make a difference.

Indicators:

  • considering diverse perspectives when examining interactions within and among cultural, environmental, political or economic systems and communities;
  • analyzing various ways in which decisions are made within cultural, environmental, political or economic systems;
  • demonstrating responsible citizenship through actions that contribute to healthy and sustainable communities;
  • evaluating the impact of decisions or actions on the dignity and well-being of individuals or communities; and
  • valuing equity and diversity and believing in the capacity to make a difference (p. 29-30)