Author: Corinne Muir

A brief overview …

The Core Competencies

BC’s New Curriculum

Introduction

In British Columbia we are experiencing a curriculum change and in some respects it is a complete overhaul and in others it is simply the formalization of procedures and approaches already informally in place. The foundation of the new curriculum is rooted in the Core Competencies that are the overarching skillset to develop through the content and experiences within the classroom. Below is an outline of the three Core Competencies: Communication, Thinking and the Personal Social. All of the competencies have a set of profiles. The profiles are levels of accomplishment, they are progressive and additive and emphasize the concept of expanding and growing. The profiles are “I” statements that students can identify with and select as appropriate to their ability, context and situation. The Core Competencies are just one aspect of the curriculum change, there is also a new curriculum model: “know-do-understand.”

Know—do—understand

Content (Know)
The content learning standards — the “Know” of the know-do-understand model of learning — detail the essential topics and knowledge at each grade level.
Curricular Competencies (Do)
The curricular competencies are the skills, strategies, and processes that students develop over time. They reflect the “do” in the know-do-understand model of learning. While curricular competencies are more subject-specific, they are connected to the core competencies.
Big Ideas (Understand)
The big ideas consist of generalizations and principles and the key concepts important in an area of learning. They reflect the “understand” component of the know-do-understand model of learning.

communication

The first core competency

The 4 focuses of Communication

Connect and engage with others to share and develop ideas.
Acquire, interpret and present information (including inquiry)
Collaborate to plan, carry out, and review constructions and activities
Explain/recount and reflect on experiences and accomplishments
https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/CommunicationCompetencyProfiles.pdf

The first & last profile of students “I” statements

1. In a safe and supported environment, I respond meaningfully to communication from peers and adults. With support, I can be part of a group.
8. I am intentional and strategic; I am able to engage and accomplish my purpose with an increasing range of audiences, including those I do not know. I access and make strategic choices from complex and specialized information sources. I show expertise in the forms and technologies. I use. I can take leadership in a discussion or collaboration, and focus on deepening or transforming our thinking. I seek consensus, and focus on collective results. I can articulate a keen awareness of my strengths, my aspirations and myself. I offer detailed analysis, using specific terminology, of my progress, work and goals.

Thinking: Creative & Critical

The second core competency

Creative Thinking
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.

There are three focuses for the Creative Thinking profiles:
Novelty and value (of ideas)
Generating ideas
Developing ideas
https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/CreativeThinkingCompetencyProfiles.pdf

The following are the first and last of the profiles:
1. I get ideas when I play. I get ideas when I use my senses to explore. My play ideas are fun for me and make me happy. I make my ideas work or I change what I am doing.
5. I can develop a body of creative work over time in an area of interest or passion. I can get new ideas and develop them to form a body of work over time or to have an impact in my community or beyond. I have interests and passions that I pursue over time. I am willing to take significant risks in my thinking. I can persevere over years if necessary to develop my ideas. I expect ambiguity, failure and setbacks, and use them to advance my thinking.

Critical thinking

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.

There are also three focuses of the Critical Thinking profiles:
Analyze and critique
Question and investigate
Develop and design
https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/CriticalThinkingCompetencyProfiles.pdf

The following are the first and last of the profiles:
1. I can explore. I can explore materials and actions. I can show if I like something or not.
5. I can examine evidence from various perspectives to analyze and make well supported judgments and interpretations about complex issues. I can determine my own framework and criteria for tasks that involve critical thinking. I can compile evidence and draw reasoned conclusions. I can consider views that do not fit with my beliefs. I am open-minded and patient, taking the time to explore, discover, and understand. I can make choices that will help me create my intended impact on an audience or situation. I can place my work and that of others in a broader context. I can connect the results of my inquiries and analyses to action.

Personal & Social

The third and final core competency consists of 3 components

There are three focuses to Positive Personal and Cultural Identity:
Relationships and cultural contexts
Personal values and choices
Personal strengths and abilities

Positive personal & cultural identity

Development of positive personal and cultural identity begins within families, before students enter formal schooling, and is expanded and enhanced at every level of life and schooling.

The following are the first and last of the profiles:
1. I am aware of myself as different from others. I know my name. With some help, I can identify some of my attributes.
5. I can identify how my life experiences have contributed to who I am; I recognize the continuous and evolving nature of my identity. I understand that my learning is continuous and my concept of self and identity will continue to evolve. I can describe how aspects of my life experiences, family history, background, and where I live (or have lived) have influenced my values and choices. I can identify how my strengths can help me meet challenges, and I understand that I will continue to develop new skills, abilities, and strengths. I can identify how my challenges can be opportunities for growth. I can identify my potential as a leader in the communities I belong to.

Personal awareness & Responsibility

Personal awareness & Responsbility

Personal awareness and responsibility includes personal efficacy and self-advocacy — the abilities that students use to understand and take responsibility for their actions, including their learning; to make constructive and ethical decisions about their personal and social behaviour; and to recognize and accept consequences, understanding how their actions affect their own well-being and that of others decisions about their personal and social behaviour; and to recognize and accept consequences, understanding how their actions affect their own well-being and that of others

There are three focuses of Personal and Awareness and Responsibility:
Self-determination
Self-regulation
Well-being

The following are the first and last of the profiles:
With support, I can show a sense of accomplishment and joy, and express some wants, needs, and preferences. I can sometimes recognize emotions. I can participate in activities that support my well-being
5. I can identify my strengths and limits, find internal motivation, and act on opportunities for self-growth. I take responsibility for making ethical decisions. I can take ownership of my goals, learning, and behaviour; I act on what is best, over t time, in terms of my goals and aspirations. I recognize the implications of my choices and consult with others who may be affected by my decisions. I sustain a healthy and balanced lifestyle. I am aware of my personal journey and reflect on my experiences as a way of enhancing my well- being and dealing with challenges. I can advocate for myself in stressful situations. I take the initiative to inform myself about controversial issues and take ethical positions.

Social responsibility

There are four focuses of Social Responsibility:
1. Contributing to community and caring for the environment
2. Solving problems in peaceful ways
3. Valuing diversity
4. Building relationships

Social Responsibility

Students who demonstrate social responsibility are active, caring, and responsible members of society. They collaborate effectively with others, demonstrate a strong sense of community-mindedness, and take actions to support diversity and the environment. They show respect for everyone’s rights, and demonstrate empathy and a sense of ethical care as they develop relationships and consider differing perspectives.

The following are the first and last of the profiles:
I am aware that other people can be different than I am. I can interact with my friends. With some support, I can be part of a group.
5. I can initiate positive, sustainable change for others and the environment. I can analyze complex social or environmental issues from multiple perspectives. I can take thoughtful actions to influence positive, sustainable change. I can clarify problems or issues, generate multiple strategies, weigh consequences, compromise to meet the needs of others, and evaluate actions. I take action to support diversity and defend human rights, and can identify how diversity is beneficial for my community, including online. I build and sustain positive relationships with diverse people, including people from different generations. I show empathy for others and adjust my behaviour to accommodate their needs.