BC’S NEW CURRICULUMWhy now?

WHAT IF THE BET IS

MISPLACED AND THE

PROMISE BROKEN?

Asking a child to devote 12 years

of his life to the study of something

is akin to placing a bet for his

future.

~Zhao, 2012

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.

EMPLOYMENT AS SHORT HAND FOR

THE EDUCATED CITIZEN

QUALIFICATIONS AND

COSTS OF

EMPLOYMENT

In a world where jobs can be and

have been moved around

globally, anyone could potentially

go after any job he or she desires.

~Zhao, 2012

IF ALL CHILDREN ARE ASKED TO MASTER THE SAME KNOWLEDGE AND

SKILLS, THOSE WHO COST LESS WILL BE MUCH MORE COMPETITIVE

THAN THOSE WHO COST MORE.

SCHOOLS HAVE TO PREPARE STUDENTS FOR JOBS THAT

HAVE NOT YET BEEN CREATED, TECHNOLOGIES THAT

HAVE NOT YET BEEN INVENTED AND PROBLEMS THAT WE

DON’T KNOW WILL ARISE.

A CHALLENGE WITH THE GLOBAL

HOMOGENIZATION OF LEARNING

For those in developed countries to be

globally competitive, they must offer

something qualitatively different, that is,

something that cannot be obtained at

a lower cost in developing countries.

And that something is not great test

scores in a few subjects or the basic

skills, because those can be achieved in

the developing countries.

WAIT! WHAT?

The redesign of curriculum maintains a focus on sound foundations of literacy and numeracy while supporting the development of citizens who are competent thinkers and communicators, and who are personally and socially competent in all areas of their lives.

~BC Ministry of Education

Thinking Competency

• Critical thinking

• Creative thinking

Communication Competency

• oral, written, visual, digital; includes collaboration

and reflection

Personal and Social Competency

• Positive personal and cultural identity

• Personal awareness and responsibility (includes

self-regulation)

• Social awareness and responsibility~BC Ministry of Education

Core Competencies

• 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~BC Ministry of Education

Guiding principles

CONCEPT-BASED, COMPETENCY-DRIVEN

CURRICULUM…

B.C.’S KDU 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