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Process. Provincial Partner Groups. BC Association of Institutes and Universities BC Chamber of Commerce Council of Administrators of Special Education Continuing Education Directors Conseil Scolaire Francophone de la Colombie-Britannique Federation of Independent School Associations

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Provincial Partner Groups

  • BC Association of Institutes and Universities

  • BC Chamber of Commerce

  • Council of Administrators of Special Education

  • Continuing Education Directors

  • Conseil Scolaire Francophone de la Colombie-Britannique

  • Federation of Independent School Associations

  • First Nations Education Steering Committee

  • BC Colleges

  • BC Confederation of Parent Advisory Councils

  • BC Principals’ and Vice-Principals’ Association

  • BC School Superintendents Association

  • BC School Trustees Association

  • BC Student Voice

  • BC Teachers’ Federation

  • Research Universities’ Council


How did

we get here?

The challenge

The Challenge

We have a strong, stable system, but need a more nimble and flexible one to better meet the needs of all learners.


Building on Strengths

  • Strong starting position:

    • motivated students

    • outstanding teachers

    • committed parents

    • skilled administrators

    • dedicated education partners and community members

  • Staying solid on the basics, and developing key competencies

  • Rigorous provincial-level student assessment, performance standards, and reporting

  • Flexibility and choice

Actions so far

Actions So Far

  • Educated Citizen

  • Early Years and Early Intervention

  • Curriculum and Assessment Framework

  • Province-wide Conversations

    • Regional sessions throughout the province

    • District-led sessions

    • Meetings with partner groups

    • Broad (conferences) and personal (team visits, in ministry and in the field)

    • Online public forum (questions and comments)

Bc education plan key elements

BC Education Plan: Key Elements

  • Personalized learning for every student

  • Quality teaching and learning

  • Flexibility and choice

  • High standards

  • Learning empowered by technology

Meeting objective

Meeting Objective

  • Gather input to develop recommendations for new graduation requirements

Current grad requirements

Current Grad Requirements

  • Social Studies 10

  • a Social Studies 11* or 12

  • Science 10*

  • a Science 11 or 12

  • Physical Education 10

80 Credits Total

  • 5 required exams (in courses noted by *)

School Completion/Evergreen Certificate and GED are not Graduation credentials

  • 48 credits from required courses

    • Planning 10

    • a Language Arts 10*

    • a Language Arts 11

    • a Language Arts 12*

    • a Mathematics 10*

    • a Mathematics 11 or 12

    • a Fine Arts and/or Applied Skills 10, 11 or 12

  • 28 credits from elective courses, and

  • 4 credits from Graduation Transitions

Adult grad requirements

Adult Grad Requirements

  • a Social Studies 11 or 12

  • And two Grade 12 level


  • 3 Grade 12 level ministry authorized courses

  • 20 credits from required courses

    • a Language Arts 12

    • a Mathematics 11 or 12

  • Eligibility Requirements

    • a student must be a minimum of 18 years of age to begin the adult graduation program

    • A student must, after entering the program, take a minimum of 3 courses, but can transfer over 2 from previous schooling if they have eligible courses.

Collecting information

Collecting Information

  • Each table assigns a scribe (very important role)

  • Capture conversations on feedback forms

Question 1

Question 1

What do you think are the core or essential things all students should know, understand and be able to do by the time they leave secondary school?





Phases K-12



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.


The following objectives guide the work of the Ministry of Education for Aboriginal students in British Columbia:

  • Aboriginal voice is increased in the Provincial education system.

  • Knowledge of Aboriginal language, culture and history is increased throughout the Provincial education system.

  • The Provincial education system provides for focused leadership and informed practice for increasing Aboriginal student success.

Context for curriculum

Context for Curriculum

  • Size:create space to allow creative uses

  • Nature:focus on competencies and concepts

  • Organization: standards for areas of learning

  • How curriculum is experienced:

    • standards combined and integrated in various ways

    • courses if necessary, but not necessarily courses


Science – Year 7


Curriculum Elements

Draft cross curricular competencies

Draft Cross-Curricular Competencies*


•Critical thinking

•Creative thinking and innovation

•Personal responsibility and well-being

•Social responsibility

Continua developed by teams of teachers will support assessment and reporting of competencies

*In development

Curriculum organizers

Curriculum Organizers

Curriculum organizers identify the structure of the curriculum as it relates to the discipline(s) it is based upon

Identity, Society and Culture Governance Economy & Technology Environment

Cross curricular competencies

Cross-Curricular Competencies

  • Communication

  • (C)

  • Critical Thinking

  • (CT)

  • Creative Thinking and Innovation

  • (CI)

  • Personal Responsibility

  • (PR)

  • Social Responsibility

  • (SR)

Highlights that cross-curricular competencies are a key feature of the curriculum and make clear what skills/processes of each competency are focused on that year.

Big ideas and learning standards

Big Ideas and Learning Standards

Big Ideas identify the enduring understandings of the area of learning; Learning Standards describe what students are expected to understand and demonstrate



  • Links provide additional information (written, visual, audio-visual) to clarify and support the curriculum, for example:

    • Example inquiries and cross-curricular projects

    • Demonstrations of learning


Science – Year 7

Question 2

Question 2

Beyond the core, how could pathways for choice or exploration be provided?





Question 3

Question 3

Research is underway with focus on the following five cross-curricular competencies*:

  • Communication

  • Critical Thinking

  • Creative Thinking and Innovation

  • Personal Responsibility and Well Being

  • Social Responsibility

    How do you think students could demonstrate these?

    * In development

Current research

Current Research

Working Description of Competencies:

  • Communications is the imparting or exchange of information, experiences, and ideas through language, symbols, movement, or images to build a common understanding

  • Critical Thinking is focused on deciding what is reasonable to believe or do in a given situation

  • Creative Thinking and Innovation means generating and implementing new ideas

  • Personal Responsibility and Well Being is taking responsibility for one’s actions, making ethical decisions in complex situations, accepting consequences, and understanding how one’s actions affect others; includes financial literacy

  • Social Responsibility is being able to take the perspective of and empathize with others, to recognize and appreciate diversity, to defend human rights, to solve problems in peaceful ways, and to contribute towards social, cultural and ecological causes; includes collaboration and teamwork

Current research1

Current Research

  • Concept Paper on Critical Thinking

  • Concept Paper on Creative Thinking and Innovation

  • A group of language arts experts are looking at the Communications and Research Paper on Aboriginal Perspectives

Question 4

Question 4

How could student learning be communicated to:

  • Students

  • Parents/Guardians

  • Post secondary Institutions/Employers

Question 5

Question 5

How would you design an awards program to recognize student success in a personalized learning environment?



In January, 2012, Ministry staff convened a focus group of senior staff in five school districts to consider the future of a provincial awards program. The group suggested the following changes:

  • revise the provincial awards program to better align with personalized learning

  • divert scholarship funding from passport to education and the provincial exam scholarship to the district/authority award,

  • renew scholarship criteria to focus on all aspects of student success

  • develop criteria with enough flexibility to reflect unique district and community priorities

    The Ministry is consulting more widely among education partners and stakeholders this fall.



Proposed directions for assessment

Proposed Directions for Assessment

Student Assessment

  • Multiple approaches, emphasizing student self-assessment and assessment for learning

  • Developmental continua and exemplars for cross-curricular competencies

  • Example demonstrations of learning

  • Refreshing existing performance standards

Proposed directions for assessment1

Proposed Directions for Assessment

Large-Scale Assessment

  • There will be provincial assessments at elementary and secondary grades—what they will look like is TBD.

  • Will be designed to support learning.

  • Incorporate a wider variety of formats than present, including performance tasks, structured inquiries, classroom-based assessments.

  • In elementary, both foundation skills and competencies will be assessed.

  • In secondary, increased emphasis on competencies and key areas of learning (will tie in to discussions on graduation requirements).



Communicating Student Learning

Communicating student learning directions and feedback to date

Communicating Student Learning: Directions and Feedback to Date

  • Shift from “reporting” to “communicating student learning”

  • Reporting on cross-curricular competencies and areas of learning

  • Ongoing communication with provincial guidelines and supports

  • Formal, written summative reporting at key times in the year

  • Clear performance standards-based language

  • No letter grades for K-9; varied views for Grades 10-12.

  • No percentages - varied views

Next steps

Next steps

  • Synthesize/analyze input from regional sessions into regional report

  • Present regional report with recommendations to Ministry and partner groups in November

  • Provincial synthesis of 6 regional reports into final Provincial Report in December (for public review)




Three phases of learning

Three Phases of Learning

Foundation Years: K-5?

Middle Years: 6-9? 6-10?

Graduation Years: 10-12? 11-12?

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