BC Curricular Changes First Nations Schools Workshop June 2016 FIRST NATIONS EDUCATION STEERING COMMITTEE FIRST NATIONS SCHOOLS ASSOCIATION WWW.FNSA.CA

Introductions

Overview of Today’s Session General overview of the new curriculum Curriculum timelines What is the same and what is different? Structure of the curriculum Increased focus on understanding concepts Increased First Peoples content Introduction of communication, thinking and personal/social competencies Changes to Grades courses

Some reactions to change…

Parking Lot Write down what you already know about the changes and post them on the chart. Write down any burning questions or concerns you may have and post them on the chart.

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.

How It All Fits Together 3 PILLARS THAT SUPPORT THE DEVELOPMENT OF THE EDUCATED CITIZEN IN BC Found In: Literacy and Numeracy Foundations  grade level expectations for required skills in reading; writing; and numeracy  expressed in the Performance Standards Understanding of Rich Content  prescribed learning standards for concepts and content in curriculum (areas of learning)  expressed in the curriculum Core Competencies  broad areas of development: thinking; communication; personal & social development  expressed in the competency continua

Intention of Curricular Changes Reduce amount of prescribed curriculum ◦Provide more time (in curriculum) for teachers to respond to students’ needs and local contexts ◦Provide more opportunity to do cross-curricular learning Increase focus on deep understanding Continue emphasis on literacy and numeracy Introduce “core competencies”

Also… Means that provincial assessments (i.e. provincial exams) will also change to match curricular changes.

What is the Same? Continued focus on foundational skills: reading, writing, numeracy Continued learning standards for every grade and subject area Curriculum is still about what students should know, be able to do and understand (it does not dictate how the teaching should occur)

What is Different? Structure Fewer learning outcomes (now called Learning Standards) More room to respond to your students’ needs and local contexts. Supporting information for learning standards found in “Elaborations” aka “roll-overs. Elaborations are suggested only. Introduction of “Big Ideas” Helps focus on the big understandings Increased emphasis on applying what is learned Content is not enough if students do not understand concepts Increased integration of First Peoples content and perspectives Reference to “Core Competencies” Is what many teachers already focus on. Now embedded in Learning Standards. These are an opportunity to enhance learning for students.

13 Draft curriculum document as viewed online

Curriculum: Key Elements Big Ideas: a statement of what is important for a student to understand. A big idea is broad and abstract … generally timeless and is transferable to other situations. *Curricular Competencies: explicit statements of what students are expected to be able to do. These include being able to apply their knowledge. Content: what students should know. They define the knowledge needed to so the curricular competencies. *Core Competencies: sets of intellectual, personal, and social and emotional proficiencies that all students need to develop in order to engage in deeper learning and become thoughtful, ethical, and active people. 14

Big Ideas (Understand) Content (Know) Curriculum Competencies (Be Able to Do) Structure of the New Curriculum Core Competencies (infused) The KDU Model (Know, Do, Understand)

Supporting Links Will help to provide support for instructional strategies

Increased Focus on Understanding Concepts Reduction in amount of “content” that students need to know enables: deeper study so that students can come to understand concepts better, more opportunity to apply understanding and knowledge. more opportunity to use different approaches such as project-, problem- or inquiry-based learning

First Peoples Content Benefits for First Nations learners Relevancy Benefits for all learners “The inclusion of Aboriginal perspectives and knowledge… is based on the understanding that Aboriginal perspectives and knowledge are a part of the historical and contemporary foundation of BC and Canada… With a more in-depth knowledge of Aboriginal people and their history, all students in British Columbia will have a foundation for developing mutual understanding and respect.” Ministry intent to include First Peoples content and perspectives at all grade levels/subject areas Actual explicit content varies depending on subject/grade area – still being addressed. Continues to need feedback from field.

To Provide Feedback for Increased First Peoples Content in Grades See

Explore Go to Note: Overview page Curriculum page (K-9) Curriculum page Core Competencies page Tools page

Search Tool On-line documents are able to be searched using key words  See  Click on “Search Curriculum”  Learning Standards and Elaborations are shown  Can be saved/printed in WORD or pdf.

Table Talk Based on information you have so far, share your understanding and/or impressions of the curriculum changes. What other questions does this generate?

Revisit Parking Lot Look at initial questions posted by everyone Look at the sticky notes you posted– remove any notes of the question has been answered Do you have other questions now? Add them to the Parking lot

And what are these things called “Core Competencies”? Core competencies are the sets of intellectual, personal, and social and emotional proficiencies that all people need to develop in order to engage in deep learning and life-long learning and become thoughtful, ethical and active people. “Core Competencies are built to last looking ahead to a future we cannot predict.” Teacher 24

Core Competencies Communication Competency Thinking Competencies Critical Thinking Creative Thinking Personal and Social Competencies Positive Personal and Cultural Identity Personal Awareness and Responsibility Social Awareness and Responsibility 25

What is Important to Know about the Core Competencies? The core competencies are not content. Teachers can help students develop their proficiencies in these areas over the time they are in school. The development of the competencies begins at home and continues after graduation. They are included to support students’ development in the specific areas. Although described separately, they exist all together in a person (exist holistically)

How Are We Supposed To Include These? They are not linked to grade levels. These do not need to be formally assessed. Can be an opportunity for students to develop language and thinking about them. Potential for helping them self-assess.

What is the “Communication” Competency? Includes the set of abilities that students use to acquire, impart, and exchange information, experiences and ideas; to connect, engage, and collaborate with others; to recount and reflect on their experiences and learning; and to understand and effectively engage in the use of digital media. 28

What are the “Thinking” Core Competencies? 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. Critical thinking ◦Involves the analysis and evaluation of thinking in order to improve and extend it, and includes systematically examining thinking about information that comes to them through observation, experience, and various forms of communication 29

What are the Personal and Social Competencies? Positive Personal and Cultural Identity ◦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, perspectives, and sense of place. Social awareness and responsibility ◦Involves ability and predisposition to cooperate and collaborate with others, display community-mindedness, and stewardship, empathize with and appreciate the perspective of others, and create and maintain healthy relationships within one's family, community, society, and environment. Personal awareness and responsibility ◦Involves developing all aspects of personal well-being; making ethical decisions and taking responsibility for one’s actions and how they impact self and others; and self-regulation. 30

Samples (aka Illustrations) and More Information Are linked to in each curricular areas, but can also be accessed at Competences have “profiles” - these serve as what the development might look like at different points in a person’s life. Number of profiles depends on the competency The website contains samples (called illustrations) of what this looks like in BC classrooms

Exploring Illustrations See Click which core competency you want to view For Profiles see document (click “English”) Or For Samples, see “Illustrations” and choose illustration beside a profile number.

Core Competency Table Talk and Share Out How do I already incorporate the development of the core competencies in my students? What else might I want to do? Share out with larger group

Where to From Here? Table Talk Overall (based on everything I now know) to what extent do the changes to the BC curriculum impact my work? What am I already doing? If needed, where do I go from here in terms of my own learning, or learning with my school colleagues? What might be next steps for my school?

What About Grades and Graduation? Curriculum for Grades is in development this year. EFP is being revised to match structure of ELA Some early draft proposals for grades are online and feedback informed drafts to be posted next month. Feedback will be asked for again: Teams will meet again in 2016/2017 to make further revisions based on feedback.

Provincial Assessments There will continue to be provincial assessments Grades 4 and 7 (Redesigned FSA for BC schools that participate in them) Provincial exams for secondary undergoing changes for Sept of 2017 Some may be removed. Any that do stay will be revised to match the curriculum change English and EFP will be combined into same exam (no examinable texts for EFP ) More information in the next few months

Flashdrives Today’s PowerPoint Additional documents from BC Ministry of Education Website Additional Resources

For More Information: Jo Chrona, Curriculum Coordinator, First Nations Education Steering Committee ww.fnesc.ca

English Language Arts What’s the Same?What’s New? Focus on the interrelated and integrated elements of reading, writing, speaking, listening, viewing, representing Increased focussed on importance of identity, multiple perspectives, story, and First Peoples worldviews Continued focus on critical, creative and reflective thinking The Learning Standards grouped into two organizers: Comprehending and Connecting Creating and Communicating A broad definition of “text” (oral, visual, written and digital)

What’s the Same?What’s New? Foundational skills and processes remain the same Foundational skills clearly indicated in Content for each grade Application of foundational skills to problem-solving Increased focus on financial literacy Mathematics

Science What’s the Same?What’s New? All areas of science are still represented (biology, physics, chemistry, earth/space science) Fewer concepts to allow for substantial inquiry time. Skills and processes remain integral part of competencies but (now introduced at K and grow in sophistication) Organizers have an inquiry focus (questioning and predicting, evaluating etc.) Inclusion of “place-based” learning

Social Studies What’s the Same?What’s New? Overall types of topics have not changed dramatically (e.g., Canadian History and Government) Increased focus on historical and geographical thinking skills Topics drawn from history, geography, civics, and economics Greater focus is on depth rather than breadth Multiple perspectives infused,

Applied Design, Skills, and Technologies What’s the Same?What’s New? Includes: Business Education, Home Ec., Info Tech., and Technology Ed. Name change and one curriculum framework Emphasis on hands-on learningExpansion to include elementary grades K-5: Foundations 6-9: Explorations 10-12: Specializations

Arts Education What’s the Same?What’s New? Still includes dance, drama, music and visual arts Same curriculum structure for dance, drama, music, visual arts for K-8 Grades 9-10 has core and discipline- specific curriculum Grades has discipline specific curriculum

Career Education What’s the Same?What’s New? Focus on student planningIts own course (rather than being combined with other courses) Include elementary grades K-5: Awareness and Exploration 6-9: Exploration and Experiences 10-12:Experiences