Connecting Core and Curricular Competencies Spring 2019

Learning involves patience and time. Traditional Welcome Learning involves patience and time.

At the Core… The Core Competencies are: Core skills students need to develop Teacher identified, developed and enhanced Integrated with Curricular Competencies Student owned and self-assessed

Identified, Developed, Enhanced Notice it Name it Nurture it Notice evidence of Core Competencies Name the skill and “I Can” Statements of Core Competencies Nurture Core Competencies with instructional intention Review of Notice it, Name it, Nurture it This is a continuum. We are at different places along this continuum. We are moving towards the nurturing and development of the core competencies in our daily practice. 

Redesigned Curriculum Core Competencies Curricular Competencies (Do) Big Ideas (Understand) Core Competencies frame the new curriculum These are lifelong skills our students need as educated citizens. They are taught across all curricular areas. Content (Know)

Competency Facet Profile This “family tree” shows how each CC is broken down into major profiles, which are then broken down into facets. Not all facets will be covered equally, but eventually, all should be explored. You’ll notice that there are also some I statemens that you can use in the development of Core Competencies – these can be another way to explore these in your classroom

Social Studies 4

Math 6

Aligning Curriculum Using a curriculum document and with a partner: Align curricular competency with a Core Competency using three colours of highlighters: Personal Social (green) Communication (orange) Thinking (blue) Identify the Core Competency facets for each coded curricular competency Ok to deconstruct curricular competency and to align multiple CC Do one or two - do not need to do them all in this activity CC can be chosen – no need to cover all in a lesson / unit

Discussion Share and compare with your neighbour Where do you agree/disagree? What are you surprised by? What questions do you have?

Self-Assessment with Evidence

Documenting Self-Assessment Students document their strengths and learning throughout the year, using evidence of learning Learn Practice & Self-assess Feedback Summative Self- Assessment The process of developing the CCs is organic. As students learn new skills, practice and self-assess, nurturing metacognitive skills through reflection (Self-Assessment) and observation will create powerful thinking routines. Promoting the CC is an excellent way to support Universal Design for Learning and Differentiation, as all students (and teachers) are on their own paths. After practicing receiving and acting upon feedback and self-assessment all year, students will easily be able to complete their self assessment in June.

Self-Assessment Process The process of self-assessment is one that will need to be taught explicitly to students. Self-Assessment requires honest reflection and metacognitive skills, and will be easier when the Notice, Name, Nuture Protocol has been widely used. Students will reflect on their strengths, provide evidence with concrete examples (not always a tangible product, though), look forward to further development by setting goals, and identify the paths that will help them reach these goals.

Connecting to your class What could you use for student self-assessment evidence? Think of an example from an activity that is current in your class.

What is evidence? Video Story Web Hyperlink Reference letter Photograph Construction Written work Dramatization Interview Chart Art work Collage Assignment Graphic story Collection Spoken word Mind Map Poem Anything that shows learning in relation to competencies

Example of Evidence Curricular Competency: Communicate mathematical thinking in many ways Core Competency: Communication Student Self –Assessment: “I can present information when I explain my pattern.” Communication Facet: inquire, interpret and present information. I can present information when I explain my pattern. Learning Plan to be shared orally the student choses the competency

Example of Evidence Curricular Competency: Able to make detailed observations Core Competency: Personal Social (social responsibility) Student Self-Assessment: “I can identify how my actions affect the natural environment.”

Example of Evidence Curricular Competency: Use language in creative and playful ways to develop style Core Competency: Thinking (creative) Student Self-Assessment: “I can combine other people’s ideas in creative ways through the use of multi-media formats to develop my unique style as artist.”

Resources to Support Teachers

Posters There are sets of posters available to for all enrolling classrooms in French and English. 

NVSD Curriculum Hub For the roll out of the New BC curriculum, our school district wanted to find a way to support teachers. In doing this, teacms of teachers started working on unit plans with the new curriculum in mind and to share these unit plans, was born the curriculum hub. With time, this hub started growing into quite a great space where teachers could find support in not only planning and units, but for core competencies support as well as anything curriculum development.

The Curriculum Hub On the HUB, you will find many different CC templates. They are in a developmental sequence and teachers aRE welcome to choose and modify any of the documents to suit their needs and their students. All students will be able to complete a self-assessment and provide evidence of this. What this looks like for each student will be a little bit different, some students will require additional support e.g. EA support and evidence provided as part of the template can be varied.