Vancouver June, 2013 AGPA

The apple has evolved.

Learning environments should be: Learner-centred: highly focused on learning but not as an alternative to the key role for teachers Structured and well-designed: needs careful design and high professionalism alongside inquiry & autonomous learning Profoundly personalised: acutely sensitive to individual and group differences and offering tailored feedback Inclusive: such sensitivity to individual and group differences means they are fundamentally inclusive Social: learning is effective in group settings, when learners collaborate, and when there is a connection to community. OECD on Learning Environments…

Learners at the Centre The social nature of learning Emotions are integral to learning Recognizing individual differences Stretching all students: Assessment for learning Building horizontal connections OECD 7 Principles of Learning

There is a great difference between knowing a thing and understanding it. Charles Kettering

INTENDED Curriculum What we want students to know, do, and learn. Usually prescribed by the province, could be locally developed. TAUGHT Curriculum What teachers actually teach in the classroom through the education programs and lesson plans they deliver. LEARNED Curriculum – What students actually learn (a change in knowledge, skills, attitudes) as a consequence of the taught curriculum. ASSESSED Curriculum – Student learning identified through assessment. Assessments typically capture a subset of the learned curriculum. Many detailed PLOs Fewer High Level Learning Outcomes Teachers prioritize Learning Constrained by Current System Limited set of assessment tools Student-Parent-Teacher co-construct Richer more relevant personalized learning Multi-dimensioned documentation of learning PERSONALIZED LEARNING STATUS QUO Re- thinking Curriculum

Guiding Principles for Curriculum Design Make curriculum more flexible to better enable teachers to innovate and personalize learning. Reduce the prescriptive nature of current curricula while ensuring a solid focus on essential learning. Focus new curricula on higher order learning, giving emphasis to the key concepts and enduring understandings (big ideas) that students need to succeed in their education and their lives. Make explicit the cross-curricular competencies that support life-long learning. Respect the inherent logic and unique nature of the disciplines while supporting efforts to develop cross-curricular units. Integrate Aboriginal worldviews and knowledge. Develop assessment and evaluation programs that align with the changed emphases in curriculum.

Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors. Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place). Learning involves recognizing the consequences of one’s actions. Learning involves generational roles and responsibilities. Learning recognizes the role of indigenous knowledge. Learning is embedded in memory, history, and story. Learning involves patience and time. Learning requires exploration of one’s identity. Learning involves recognizing that some knowledge is sacred and only shared with permission and/or in certain situations. First Peoples Principles of Learning

Current Design Social Studies Grade 4

Work to Date & Future Plans Curriculum and Assessment Framework Advisory GroupDecember 2011 to April 2012 Regional SessionsFebruary to June 2012 Enabling Innovation document releasedAugust 2012 Curriculum design meetings with subject-matter expertsSummer/Fall 2012 Curricular design to field for review and feedbackJanuary 2013 Overview paper on CompetenciesJanuary 2013 Establish Standing Committee on Provincial CurriculumJanuary 2013 Curriculum development with regions/educators  Curriculum  Competency Continua  Demonstrations of Learning; Inquiries December 2012 to June 2013 (grades K-10) December 2013 to June 2014 (grades 11-12) (tentative) Post draft K-10 curriculumSummer 2013 Available for classroom trials/refinementSeptember 2013 to June 2014 (grades K-10)

Development Team Composition English Language Arts  5 BCTF teachers (includes 1 Aboriginal rep and the PSA president)  1 Independent school teacher  1 Principal  2 Field consultants Science  8 BCTF teachers (includes 1 Aboriginal rep and the PSA president)  1 Independent school teacher  1 Retired teacher  1 FNSA teacher TBD  1 Field consultant Arts Education  9 BCTF teachers (includes 2 Aboriginal reps)  1 Independent school teacher  1 Field consultant Social Studies  7 BCTF teachers (includes 2 Aboriginal reps)  2 independent school teachers  1 field consultant Math  8 BCTF teachers (includes 1 Aboriginal rep and the PSA president)  1 Independent school teacher  1 UBC academic rep Français Langue Seconde – Immersion  8 BCTF teachers  1 Principal Health/PE  8 BCTF teachers (includes 1 Aboriginal rep)  1 Independent school teacher Français langue Premier  9 BCTF teachers

Competencies Three cross-curricular competencies, each with a number of sub-domains: Thinking Competency Critical thinking Creative thinking Reflective thinking Personal and Social Competency Positive personal and cultural identity Personal awareness and responsibility Social awareness and responsibility Communication Competency Use of language and symbols Digital literacy

District Involvement in Competencies School DistrictArea SD 71 - Comox ValleyCommunication SD 61 - Greater VictoriaThinking SD 43 - CoquitlamCommunication SD 38 - RichmondThinking SD 57 - Prince GeorgeCommunication SD 52 - Prince RupertPersonal and Social SD 36 - SurreyPersonal and Social SD 83 - North Okanagan-ShuswapThinking SD 67 - Okanagan SkahaPersonal and Social

Innovations to pursue: Reporting on higher-level learning standards inclusive of competencies Using performance standards language to communicate student learning in lieu of letter grades Use of technology to support communication of learning Personalized Learning: Communicating Student Learning

Early Intervention Approach Improved Transitions for students with special needs Work with 9 Districts and 1 independent school Special Needs

Skills and Trades About 4,000 out of 40,000 grade 12 students take trades or technical training after graduation. Targets to increase trade seats and dual credit programs (50% over current levels). New pathways to graduation and certification that better recognizes trades training. Build stronger partnerships between school districts, local industry, and PSIs

Increase the number of BC children who are successful, engaged readers; Superintendent of Reading – Maureen Dockendorf Use current research to understand what fosters reading success; Implement Provincial Framework;  Early Reading Advisory and Support Team Changing Results for Young Readers

Regional Grad working sessions – Fall 2012 Outcome: Ideas for change to Graduation Program collected by January 2013 Career preparation (including Trades and Technology training) Personalized Learning: And… Graduation Requirements