BC Core Competencies BCSSA November 21, 2013. CurriculumAssessment Graduation Requirements Communicating Student Learning Trades/SkillsReadingStudent.

BC Core CompetenciesBCSSA

November 21, 2013

Curriculum Assessment GraduationRequirements

CommunicatingStudent Learning

Trades/Skills Reading StudentSupports

AboriginalEducation

CompetenciesEducatedCitizen

Curriculum Assessment GraduationRequirements

CompetenciesEducatedCitizen

CommunicatingStudent Learning

Trades/Skills Reading StudentSupports

AboriginalEducation

3 PILLARS THAT SUPPORT THE DEVELOPMENT OF THE BC EDUCATED

CITIZEN

Literacy and Numeracy Foundations grade level expectations for required skills in reading; writing; and

numeracy expressed in the Reading, Numeracy, and SR Performance Standards

Understanding and Application of Rich Content prescribed learning standards for concepts and content in curriculum expressed in the curriculum

Core Competencies broad areas of development: thinking; communication; personal &

social development expressed in the competency continua

1. What are the BC Core Competencies?

Communication and ThinkingCommunication (oral, written, visual, digital;

includes collaboration and reflection)Critical thinkingCreativity

Personal and Social CompetencePositive personal and cultural identityPersonal awareness and responsibility (includes

self-regulation)Social awareness and responsibility

2. How were the competencies identified?

Provincial consultation and extensive research identified the BC core competencies that support life-long learning.

They are a series of descriptive profiles that

describe student development over time. They are based on actual classroom samples from BC learners and show students moving from early, emergent stages to increasingly complex and sophisticated learning.

3. How are the continua being developed?

In collaboration with a development team, teams of teachers in multiple school districts gathered and analyzed student samples and observations which included student voice.

4. How do they connect with the curriculum?

They are embedded within all curricula areas. As curriculum documents are developed, they will be prominently featured in the integrated inquiry based units.

5. What is the connection to the Performance Standards?

Performance Standards are associated with Literacy and Numeracy Foundations. Performance Standards reflect grade level standards and the Competency continua describe student development in terms of a progression of profiles that are not linked to grade levels.

Social Responsibility Performance Standards are embedded in the Personal and Social Competency

6. Will teachers have to report on the competencies?

Yes and not in the same way that subject areas are currently reported. There will not be letter grades or percent.

At regular intervals parents will be informed about their child’s current profile.

7. When will they be available for review?

Drafts of Creative Thinking, Positive Personal and Cultural Identity and Communication will be available in January 2014.

Core Competencies are built to last looking ahead to a future we cannot predict.

BC Teacher

BC Core Competencies

overview of each competency is presented as concentric circles with fuzzy/blurred lines separating Profiles 1 through 4 – 8 (communication)

a profile description incorporates all facets, although at different levels, some may be more prominently featured than others

each profile level would be illustrated by a set of student examples (photos, videos, writing, pictorial, audio …) accompanied by teacher notes and annotations

some samples would illustrate all facets of the profile; others would focus on 1, 2 or 3. Taken together, they would ‘show’ what this profile really looked like. The illustrations would be at least as important as the descriptions.

Student Samples

building from what students are doing, trying to do, and hoping to do makes our work authentic. The continua need to represent what is and can be.

competency continua are about expanding and growing; not successive approximations of accuracy/precision (written in broad statements: big picture of development)

based on what we can see/hear in student voices and samples (actual samples from BC learners)

always from the point-of-view of the learner

BC Core CompetenciesKey Messages

INCLUSIVE: everyone is included in the competencies

STRENGTH-BASED: they are additive and progressive

 STUDENT-CENTERED: written in the voice of the

learner; describes how students demonstrate their competencies

HOLISTIC: profile the learner at various stages of

development ((they are NOT rubrics for assessing isolated pieces of student work)

BC Core CompetenciesKey Messages

INTERCONNECTED: 5 competencies are integrated and interconnected in representing the development of the whole child

COHERENT: competency continua form the basis for work across subjects, departments, and grade levels to bring coherence

EVERYONE’S RESPONSIBILITY: integrated into every aspect of school life (Me To We; Spirit Day; Intergenerational experiences)

 BC CLASSROOM BASED: developed in collaboration with

BC teachers and students  

BC Core CompetenciesKey Messages

CONTINUOUS AND LONGTITUDINAL: look at the scope of student learning over time in school and beyond

10. AUTHENTIC: reflect real life experiences; competencies connect to student aspirations, passions, and relevant to life long learning

BC Core Competencies are intellectual, personal, and social skills students need to develop to engage in deeper learning. They are the unifying piece directly attached to the learner.

Communication Competency

PROFILES AND SAMPLES

Related facets of Communication Competence

• CE • AIP

• ER• C

Connect &

Engage

Acquire, interpre

t, presentExplain/recount

& reflect

Collaborate

Connect and Engage

make connections and engage to develop ideas; interactive

students learn to engage in informal conversations, as well as contributing to focused discussions about ideas.

usually oral or digital (e.g., lit circle; online forum; blogs/comments)

adult examples: personal conversations; political or sport-related discussions; talk shows; book clubs; “town halls”; blogs/comments

Acquire, interpret and present information

acquire and share for many purposes—academic, personal, social, work-related usually involves digital media as both sources of information and presentation

represent in many ways – models, visuals, videos, presentation software, writing, speaking, demonstrating

entwined with thinking—becomes increasingly complex and strategic

often includes inquiryadult examples: create/interpret--presentations;

demonstrations; persuasive texts; research reports; procedural presentations (how-to)