Curriculum

Content on this page is attributed to the BC Ministry of Education, BCTF, and locals of the BCTF. BCECTA webmaster Kendra Jesske and Vice-President Nicole Jarvis are working on updating this page weekly, as new documents are provided by the BCTF, by local districts, and by the Ministry we will add them here. If you have seen something awesome and helpful, please email us at PSAC77@bctf.ca so that we can share it with teachers!

curriculum-framework1

Please note: All of the groups involved in developing the curriculum (Teachers, Ministry) have been working collaboratively to ensure the curriculum exploration phase is a supportive experience. If you have questions or concerns please send them to the ministry, as feedback is crucial during this time. It’s also a good idea to copy the feedback and send it to your PSA, because it’s likely that a few members of your PSA Executive are also on curriculum development teams.

(The Ministry works in tandem with teacher curriculum consultation teams to develop the curriculum.)


New, from Patti Bacchus, VSB Trustee: “Info re implementation is-pages 5-18 and it’s in PowerPoint.  “

4m Anyone who’s needs the popups in one doc, I finished Sc, SS, ELA on my site: Its in docx to edit

This could be useful:   for FN primary unit plan?

A6: I am trying to give time for my students to do genuine projects and make real connections. See:

Purposeful change… not change for the sake of change. Love the student-centred approach.

Q8 I feel like I just want to try it… more Qs will come up, & new solutions to challenges. Excited to LEARN along with my Ss

Piloting Science 10 provincial exam in SD83

Here are some great videos made by on the new curriculum:

Janet Chow @beyondtech1 District Learning Technologies Staff Developer blending technologies & K/12 curricula in Burnaby, BC.Has many helpful new curriculum guides on her site: digisandbox.wordpress.com



These orange links will require you to log into the BCTF Members’ Portal (you can use your BCTF number or your Employee Number to log in): 

star icon The Nuts and Bolts of the New Curriculum
star icon Professional Development and the New Curriculum

Aboriginal perspective is based on one type of aboriginal person, but many districts  sit on three shared territories. For example,  one school might sit on Kwantlen, Katzie and Semiahmoo.   It’s not that easy for aboriginal people to get over the residential school experience; our students are still dealing with this, but our school represents a sense of belonging. The safe place is school.  They may not be learning the curriculum if they are preoccupied by home life, but they are here.  We do not understand the barriers that they are dealing with at home.  Admin & Aboriginal support workers need to know your kids, all of them; their barriers, poverty, addiction, abuse, neglect etc.   Ask our kids where they are from, lots have a sense of belonging, most of it is oral. If you know what is going on beyond the school it is helpful.  This new curriculum will be implemented, but most districts are able to have someone come in and speak to staff next year.  *Note: Pro-D training related to the new curriculum must not be mandatory. Pro-D is choice. If you have no choice, then it should take place during in-service training, NOT during a pro-d session.

 

 

From: Jim Iker
Sent: November 4
To: bctf Presidents, PSA’s, Executive
Subject: Framework for two additional non-instructional days to support curriculum implementationMemo to:     Local Presidents

Copy to:       Executive Committee
From:           Jim Iker, Glen Hansman, Teri Mooring
Date:            November 4, 2015
Subject:        Framework for two additional non-instructional days to support curriculum implementation

The information around the non-instructional days will be sent to you in two stages.

As you are aware, the BC Teachers’ Federation (BCTF) recently hosted a group of education partners that worked collectively to develop a framework to assist locals and districts in planning the non-instructional days to support curriculum implementation.

Stage One (Stage One is current)
Stage One document | Document première étape

Stage One (attached) contains the big ideas associated with this day that include some suggestions on how to frame the time, considerations for local planning teams, and a flow chart indicating an example of steps that need to be taken. The timeline around these steps will be determined by the local in collaboration with the district. This timeline will be dependent on the time frame they are working with, as well as other local conditions, such as the number of teachers available to assist in the planning and facilitation.

The BCTF and Ministry of Education have determined the number of teachers per district who will be released for this work. In part, we wanted to ensure that locals/districts would receive a minimum of six teachers. A district and local allocation chart is attached.

Stage Two (Our next phase)
Stage Two document | Document deuxième étape

Stage Two information will be sent out by November 6, 2015. Stage Two contains an organizational model divided into why, what, and how categories.
Why the change?
What is it? (an overview of the curriculum changes)
How can teachers begin to explore the changes?
There are suggested topics in the how category so that teachers decide on the area(s) they would like to begin with. The majority of time will most likely be spent on the how category. Additionally, there will be links and video clips provided to assist the planning team in deciding what aspects they will focus on. Some myths about curriculum change will also be addressed.

This Stage Two framework lends itself to a blended approach to learning.

Locals may discuss with the planning teams an approach that is a combination of large group, small group, partners, individuals, etc.

Feedback is an important aspect of Stage Two. There will be more detailed information coming about the process and importance of collecting feedback. The timing of collecting feedback is an important consideration and we suggest it be done after the final in-service day to provide teachers with an opportunity to first explore and discuss the curriculum.

Thank you for your assistance in these matters.

Jim, Glen, and Teri

 


 

Staff are looking at how they will come up with report card comments for curriculum competencies,  so that our  comments are ready for next year for the new curriculum.


Curriculum Framework Document — Stage One (Current phase)

(This section is downloadable in PDF format: Stage1CFD)

Stage One Joint message from: Provincial Curriculum Framework Development Team

We, the members of the Curriculum Framework Development Team representing the BC Teachers’ Federation, Ministry of Education, BC School Superintendents’ Association, and BC Principals’ and Vice-Principals’ Association would like to share with you the work undertaken by this team to support the additional non-instructional time created this year for curriculum implementation.

The work undertaken around the province to support curriculum implementation should mirror the principles that honour shared responsibility and trusts in a collaborative effort, while respecting adult learners. In this manner, it is possible to effectively explore the curriculum by creating a safe space that encourages risk-taking, while valuing a process whereby all come into this as learners. This process of shared responsibility is an opportunity to build on and enhance joint co-operation between educational partners.

During this process we were vested in following the principles of honour, respect, and trust, as outlined in the following graphic.

Screen shot 2015-11-28 at 11.55.11 AM

An invitation

In utilizing the Provincial Curriculum Framework template, it is important to state that the purpose of the document is to include critical pieces of information. It is not meant to be the complete conversation around curriculum. This conversation needs to occur collaboratively at the local level and reflect local strengths, organizational structures, issues, and concerns. The manner in which this unfolds will look different in each location. This framework will help guide teams as they begin to explore the curriculum and supporting documents together.

The process should ensure that the focus is strength-based rather than deficit-based, and should allow for multiple entry points to engage in the dialogue around curriculum. It is therefore critical and cannot be overemphasized that the implementation of the currricula be viewed as an ongoing, long-term process, rather than an event. With this in mind, we understand it will take time for teachers as they begin implementing the redesigned K–9 curriculum in September 2016. Rather, curriculum implementation is an ongoing process built around cumulative, reflective practice supported by all learning partners.

Introduction

The redesign of curriculum maintains a focus on sound foundations of literacy and numeracy and honours the way students think, learn, and grow. So too, the curriculum implementation process needs to honour the manner in which teachers as adult learners think, learn, and grow. To this end the process needs to be one that honours teacher autonomy and professionalism. As districts and locals work though the curriculum, there needs to be opportunities and supports for teachers to make classroom-based decisions to ensure that learning experiences are relevant and meaningful for their students. This redesigned curriculum, which is less prescriptive and more focused on student competencies, will provide opportunities for local decision-making to ensure relevance for students, teachers, educators, and communities.

Aboriginal perspectives and knowledge have been built into the entire curriculum, not as specific courses or grade levels, but as an infusion of Aboriginal ways of knowing. The curricular teams referenced the First Peoples Principles of Learning and put great effort into embedding Aboriginal knowledge and worldviews into the revisions in authentic and meaningful ways, both explicit and implicit.

Advice to local development planning teams

In planning activities for the non-instructional time, teams may want to consider an organizational plan that provides for deeper conversations about the curriculum. Dividing the time into whole- or half-day segments will allow for some flexibility and variety when planning activities. Teams may also want to consider spacing sessions so that teachers, principals, and superintendents have time between sessions to reflect on and explore elements of the curriculum.

Decision-making

It is important that the planning and decision-making for the additional non-instructional days reflect a joint partnership that embeds the core values of learner-led collaboration. The Provincial Curriculum Framework provides planning groups with a flexible structure to use as a basis for these days. It is anticipated that districts and locals will work together in a teacher-led collaborative way to develop a plan that reflects local contexts and best suits their needs. Decisions made at the local level need to be made in a mutually respectful way.

2: The plan should also utilize existing organizational structures such as collective agreement language, joint education change committees, established mentorship processes, learning teams, etc.

In the spirit of collaboration and in the words of Michael Fullan, “The important thing is that you actually try out the ideas in a purposeful manner and build your knowledge through cumulative, reflective practice.”

Composition of local development planning teams

Larger locals will have a greater number of teachers released for the non-instructional days. Therefore consider selecting a smaller planning team first if the total number of facilitators is too big to be feasible for planning purposes. Once the plans are made, the selection of additional facilitators could occur.

Superintendents and Local Presidents should discuss the composition of their local planning teams, prior to each group selecting their members, to ensure cross representation that includes teachers and administrators in the districts. The composition of the local planning team may include curriculum team writers, PSA members, Professional Development chairs, school union representatives, as well as other individuals who have not been involved in the curriculum writing phase.


Curriculum Framework Document — Stage Two

Note: This framework is meant to be a living document and as items become available they will be included here.

The information for the planning teams has been organized into the following organizational framework. The links are provided by sections below.

Why? What? How?
Why the Change? Overview of curriculum Structures to support investigating curriculum

Topics to explore

The planning teams should make their own decisions on how these elements will be organized.

A possible example of organization is, the Why and What sections could potentially be done as a large group on day one of the non-instructional time, and the How section could be done with smaller groupings on the second day of the non-instructional time. The majority of time is probably best spent on the How section using the group structures suggested below.


Why?

Why the change?

BC Ministry of Education documents:

Overview to BC’s Curriculum Transformation Plans

Enabling Innovation: Transforming Curriculum and Assessment (2012).

Curriculum Redesign: Frequently Asked Questions (2015).

Introduction to BCs Redesigned Curriculum (2015).

Présentation des nouveaux programmes d’études de la Colombie-Britannique

Curriculum Redesign: What’s new? What’s the same? (2015).

References Relevant to BC’s Curriculum and Assessment Transformation. [Curriculum Research Base].

The Educated Citizen – mission statement (all curriculum work was grounded in the educated citizen document)
Powerpoint document
Statement of Education Policy Order (pg D-94)

Aboriginal Worldviews and Perspectives in the Classroom: Moving Forward. (2015).
-A resource guide to help support teachers bring Aboriginal content and perspectives into the classroom

Other documents:

Aboriginal Understandings –  First Peoples Principles of Learning. First Nations Education Steering Committee (FNESC).

 


What?

Overview of curriculum: Curriculum 101

Where to find it –  Building Student Success – BC’s New Curriculum. BC Ministry of Education.

How it is organized – Curriculum Orientation Guide. BC Ministry of Education.

The Curriculum Model
A video explaining how the different components of BC’s redesigned curriculum work together to form a conceptual model that is competency-driven.

La structure des programmes d’études
Une vidéo expliquant comment les différentes composantes des nouveaux programmes d’études de la Colombie-Britannique sont interdépendantes et forment un modèle conceptuel basé sur des competences.

Big Ideas
A video explaining what big ideas are and the role they play in the conceptual model of BC’s redesigned curriculum.

Les grandes idées
Une vidéo expliquant ce que sont les grandes idées et le rôle qu’elles jouent dans le modèle conceptuel des nouveaux programmes d’études de la Colombie-Britannique.

Core Competencies
A video explaining what core competencies are and the role they play in the conceptual model of BC’s redesigned curriculum.

Les compétences essentielles
Une vidéo expliquant ce que sont les compétences essentielles et le rôle qu’elles jouent dans le modèle conceptuel des nouveaux programmes d’études de la Colombie-Britannique.

Curriculum Overview

Curriculum Redesign: What’s new?  What’s the same?  A PDF document and PowerPoint that address subject areas.

Redesigning Assessment. Building Student Success: BC’s New Curriculum. BC Ministry of Education.

Resources

Navigating BC’s Curriculum Redesign Website.  BC Ministry of Education. Youtube. 4:37.

Aboriginal Worldviews and Perspectives in the Classroom 
A resource guide to help support teachers bring Aboriginal content and perspectives into the classroom.

TeachBC resource website. BCTF.


How?

a) Structures to support investigating curriculum: Developing a personal support network

Groupings such as the conference model, school groups, subject/role specialists, family of schools, and mentorship groups may be used. Teachers may also want to explore groupings such as:

Edcamps

Swanson, K. (2014). Edcamp: Teachers Take Back Professional Development. Educational Leadership, 71(8), 36–40.

Swanson, K. (2013). Why Edcamp?  Edutopia.

TEDxPhiladelphiaED – Kristen Swanson – EdCamp. TEDx. 16:22.

School inquiry groups and collaborative conversation

Adams, P., and Townsend, D. (2014). From action research to collaborative inquiry: A framework for researchers and practitioners. Education Canada, 54(5), 12–15.

Burden, S., and Gill, D. (2015). Learning together: One school’s success with teacher learning cohortsEducation Canada, 55(1), 8–11.

Donohoo, J. (2013). Why collaborative inquiry?  Collaborative Inquiry for Educators: A Facilitator’s Guide to School Improvement (144 pp.). Thousand Oaks, California: Corwin.

Nelson, T.H., Deuel, A., Slavit, D., and Kennedy, A. (2010). Leading deep conversations in collaborative inquiry groups. The Clearing House, 83(5): 175–179

Schnellert, L., and Butler, D.L. (2014). Collaborative inquiry: Empowering teachers in their professional development. Education Canada, 54(3), 42–44.

Critical discourse

Arriaza, G. (2015). Critical discourse analysis and leadership. Educational Leadership and Administration: Teaching and Program Development, 26.

b) Topics

Place based learning
Fettes, M. (2014). Aboriginal education needs to be place-based education. CEA Blog.

Personalized learning
Personalized learning. BC Education Change.  BCTF.
BC’s Education Plan. BC Ministry of Education.
Personalized learning. BC Ministry of Education.

Inclusion

Alberta Teachers’ Association. What is inclusion? The Learning Team, 18(2).

Alberta Teachers’ Association. (2014). Report of the Blue Ribbon Panel on Inclusive Education in Alberta Schools.

Alberta Teachers’ Association. (2014). Inclusive education in Alberta schools: Getting it right. [Companion document to the Report of the Blue Ribbon Panel on Inclusive Education in Alberta Schools.]

Philpott, D.E., Furey, E., and Penney, S.C. (2010). Promoting leadership in the ongoing professional development of teachers: Responding to globalization and inclusion. Exceptionality Education International, 20(2): 38–54.
*See in particular “Six focus areas” beginning page 43

Teaching to Diversity: ESL, Learning Assistance, Special Education. BCTF.

Know-Do-Understand (KDU model) – (link to come)

Technology and curriculum

Arnett, T. (2014). Personalizing education: How blended learning transforms roles and relationships.Education Canada, 54(4), 16–19.

Burden, S., and Gill, D. (2015). Learning together: One school’s success with teacher learning cohortsEducation Canada, 55(1), 8–11.

Carey, J. (2014). 5 Tips for Classroom Management with Mobile Devices. (Reblogged from the original post at Edudemic).

Tucker, C. (2015). Five Tips for Managing Mobile Devices. Educational Leadership, 72(8), 24–29.

Teacher Inquiry.  BCTF.

Curriculum and pedagogy

New Zealand Ministry of Education. (2007). Effective pedagogy. The New Zealand Curriculum Online.

Tomlinson, C.A., and Moon, T.R. (2013). Chapter 1. Differentiation: An overview. In Assessment and Student Success in a Differentiated Classroom. ASCD.

Aboriginal education. Building Student Success: BC’s New Curriculum. BC Ministry of Education.

Parsons, J., & Beauchamp, L. (2012). Chapter 3: Ways of Knowing.  In From Knowledge to Action: Shaping the Future of Curriculum Development in Alberta.  Alberta Education.

Kaminski, J. (2012). First Nations ways of knowing: Developing experiential knowledge in nursing through an Elder in Residence Program. First Nations Pedagogy. 

K-9 curriculum
.  Building Student Success: BC’s New Curriculum. BC Ministry of Education.

Career Education (link to come)

Applied Design (link to come)

Skills and Technologies (link to come)

Français langue première/Français langue seconde – immersion  (link to come)

Grad years

Graduation Years Curriculum: Proposed Directions.  BC Ministry of Education.
English
French

Curriculum 10-12 First Drafts. Building Student Success: BC’s New Curriculum. BC Ministry of Education.


Additional Resources. Keep checking back for new information.

TeachBC resource website. BCTF.

Project of Heart: Illuminating the Hidden History of Indian Residential Schools in BC

Indian Residential Schools and Reconciliation Resources. First Nations Education Steering Committee (FNESC).

PowerPoint support material (in progress)

BCTF Webinar and Livestream Events

Curriculum Development Forum. January 21, 2015.

Dialogue with BC Technology Education Association (BCTEA)

Full Day Kindergarten. May 13, 2015.

Applied Skills. May 27, 2015.

Curriculum Webinar. June 3, 2015.

Insights into the new BC Arts curriculum: Professional Issues Seminar #2. May 28, 2014.

Insights into the new BC curriculum: Professional Issues Seminar #1. April 9, 2014.

 


Content on in this section is attributed to the BC Ministry of Education https://curriculum.gov.bc.ca/

Click here for the most recently released Draft Curriculum for grades 10-12.
Your feedback will be important to the next steps of development.

Educators can use these support materials and tools as they orient themselves to the new curriculum or in their instructional planning. Revisit the ministry’s new curriculum website often, as resources will be added when they become available.

 

From BCeSIS to MyEducation BC—a look at critical issues
The ministry has adopted MyEducation BC as the new student information system for BC schools to replace BCeSIS. New technologies always raise issues–from implementation and support to privacy in the era of “Big data.” This Powerpoint frames some of these issues
 

 

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