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Parent Information Meeting February 25, 2016 – PowerPoint PPT presentation

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Title: Parent%20Information%20Meeting%20February%2025,%202016


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Parent Information Meeting February 25, 2016
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Curriculum Redesign
September 2015
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  • Schools in the province assist in the development
    of citizens who are
  • 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.
  • Schools in the province assist in the development
    of citizens who are
  • 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.

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If we teach our children as we did yesterday, we
rob them of the future. John Dewey (American
Philosopher and Educator)
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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 Transforming a system as complex
as education takes time and to do it well
involves extensive ongoing consultation, thorough
research and exploration of possibilities, and
detailed planning.
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The change and transformation is really not
about curriculum. It is actually about how we
engage students in learning and what we do in
classrooms with our students.
LEARNING ENVIRONMENTS (Nature of Learning)
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Curriculum Key elements
  • Core Competencies sets of intellectual,
    personal, and social and emotional proficiencies
    that all students need to develop in order to
    engage in deeper learning. 21st century skills
    for all students!
  • Big Ideas a statement that is important to ones
    understanding in an area of learning. A big idea
    is broad and abstract generally timeless and is
    transferable to other situations (i.e. Gr. 4
    Socials - Cultures change as they become
    integrated into a larger society)
  • Curricular Competencies explicit statements of
    what students are expected to be able to do in a
    given grade and area of learning.
  • Content and Concepts what students should know
    and understand in a given area of learning at a
    particular grade level. They define the core
    knowledge (content and concepts) essential to the
    development of big ideas for that area of
    learning in that grade.

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  • CORE COMPETENCIES
  • Provincial consultation and extensive research
    identified these categories of core competencies
    that support life-long learning
  • Thinking Competency
  • Critical thinking
  • Creative thinking
  • Communication Competency
  • (oral, written, visual, digital includes
    collaboration and reflection)
  • Personal and Social Competency
  • Positive personal and cultural identity
  • Personal awareness and responsibility (includes
    self-regulation)
  • Social awareness and responsibility
  • https//curriculum.gov.bc.ca/

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Curriculum Redesign Directions
What are the new directions? What will stay the same?
Increased flexibility and space for teacher innovation, student passions, and greater depth of study Big Ideas for each grade in each area of learning Explicit focus on competencies Support for inquiry, project-based, hands-on, and interdisciplinary approaches Aboriginal perspectives and content authentically integrated into all subjects A common framework for all areas of learning Rigorous learning standards in each area of learning A strong focus on the foundations of reading, writing and mathematics Subjects such as Math, Science, Language Arts, and Social Studies remain at the heart of every students education
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September 2015
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Applied Design, Skills, and Technologies
Whats new? Whats the same?
Name change to Applied Design, Skills, and Technologies, better capturing the scope and nature of this learning Expansion of curriculum to include K7 Curriculum organized into Foundations (K5), Explorations (69), and Specializations (1012) Framework for unified and discipline-specific curricular competencies with increased focus on design thinking Increased space for teacher innovation and recognition of emerging disciplines Valuing of applied learning Recognized disciplines Business Education, Home Economics, Information Technology, and Technology Education Emphasis on hands-on making Combination of provincial and local curricula, industry certifications, and community connections
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September 2015
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Arts Education
Whats new? Whats the same?
Unified K8 curriculum for the four disciplines dance, drama, music, and visual art Grades 9 and 10 core and discipline-specific curriculum Grades 11 and 12 discipline-specific curriculum Artistic habits of mind serve as organizers for curricular competencies Content relating to elements, processes, skills, and techniques of all four distinct core disciplines dance, drama, music, visual art Focus on creative and artistic processes, discipline-specific literacy and language Connections between grades to support multi-year program models Engagement of students in creative processes and dialogue
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September 2015
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Career Education
Whats new? Whats the same?
Career Education as its own area of learning Honouring experiential learning beyond the classroom Developmentally appropriate curriculum organized in stages Awareness and Exploration (K5), Exploration and Experience (69), and Experience that focuses on transition (1012) Curriculum will be developed in the 20152016 school year Value on Career Education as one of three goals of British Columbias education system Connection to all areas of learning Recognizes the need to personalize learning aligned with students varied interests and aspirations Student planning strategies
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September 2015
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Core French
Whats new? Whats the same?
Flexibility of the new curriculum to support a wide range of modern approaches to language instruction Integrated nature of the new curriculum there are no stand-alone pieces, but rather all elements are linked and interconnected Notion that culture is not just something to learn about, but is seen as a vehicle for acquiring deeper understanding of the language, of others, and of oneself Development of all of the language competencies reading, writing, listening, speaking and interacting Use of authentic documents and tasks to support the development of communication skills Notion that acquiring French includes learning about Francophone culture Inclusion of many of the skills and competencies of the can do statements from the 2011 draft curriculum, which was based on the philosophies and principles in the Common European Framework of Reference (CEFR). These skills have been woven into the Curricular Competencies
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September 2015
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English Language Arts
Whats new? Whats the same?
Increased focus on the importance of identity, culture, and multiple perspectives the joy of reading and literature and Aboriginal content, worldviews, and First Peoples Principles of Learning Content arranged under three headings Story/text Strategies and processes Language features structures and conventions Curricular Competencies arranged under two curriculum organizers Comprehend and Connect, Create and Communicate All six of the language arts elements reading, listening, viewing, writing, speaking, and representing remain inextricably interwoven The theoretical underpinning of the redesigned curriculum is constructivism, or meaning-making There is a continued focus on critical, creative, and reflective thinking
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September 2015
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Mathematics
Whats new? Whats the same?
Foundational skills are clearly indicated in the Content for each grade Content has been further aligned to support the developmental progression of students Aboriginal perspectives are infused in the learning standards and elaborations at each grade The curriculum is designed for students to become financially literate and able to make sound financial decisions Foundational skills and processes of Mathematics remain an integral part of the Mathematics curriculum and reside in the Content and Curricular Competencies Application of foundational skills to problem solving continues to have a strong focus in the curriculums goal of developing well-educated citizens
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September 2015
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Physical and Health Education
Whats new? Whats the same?
Holistic understanding of well-being by combining the learning standards and Big Ideas for Physical Education and Health Education Promoting and developing all aspects of student health and wellness, including physical, social, and mental well-being Focus on developing healthy habits in all areas of health that students will continue to practice after graduation Physical and health education as important components of British Columbias educational program Development of knowledge, skills, and mindsets to make informed decisions for lifelong participation in physical activities Development of the knowledge, skills, and strategies needed to make responsible and informed health and safety decisions
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September 2015
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Science
Whats new? Whats the same?
Introduction of skills and processes of science in Kindergarten, growing in sophistication through grade 12 Strengthened focus on ecology and environmental education for K9 Inquiry prompts to support Big Ideas Focus on and support for place-based learning Skills and processes of science remain integral Identified areas of science (i.e., biology, chemistry, physics, and Earth/space science)
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September 2015
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Social Studies
Whats new? Whats the same?
Increased focus on historical and geographic thinking skills Increased infusion of multiple perspectives, particularly Aboriginal, via curricular competencies and content Greater focus on depth rather than breadth Enhanced content related to the contributions and experiences of East and South Asian immigrants, including historical wrongs committed against these groups Grade-assigned topics mostly maintained Topics drawn from history, geography, civics, and economics Basic content and structure of the Social Studies discipline Development of educated, active citizens
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September 2015
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  • We must be the change we wish to see in the
    world.
  • Ghandi

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Yong Zhao FIX THE PAST? OR INVENT THE FUTURE?
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