Process
What Happens After January?
•
By the Spring of 2013, the Ministry will create a ‘Proposed Directions for
Graduation’ discussion document based on feedback received from the
regional consultation sessions and other sources
•
The discussion document will be used to initiate a second round of
consultation involving further, but more focussed, dialogue about
graduation requirements
•
Recommendations for new graduation requirements will be prepared for
Government consideration after this further consultation period
Note: The implementation of new graduation requirements is at
least two years away. There will likely be a transition period
from the current to new graduation requirements
Provincial Partner Groups
• BC Colleges
• BC Confederation of Parent
Advisory Councils
• BC Association of Institutes and
Universities
• BC Chamber of Commerce
• BC Principals’ and Vice-Principals’
Association
• Council of Administrators of Special
Education
• BC School Superintendents
Association
• Continuing Education Directors
• BC School Trustees Association
• BC Student Voice
• BC Teachers’ Federation
• Research Universities’ Council
• Conseil Scolaire Francophone de la
Colombie-Britannique
• Federation of Independent School
Associations
• First Nations Education Steering
Committee
How did
we get here?
The Challenge
We have a strong, stable system, but need a more
nimble and flexible one to better meet the needs of
all learners.
Building on Strengths
• Strong starting position:
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motivated students
outstanding teachers
committed parents
skilled administrators
dedicated education partners and community members
• Staying solid on the basics, and developing key
competencies
• Rigorous provincial-level student assessment,
performance standards, and reporting
• Flexibility and choice
Actions So Far
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•
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Educated Citizen
Early Years and Early Intervention
Curriculum and Assessment Framework
Province-wide Conversations
 Regional sessions throughout the province
 District-led sessions
 Meetings with partner groups
 Broad (conferences) and personal (team visits, in Ministry
and in the field)
 Online public forum (questions and comments)
BC Education Plan: Key Elements
1. Personalized learning for every student
2. Quality teaching and learning
3. Flexibility and choice
4. High standards
5. Learning empowered by technology
Meeting Objective
• Gather input to develop recommendations
for new graduation requirements
Current Grad Requirements
• 48 credits from required courses
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Planning 10
a Language Arts 10*
a Language Arts 11
a Language Arts 12*
a Mathematics 10*
a Mathematics 11 or 12
a Fine Arts and/or Applied Skills 10, 11 or 12
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Social Studies 10
a Social Studies 11* or 12
Science 10*
a Science 11 or 12
Physical Education 10
• 28 credits from elective courses, and
• 4 credits from Graduation Transitions
80 Credits Total
• 5 required exams (in courses noted by *)
School Completion/Evergreen Certificate and
GED are not Graduation credentials
Adult Grad Requirements
• 20 credits from required courses
■ a Language Arts 12
■ a Mathematics 11 or 12
■ a Social Studies 11 or 12
■ And two Grade 12 level
OR
■ 3 Grade 12 level ministry
authorized courses
• Eligibility Requirements
■ a student must be a minimum of 18 years of age to begin the adult
graduation program
■ A student must, after entering the program, take a minimum of 3 courses,
but can transfer over 2 from previous schooling if they have eligible courses.
Collecting Information
• Each table assigns a scribe
(very important role)
• Capture conversations on feedback forms
Question 1
What do you think are the core or
essential things all students should know,
understand and be able to do by the time
they leave secondary school?
The Educated Citizen
• 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.
Curriculum
Context
Competencies
Phases K-12
Prototype
The following objectives guide the work of the Ministry
of Education for Aboriginal students in British Columbia:
• Aboriginal voice is increased in the Provincial education
system.
• Knowledge of Aboriginal language, culture and history is
increased throughout the Provincial education system.
• The Provincial education system provides for focused
leadership and informed practice for increasing Aboriginal
student success.
First Peoples Principles of Learning
• 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.
First Peoples Principles of Learning
• 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.
How…
Increase Aboriginal voice by involving
Aboriginal people in educational planning
and decision-making at all levels;
Increase the knowledge of Aboriginal languages,
cultures, histories and pedagogy for all
students and teachers (as this will benefit
both Aboriginal and non-Aboriginal students);
and
Use informed practice to help Aboriginal
students succeed.
Context for Curriculum
• Size: create space to allow creative uses
• Nature: focus on competencies and
higher-order concepts
• Organization: clear standards for areas of
learning
• How curriculum is experienced:
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standards combined and integrated in various ways
courses if necessary, but not necessarily courses
Draft Prototype: Science – Year 7
Curriculum Elements
Draft Cross-Curricular Competencies*
• Communication
• Critical thinking
• Creative thinking and innovation
• Personal responsibility and well-being
• Social responsibility
Continua developed by teams of teachers will
support assessment and reporting of competencies
* In development
Curriculum Organizers
• Curriculum organizers identify the structure
of the curriculum as it relates to the
discipline(s) it is based upon
Identity, Society and Culture
Governance
Economy & Technology
Environment
Cross-Curricular Competencies
• Highlights that cross-curricular competencies are a key feature
of the curriculum and make clear what skills/processes of each
competency are focused on that year.
Communication
(C)
Critical Thinking
(CT)
Creative Thinking
and Innovation
(CI)
Personal
Responsibility
(PR)
Social
Responsibility
(SR)
Big Ideas and Learning Standards
• Big Ideas identify the enduring understandings of the area of
learning; Learning Standards describe what students are
expected to understand and demonstrate
Contact with others
influences peoples’
distinct cultural beliefs.
Governance structures
affect people’s rights
and responsibilities.
examine the distinct cultures of
First Nations groups living in
British Columbia prior to
contact with Europeans
compare pre-contact
governance structures of
Aboriginal communities with
those of early European
settlements in BC and Canada
C , CT, GC
appraise the effects of early
contact between Aboriginal
societies and European
explorers and settlers
CT, GC
C , CT, GC
assess the impact of Canadian
governance on Aboriginal
people’s rights
CT, GC
Through time humans
have faced challenges
and met needs by
developing new systems
and technologies.
investigate technologies
developed by Aboriginal
people
C, GC
describe early trading
systems of Aboriginal
cultures in BC
C
Geography and way
of life affect one
another.
analyze Aboriginal peoples’
historic and contemporary
relationship with the land and
natural resources
C, CT, GC, SR, ES
predict the impact of all
Canadians adopting
Aboriginal world views
CI, GC, PR, ES
Links
• Links provide additional information (written, visual, audiovisual) to clarify and support the curriculum, for example:
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Example inquiries and cross-curricular projects
Demonstrations of learning
Draft Prototype: Science – Year 7
Question 2
Beyond the core, how could pathways
for choice or exploration
be provided?
Finland
Germany
Question 3
Research is underway with focus on the following
five cross-curricular competencies* :
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•
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Communication
Critical Thinking
Creative Thinking and Innovation
Personal Responsibility and Well Being
Social Responsibility
How do you think students could demonstrate
these competencies?
* In development
Current Research
Working Description of Competencies:

Communication is the imparting or exchange of information, experiences,
and ideas through language, symbols, movement, or images to build a
common understanding
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Critical Thinking is focused on deciding what is reasonable to believe or do
in a given situation
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Creative Thinking and Innovation means generating and implementing new
ideas
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Personal Responsibility and Well Being is taking responsibility for one’s
actions, making ethical decisions in complex situations, accepting
consequences, and understanding how one’s actions affect others; includes
financial literacy
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Social Responsibility is being able to take the perspective of and empathize
with others, to recognize and appreciate diversity, to defend human rights,
to solve problems in peaceful ways, and to contribute towards social,
cultural and ecological causes; includes collaboration and teamwork
Current Research
 Concept Paper on Critical Thinking
 Concept Paper on Creative Thinking and Innovation
 A group of language arts experts are looking at the
Communications and Research Paper on Aboriginal
Perspectives
Question 4
How could student learning be
communicated to:
• Students
• Parents/Guardians
• Post secondary Institutions/Employers
Reporting
Proposed Directions for Assessment
Student Assessment
• Multiple approaches, emphasizing student self-assessment
and assessment for learning
• Developmental continua and exemplars for cross-curricular
competencies
• Example demonstrations of learning
• Refreshing existing performance standards
Proposed Directions for Assessment
Large-Scale Assessment
• There will be provincial assessments at elementary and secondary
grades—what they will look like is TBD.
•
Will be designed to support learning.
•
Incorporate a wider variety of formats than present, including
performance tasks, structured inquiries, classroom-based
assessments.
•
In elementary, both foundation skills and competencies will be
assessed.
•
In secondary, increased emphasis on competencies and key areas of
learning (will tie in to discussions on graduation requirements).
Reporting
Communicating Student
Learning
Communicating Student Learning:
Directions and Feedback to Date
• Shift from “reporting” to “communicating student learning”
• Reporting on cross-curricular competencies and areas
of learning
• Ongoing communication with provincial guidelines and
supports
• Formal, written summative reporting at key times in the year
• Clear performance standards-based language
• No letter grades for K-9; varied views for Grades 10-12.
• No percentages - varied views
Question 5
How would you design an awards
program to recognize student success in
a personalized learning environment?
Background
In January, 2012, Ministry staff convened a focus group of
senior staff in five school districts to consider the future of a
provincial awards program. The group suggested the following
changes:
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revise the provincial awards program to better align with personalized
learning
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divert scholarship funding from passport to education and the provincial
exam scholarship to the district/authority award,
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renew scholarship criteria to focus on all aspects of student success
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develop criteria with enough flexibility to reflect unique district and
community priorities
The Ministry is consulting more widely among education
partners and stakeholders this fall.
Next steps
• Synthesize/analyze input from regional sessions
into regional report
• Present regional report with recommendations
to Ministry and partner groups in January 2013
• Provincial synthesis of 6 regional reports
into final Provincial Report in Spring 2013
(for public review)
Appendices
APPENDIX CONTENT to go here
Three Phases of Learning
• Foundation Years: K-5?
• Middle Years: 6-9? 6-10?
• Graduation Years: 10-12? 11-12?