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Curriculum Transformation

Curriculum Transformation. Moving towards the Reality. Where are we today?. Covering curriculum Subjects and courses Learning outcomes Measuring and assessing student work Evaluation and g rading. Engaging students through an inquiry approach, deep learning

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Curriculum Transformation

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  1. Curriculum Transformation Moving towards the Reality

  2. Where are we today?

  3. Covering curriculum • Subjects and courses • Learning outcomes • Measuring and assessing student work • Evaluation and grading • Engaging students through an inquiry approach, deep learning • Flexible approach Interdisciplinaryanddisciplinary • Learning standards, Big ideas, relevant and meaningful • Descriptive feedback, developing competencies • Learner profiles, communicating student learning Making the Shift

  4. “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” Quote from a teacher through the review process

  5. A Solid Foundation • Clear principles established to guide the transformation and innovation efforts; discussion papers on innovation posted on website • Advisory Groups, Stakeholder Groups and Focus Groups provide guidance and direction • Consultation occurring widely and broadly throughout the province • Involving all in the process and creating a sense of transparency • A collaborative partnership with the BCTF

  6. Developing Clarity • Curriculum is competency driven, concept based giving teachers more flexibility and ability to shape learning experiences • Big Ideas are an important aspect of the Learning Standards that support teachers in planning for interdisciplinary and cross cutting themes • Competencies ( Thinking, Communication, Personal/Social) defined and work continuing on developing profiles • Curriculum drafts developed in key areas of learning K-9

  7. RenewedCurriculum K-9 • Language Arts (including English, French Immersion, FrançaisLangue Première) • Mathematics • Social Studies • Science • Arts • Health and Physical Education • Core French (in progress) • Applied Skills and Career (under discussion)

  8. Competencies • Districts and teacher groups developing profiles of Creative Thinking, Critical Thinking, Communication, Personal Culture and Identity • Illustrative samples and examples gathered from classrooms to support teacher’s understanding of the development of the competencies

  9. Website • New curriculum and competencies work posted on an ongoing basis • Provides additional resources and support • Ongoing updates and information about the transformative work • A vehicle to gather feedback from a wide audience • Vision is for the website to be interactive to support flexibility

  10. What are the Next Steps?

  11. Feedback – What were the themes? • Overwhelming support for the general directions • Appreciation for the flexibility, focus on big ideas and competencies • Supports interdisciplinary and personalized learning • Further in depth analysis of feedback occurring in each subject/discipline area

  12. Feedback – views on the process • “Love that there is no timeline for implementation - and instead waiting to ensure that all voices have been heard.” • “Get the rest of the links up and running!” • “Give us some ideas as to what the reporting piece will look like. Also, timelines... what are we thinking?”

  13. Feedback on Curriculum • Social Studies • Need to further address Geographical thinking • Support for the explicit inclusion of Aboriginal worldview • Science • Provide more support for the specificity of the concepts • Too much content • Environment needs more attention • English Language Arts • Need support for beginning stages of literacy development

  14. Feedback on Curriculum • Math • Need to ensure Aboriginal worldview is evident • Ensure the covering of the basics • Health and PE • Support for inclusion of overall health and healthy behaviours • Arts • Integration options with other disciplines is positive • Need to consider having specialties after grade 8

  15. Questions Being Asked? • Do we have the right balance between flexibility and specificity? • What support materialswill be provided to support the transformation efforts? • Are there illustrative examples, elaborations of concepts that can outline level of specificity? • How will we ensure the foundational skills in literacy and numeracy are addressed?

  16. What lays Ahead?

  17. Continued Work this Fall • Core French curriculum teacher team established including a field facilitator (Claire Guy) • Development and refinement of Competency Profiles to continue in fall • Grade 10 – 12 prototype and development of draft curricula to begin this fall and beyond • Revisions to K-9 according to feedback and to align with the Grad Program requirements • Determine how to address Applied Skills and Career Education

  18. Supporting Transformation Efforts • Grad Program – continued consultations, work with post secondary, G6 providing guidance, Jan Unwin working with Post Secondary and K-12 Ministry • Assessment Framework – identifying and clarity on Large Scale Assessment ( AGPA recommendations), Exam program, reporting and communicating student learning and classroom assessment

  19. How do we as District Leaders Support the Transformative Efforts?

  20. Develop and encourage different planning constructs for curriculum delivery and make examples available to teachers (Planning for big ideas through inquiries, themes, inter-disciplinary, etc) • Encourage and reinforce innovative classroom practices such as (problem based/project based, genius hour, maker spaces, community connections, service learning)

  21. Focus on competency development for students in Thinking, Communication and Personal and Social Competence • Involve teachers in conversations on how to “activate” the competencies in their classrooms – For example, “What does it look like in a classroom when students are creatively, critically thinking?” • Encourage Principals and teachers to become familiar with the Competency profiles and examples on the Ministry website

  22. Insist on effective Assessment for Learning practices • Challenge the practices associated with Assessment of Learning and achievement levels • Encourage different school structures and move away from structures and approaches that impede innovation • Change the “Ya Buts” into “Why nots”

  23. Develop networks of innovative practices to inspire and motivate and create momentum throughout your district • Shift thinking from implementation date to transformational process • Encourage hubs of innovation and identify your teacher leaders

  24. Websites and Documents • https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/curriculum_redesign_update.pdf

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