CISPG schools are currently implementing a new BC curriculum with a greater focus on understanding concepts and processes as well as personalized learning experiences that better reflect individual student strengths and challenges. Information about the new curriculum can be found on the BC Ministry of Education website.

Why is the Curriculum Changing?

We live in a constant state of change. As a result, the BC Ministry of Education has redesigned the curriculum to better engage students in their own learning and to foster the skills and competencies students will need to thrive in a complex, ever-changing global society. The new model must be one that is learner-centred and flexible and maintains a sound focus on literacy and numeracy while supporting deeper learning. The redesigned curriculum must also support the development of citizens who are proficient thinkers and communicators and personally and socially competent in all areas of their lives. The rationale for the redesign of BC curriculum can be further explored in BC’s Education Plan.

Key Features of the Redesigned Curriculum:

• Core Competencies: Communication, Thinking, Personal and Social Competency

The Core Competencies are the intellectual, personal, and social skills that all students need to be successful. They are at the centre of the curriculum redesign in BC. Read about the Core Competencies, including profiles and illustrations.

• Curriculum Model: KDU

All areas of learning are based on a three-dimensional “Know-Do-Understand” Model that supports a concept-based competency-driven approach to learning. Three elements, the Content (Know), Curricular Competencies (Do), and Big Ideas (Understand) work together. This model is further described in the document Introduction to BC’s Curriculum Redesign.

• Changes to Assessment

The redesigned curriculum highlights the importance of formative assessment, a teaching practice that strengthens student ownership of learning and includes: clarifying and sharing learning targets and criteria; providing feedback to students in a timely manner; strategic use of questioning; and using students as learning/teaching resources for one another. Read more about BC’s K-12 Assessment System.

• Changes to Reporting

The new curriculum also supports a shift from the reporting of student progress at various “fixed” intervals to “communicating student learning” on an ongoing basis using authentic assessment practice. Your Kids Progress describes the public’s view of the current state of reporting in BC. A final draft of BC Ministry expectations regarding reporting should be completed by the end of the 2017-2018 school year.

• Increased Focus on Aboriginal Perspectives and Content

The curriculum redesign incorporates Aboriginal voice and perspective and ensures that Aboriginal understandings are part of the learning journey for every student. Aboriginal perspectives are now clearly embedded in all strands of the BC curriculum in authentic and meaningful ways. An important aspect of Aboriginal worldviews is place-based learning where teachers are encouraged to teach in ways that respect the uniqueness of students’ “place” and occur both within the school and the wider community. The First Peoples Principles of Learning generally reflect First Nations pedagogy.