Update on Education Transformation and the Science Curriculum

Education
Transformation:
Curriculum
Redesign
March 2nd, 2015

The Challenge
 We enjoy a strong, stable system, but need a
more nimble and flexible one to meet the needs
of 21st century learners
 System designed for an earlier century can’t
always meet the challenges students face – both
now and in the future
 World has changed and continues to change,
so the way we educate students needs to
continually adapt

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.

• Core Competencies are explicit in redesign
• Focus on the important concepts and big ideas inherent
in the discipline
• Emphasize higher order learning and deeper learning
• Integrate and embed First Peoples Principles of
Learning and Aboriginal knowledge and world views
CONCEPT-BASED, COMPETENCY-DRIVEN CURRICULUM…
Guiding principles

• Reduce the prescriptive nature of curriculum
• Allow for flexibility and choice for teachers and student
• Enable teachers to be more creative and innovative in
their design of learning experiences
• Align assessment and evaluation with the redesign of
the curriculum
Guiding principles

Provincial consultation and extensive research identified these
categories of core competencies that support life-long learning:
• Thinking Competency
o Critical thinking
o Creative thinking
• Communication Competency
(oral, written, visual, digital; includes collaboration and reflection)
• Personal and Social Competency
o Positive personal and cultural identity
o Personal awareness and responsibility (includes self-
regulation)
o Social awareness and responsibility
Core Competencies

B.C.’s KDU (KUD) Curriculum Model
o the 3-D curriculum model: Know, Understand, Be
able to Do
o B.C.’s KDU model
o content learning standards = what students will know
o curricular competency learning standards = what
student will be able to do
o big ideas = what students will understand

BC’s Model: A Work in Progress

Areas of Learning (K-9):
• English Language Arts
• Mathematics
• Science
• Social Studies
• Arts Education
• Français Langue Seconde Immersion
• Français Langue Premiere
• Physical and Health Education
• Languages (Core French) – underway
• Applied Skills – under discussion
• Career – preparation underway
Status of Curriculum Development

Feedback Process
There has been a large volume of feedback
received and website views.
Feedback Methods:
• Curriculum e-form
• SD Focussed reviews, 16 Schools/Districts
• Emails from individuals and organizations
• Competency e-form

What were positive features of the
curriculum redesign?
Overall Direction:
 Overall, we fully support the new directions taken . . . recognizing
change is needed to prepare students better for a future in a vastly
more complicated and less predictable world. [DF85-AC]
 Being more concept-based is in line with educational research. [OF566]
 These changes are long overdue. The biggest strength is, by shortening
that enormous list of learning outcomes, we can now focus on thinking
and learning and the big ideas. Now there is some flexibility to help us
better personalize learning and to find ways to use areas of student
interest to facilitate learning. [OF133]
 Overall I like the redesigned curriculum format. The essential ideas are
well laid out and explained. The big ideas give the teacher an
opportunity and freedom to work within the concepts and have a
degree of autonomy. [OF599]

Curriculum Elements:
 The most popular features of the renewed curriculum are
the elements, with big ideas leading in popularity
 Respondents appreciated that the renewed curriculum
gives a focus on big ideas and important concepts,
rather than minute details
 “Absolutely love the big ideas. The big ideas really allow
for understanding by backwards design. The concepts
and content are also nicely organized and allow for
clear and concrete outcomes that students will
understand.” [OF434]
 They inspire me to create unit plans based on each big
idea. [OF141]

Every learner leaving our
schools as curious as when they arrive
Judy Halbert and Linda Kaser

Science feedback: highlights
Positive feedback included:
 the framework
 science competencies and big ideas
 place-based focus
 greater flexibility
 opportunities for inquiry and active learning
 expanded focus on chemistry

Science feedback: Highlights
“The rationale document is the best I've seen in
all my years of science teaching. It actually
sounds like it [was] created with the input of real
scientists, or at least, by those who understand,
respect, and follow the methods of science. The
focus on developing scientifically minded (or
scientifically literate) citizens is the most
worthwhile endeavor that we can embark on in
science education; this rationale document not
only allows science teachers the freedom to
pursue this goal but requires it.” (DF154)

Suggestions for improvement included:
 Greater clarity
I STRONGLY urge a specific focus on environmental literacy through
the entire curriculum and in every grade. The proposed draft either has
removed attention on environmental education or has worded it in
such an embedded way that it is not apparent. (OF189)
 Alignment between standards and rationale
and goals
The Rationale speaks to developing citizens with a caring and
responsible disposition, and an understanding of the social, ethical,
and environmental dimensions of issues. Yet going further into the draft
curriculum it is not evident to me how this is to be achieved as the
grade specific draft curriculum lacks alignment with this opening
discourse.” (DF71)

Suggestions for improvement included:
 Effects of proposed changes
I am curious as to why the content of certain curricula by grade has changed so
drastically (I am referring to Science and Social Studies 6 in particular). I am
wondering if there is a significant educational reason that is driving the decision.
(OF37)
We think the scope and sequence in science needs to be addressed, as well
whether some of the abstract topics are within the zone of proximal
development for some of these grades. Please ensure that there is flow from one
year to the next (and to the senior grades). We would like to build on concepts,
rather than just teach isolated snapshots. (OF106)
We feel there has been a shift towards introducing concepts that are too
abstract for our young students at the cost of removing content, which is very
meaningful/concrete/interesting to young students and allows for lots of hands-
on, discovery-based teaching. (DF269)

Science K-9 Revision
Commitments
 Better represent environmental understanding in
the curriculum
 Better align the learning standards with the
rationale and goals that support place-based
knowledge and First Peoples Principles of Learning
 Review the effect of proposed changes on multi-
grade classrooms and examine the linkages
between grades

Graduation Curriculum: Proposed Directions
Prototype posted: www.curriculum.gov.bc.ca

Graduation Curriculum: Proposed Directions

Feedback on graduation
curriculum received from the
K-9 posting
 Continue with a concept-based and
competency-driven approach
 Continue with the same key design
elements -- big ideas, curricular
competencies and concepts/content
 A curriculum structure that ensures
continuity with the K-9 draft curricula is
key

Assessment
• The Ministry is involved with 3 forms of assessment:
 Classroom Assessment support
 Provincial Assessments and Examinations
 National and International Assessments
• The Ministry is seeking input on all forms of assessment
• Provincial Advisory Groups underway
• Assessment will be revised to align with changing emphases
• Reporting/Communicating Student Learning practices to align with
directions and emerging from practices in the field

Next steps for curriculum development:
January – June, 2015
 Continue the development of core competencies in
school districts
 Post summary of K-9 feedback (February)
 Solicit more feedback on FRAL, FRALP, PHE and Arts Ed
(February)
 Teams of BC teachers will revise K-9 drafts based on the
feedback received
 Teams of BC teachers will begin outlining the curriculum
for the 10-12 years
 Explore the redesign of “Applied Skills” curricula
 Begin development of Career Education curricula
 New material posted - Summer 2015

Web Enhancements
 Elaborations have been added (see
science)
 Grad curriculum prototype posted
 Instructional examples
 Interactive website
 Search capability?

Thank you!
 Grahame Rainey, BCScTA President
grainey@bcscta.ca
 Angie Calleberg, Ministry of Education
angie.calleberg@gov.bc.ca

Update on Education Transformation and the Science Curriculum

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