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BC Core Competencies BCSSA November 21, 2013

BC Core Competencies BCSSA November 21, 2013. Educated Citizen. Educated Citizen. Curriculum. Curriculum. Assessment. Assessment. Competencies. Competencies. Graduation Requirements. Graduation Requirements. Communicating Student Learning. Trades/Skills. Reading. Student

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BC Core Competencies BCSSA November 21, 2013

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  1. BC Core CompetenciesBCSSANovember 21, 2013

  2. Educated Citizen Educated Citizen Curriculum Curriculum Assessment Assessment Competencies Competencies Graduation Requirements Graduation Requirements CommunicatingStudent Learning Trades/Skills Reading Student Supports AboriginalEducation CommunicatingStudent Learning Trades/Skills Reading Student Supports AboriginalEducation

  3. 3 PILLARS THAT SUPPORT THE DEVELOPMENT OF THE BC EDUCATED CITIZEN Literacy and Numeracy Foundations • grade level expectations for required skills in reading; writing; and numeracy • expressed in the Reading, Numeracy, and SR Performance Standards Understanding and Application of Rich Content • prescribed learning standards for concepts and content in curriculum • expressed in the curriculum Core Competencies • broad areas of development: thinking; communication; personal & social development • expressed in the competency continua

  4. 1. What are the BC Core Competencies? • Communication and Thinking • Communication (oral, written, visual, digital; includes collaboration and reflection) • Critical thinking • Creativity • Personal and Social Competence • Positive personal and cultural identity • Personal awareness and responsibility (includes self-regulation) • Social awareness and responsibility

  5. 2. How were the competencies identified? Provincial consultation and extensive research identified the BC core competencies that support life-long learning. They are a series of descriptive profiles that describe student development over time. They are based on actual classroom samples from BC learners and show students moving from early, emergent stages to increasingly complex and sophisticated learning.

  6. 3. How are the continua being developed? In collaboration with a development team, teams of teachers in multiple school districts gathered and analyzed student samples and observations which included student voice.

  7. 4. How do they connect with the curriculum? They are embedded within all curricula areas. As curriculum documents are developed, they will be prominently featured in the integrated inquiry based units.

  8. 5. What is the connection to the Performance Standards? Performance Standards are associated with Literacy and Numeracy Foundations. Performance Standards reflect grade level standards and the Competency continua describe student development in terms of a progression of profiles that are not linked to grade levels. Social Responsibility Performance Standards are embedded in the Personal and Social Competency

  9. 6. Will teachers have to report on the competencies? Yes and not in the same way that subject areas are currently reported. There will not be letter grades or percent. At regular intervals parents will be informed about their child’s current profile.

  10. 7. When will they be available for review? Drafts of Creative Thinking, Positive Personal and Cultural Identity and Communication will be available in January 2014. Core Competencies are built to last looking ahead to a future we cannot predict. BC Teacher

  11. BC Core Competencies overview of each competency is presented as concentric circles with fuzzy/blurred lines separating Profiles 1 through 4 – 8 (communication) aprofile description incorporates all facets, although at different levels, some may be more prominently featured than others each profile level would be illustrated by a set of student examples (photos, videos, writing, pictorial, audio …) accompanied by teacher notes and annotations some samples would illustrate all facets of the profile; others would focus on 1, 2 or 3. Taken together, they would ‘show’ what this profile really looked like. The illustrations would be at least as important as the descriptions.

  12. Student Samples building from what students are doing, trying to do, and hoping to do makes our work authentic. The continua need to represent what is and can be. competency continua are about expanding and growing; not successive approximations of accuracy/precision (written in broad statements: big picture of development) based on what we can see/hear in student voices and samples (actual samples from BC learners) always from the point-of-view of the learner

  13. BC Core CompetenciesKey Messages • INCLUSIVE: everyone is included in the competencies • STRENGTH-BASED: they are additive and progressive • STUDENT-CENTERED: written in the voice of the learner; describes how students demonstrate their competencies • HOLISTIC: profile the learner at various stages of development ((they are NOT rubrics for assessing isolated pieces of student work)

  14. BC Core CompetenciesKey Messages • INTERCONNECTED: 5 competencies are integrated and interconnected in representing the development of the whole child • COHERENT: competency continua form the basis for work across subjects, departments, and grade levels to bring coherence • EVERYONE’S RESPONSIBILITY: integrated into every aspect of school life (Me To We; Spirit Day; Intergenerational experiences) • BC CLASSROOM BASED: developed in collaboration with BC teachers and students

  15. BC Core CompetenciesKey Messages • CONTINUOUS AND LONGTITUDINAL: look at the scope of student learning over time in school and beyond • 10. AUTHENTIC: reflect real life experiences; competencies connect to student aspirations, passions, and relevant to life long learning • BC Core Competencies are intellectual, personal, and social skills students need to develop to engage in deeper learning. They are the unifying piece directly attached to the learner.

  16. Communication Competency PROFILES and Samples

  17. Related facets of Communication Competence

  18. Connect and Engage make connections and engage to develop ideas; interactive students learn to engage in informal conversations, as well as contributing to focused discussions about ideas. usually oral or digital (e.g., lit circle; online forum; blogs/comments) adult examples: personal conversations; political or sport-related discussions; talk shows; book clubs; “town halls”; blogs/comments

  19. Acquire, interpret and present information acquire and share for many purposes—academic, personal, social, work-related usually involves digital media as both sources of information and presentation represent in many ways – models, visuals, videos, presentation software, writing, speaking, demonstrating entwined with thinking—becomes increasingly complex and strategic often includes inquiry adult examples: create/interpret--presentations; demonstrations; persuasive texts; research reports; procedural presentations (how-to)

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