1. Connecting Core and Curricular Competencies
Spring 2019

2. Learning involves patience and time.
Traditional Welcome
Learning involves patience and time.

3. At the Core… The Core Competencies are:
Core skills students need to develop
Teacher identified, developed and enhanced
Integrated with Curricular Competencies
Student owned and self-assessed

4. Identified, Developed, Enhanced
Notice it
Name it
Nurture it
Notice evidence of Core Competencies
Name the skill and “I Can” Statements of Core Competencies
Nurture Core Competencies with instructional intention
Review of Notice it, Name it, Nurture it
This is a continuum. We are at different places along this continuum.
We are moving towards the nurturing and development of the core competencies in our daily practice. 

5. Redesigned Curriculum
Core
Competencies
Curricular Competencies (Do)
Big Ideas (Understand)
Core Competencies frame the new curriculum
These are lifelong skills our students need as educated citizens.
They are taught across all curricular areas.
Content (Know)

6. Competency Facet Profile
This “family tree” shows how each CC is broken down into major profiles, which are then broken down into facets. Not all facets will be covered equally, but eventually, all should be explored.
You’ll notice that there are also some I statemens that you can use in the development of Core Competencies – these can be another way to explore these in your classroom

7. Social Studies 4

8. Math 6

9. Aligning Curriculum Using a curriculum document and with a partner:
Align curricular competency with a Core Competency using three colours of highlighters:
Personal Social (green)
Communication (orange)
Thinking (blue)
Identify the Core Competency facets for each coded curricular competency
Ok to deconstruct curricular competency and to align multiple CC
Do one or two - do not need to do them all in this activity
CC can be chosen – no need to cover all in a lesson / unit

10. Discussion Share and compare with your neighbour
Where do you agree/disagree?
What are you surprised by?
What questions do you have?

11. Self-Assessment with Evidence

12. Documenting Self-Assessment
Students document their strengths and learning throughout the year, using evidence of learning
Learn
Practice & Self-assess
Feedback
Summative
Self- Assessment
The process of developing the CCs is organic. As students learn new skills, practice and self-assess, nurturing metacognitive skills through reflection (Self-Assessment) and observation will create powerful thinking routines. Promoting the CC is an excellent way to support Universal Design for Learning and Differentiation, as all students (and teachers) are on their own paths.
After practicing receiving and acting upon feedback and self-assessment all year, students will easily be able to complete their self assessment in June.

13. Self-Assessment Process
The process of self-assessment is one that will need to be taught explicitly to students. Self-Assessment requires honest reflection and metacognitive skills, and will be easier when the Notice, Name, Nuture Protocol has been widely used. Students will reflect on their strengths, provide evidence with concrete examples (not always a tangible product, though), look forward to further development by setting goals, and identify the paths that will help them reach these goals.

14. Connecting to your class
What could you use for student self-assessment evidence?
Think of an example from an activity that is current in your class.

15. What is evidence? Video Story Web Hyperlink Reference letter
Photograph
Construction
Written work
Dramatization
Interview
Chart
Art work
Collage
Assignment
Graphic story
Collection
Spoken word
Mind Map
Poem
Anything that shows learning in relation to competencies

16. Example of Evidence
Curricular Competency: Communicate mathematical thinking in many ways
Core Competency:
Communication
Student Self –Assessment:
“I can present information when I explain my pattern.”
Communication Facet: inquire, interpret and present information. I can present information when I explain my pattern.
Learning Plan to be shared orally
the student choses the competency

17. Example of Evidence
Curricular Competency: Able to make detailed observations
Core Competency:
Personal Social (social responsibility)
Student Self-Assessment:
“I can identify how my actions affect the natural environment.”

18. Example of Evidence
Curricular Competency: Use language in creative and playful ways to develop style
Core Competency:
Thinking (creative)
Student Self-Assessment: “I can combine other people’s ideas in creative ways through the use of multi-media formats to develop my unique style as artist.”

19. Resources to Support Teachers

20. Posters
There are sets of posters available to for all enrolling classrooms in French and English. 

21. NVSD Curriculum Hub
For the roll out of the New BC curriculum, our school district wanted to find a way to support teachers. In doing this, teacms of teachers started working on unit plans with the new curriculum in mind and to share these unit plans, was born the curriculum hub.
With time, this hub started growing into quite a great space where teachers could find support in not only planning and units, but for core competencies support as well as anything curriculum development.

22. The Curriculum Hub
On the HUB, you will find many different CC templates. They are in a developmental sequence and teachers aRE welcome to choose and modify any of the documents to suit their needs and their students.
All students will be able to complete a self-assessment and provide evidence of this. What this looks like for each student will be a little bit different, some students will require additional support e.g. EA support and evidence provided as part of the template can be varied.