{"id":1014,"date":"2016-11-30T17:04:04","date_gmt":"2016-12-01T00:04:04","guid":{"rendered":"https:\/\/blogs.ubc.ca\/yvonne\/?page_id=1014"},"modified":"2021-04-20T13:16:40","modified_gmt":"2021-04-20T20:16:40","slug":"planning-for-learning","status":"publish","type":"page","link":"https:\/\/blogs.ubc.ca\/learningdesign\/planning-for-learning\/","title":{"rendered":"Planning for Learning"},"content":{"rendered":"<p><em><strong>So, what&#8217;s the Big Idea?<\/strong><\/em><\/p>\n<p><em><strong>Core Competencies, Big Ideas, Curricular Competencies and Content Competencies<\/strong><\/em> &#8211; these are all key terms from <a href=\"https:\/\/curriculum.gov.bc.ca\/home\" target=\"_blank\" rel=\"noopener noreferrer\">BC&#8217;s Redesigned curriculum<\/a> and are new for many teachers. While many teachers have planned from a cr<a href=\"https:\/\/blogs.ubc.ca\/learningdesign\/files\/2016\/01\/KDU.jpg\" rel=\"attachment wp-att-944\"><img loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-944 alignright\" src=\"https:\/\/blogs.ubc.ca\/learningdesign\/files\/2016\/01\/KDU-300x276.jpg\" alt=\"KDU\" width=\"300\" height=\"276\" srcset=\"https:\/\/blogs.ubc.ca\/learningdesign\/files\/2016\/01\/KDU-300x276.jpg 300w, https:\/\/blogs.ubc.ca\/learningdesign\/files\/2016\/01\/KDU-624x575.jpg 624w, https:\/\/blogs.ubc.ca\/learningdesign\/files\/2016\/01\/KDU.jpg 631w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/a>oss-curricular or inquiry based standpoint, the revised curriculum now strongly reinforces the value of this approach.<\/p>\n<p>The KDU graphic can help you recognize the interconnections across these aspects of curriculum.<\/p>\n<p>As teachers in BC, we are required to\u00a0deliver the curriculum. BC&#8217;s redesigned curriculum is at varying stages of implementation (from draft to required) depending on the grade level and subject area. It is now fully implemented in Grades Kindergarten to 9 and in process in Grades 10 &#8211; 12 with expected full implementation by 2020.<\/p>\n<p><em><strong>Core Competencies:<\/strong><\/em><\/p>\n<ul>\n<li>Communication, Thinking and Personal Social Competencies are are expected to be integrated across subject areas.<\/li>\n<li>They are not formally assessed &#8216;by the teacher&#8217; in the same way as curricular content and competencies but are essential skills that underlie all teaching and learning.<\/li>\n<li>Teachers are expected to support students in developing and self-assessing their growth. This involves self-assessment as pre-, during- and post-teaching opportunities and are often embedded in self-assessment rubrics, reflective writing and in performance assessment.<\/li>\n<li><em><strong><a href=\"https:\/\/curriculum.gov.bc.ca\/competencies\" target=\"_blank\" rel=\"noopener noreferrer\">Profiles<\/a> <\/strong><\/em>exist to support understanding where your students lie with respect to the competencies (these are not &#8216;grade or age level&#8217; profiles but descriptors of students as they progress to increasingly sophisticated stages of competency)\n<ul>\n<li>An analogy from a PD session that may help you understand the profiles: A &#8216;Profile 1&#8217; in Personal Social (Social Responsibility) might show an individual just beginning to develop recognition outside of self; a &#8216;Profile 8&#8217; illustration might describe someone akin to &#8220;Ghandi&#8221;<\/li>\n<li><a href=\"https:\/\/drive.google.com\/file\/d\/0BzFyfcGcXh2ZRmNOTmR1ckI1c0E\/view\">&#8220;I Can&#8221; statements<\/a> can help in planning to integrate the core competencies into learning experiences.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><em><strong>Big Ideas:<\/strong><\/em><\/p>\n<ul>\n<li>Suggested big ideas are found on the Ministry site.\n<ul>\n<li>Click here to download an &#8216;at a glance&#8217; grade by grade list <strong>&#8211;<a href=\"https:\/\/blogs.ubc.ca\/learningdesign\/files\/2016\/01\/BC-Curriculum-Big-Ideas.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">BC Curriculum Big Ideas<\/a><\/strong><\/li>\n<\/ul>\n<\/li>\n<li>These are not &#8216;mandated&#8217; curriculum and are also not formally assessed. Teachers are free to develop their own big ideas (or co-develop them with students!) to support planning and assessment to meet the needs, interests and passions of their learners in keeping with curricular goals.<\/li>\n<li>Teachers might word these as essential or guiding questions.<\/li>\n<\/ul>\n<p><em><strong>Curricular Competencies &amp; Content Competencies<\/strong><\/em><\/p>\n<ul>\n<li><strong>These are the required curriculum<\/strong> to be delivered across a grade level.<\/li>\n<li>These can be combined where you have combined age classes.<\/li>\n<li>The focus of learning is on the curricular competencies (which are the essential skills and processes leading to conceptual understanding) &#8211; the vehicle is the content (and will likely include additional content decided upon by the teacher and\/or the students to support personalization)<\/li>\n<li>Teachers will not be required to <em>report<\/em> on each individual Curricular &amp; Content Competency but should be planning for <em>assessment<\/em> of the competencies throughout units and lessons.<\/li>\n<li>Within the online document, as hover text, <em>elaborations<\/em> help to clarify and provide examples within many of the Curricular and Content Competency descriptors.<\/li>\n<\/ul>\n<p><strong>Next Steps in planning: <\/strong>Teachers generally begin with the <a href=\"https:\/\/blogs.ubc.ca\/learningdesign\/big-picture-planning\/\">&#8216;big picture planning&#8217;<\/a>.<\/p>\n<p><span style=\"border-radius: 2px; text-indent: 20px; width: auto; padding: 0px 4px 0px 0px; text-align: center; font: bold 11px\/20px 'Helvetica Neue',Helvetica,sans-serif; color: #ffffff; background: #bd081c no-repeat scroll 3px 50% \/ 14px 14px; position: absolute; opacity: 1; z-index: 8675309; display: none; cursor: pointer;\">Save<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>So, what&#8217;s the Big Idea? Core Competencies, Big Ideas, Curricular Competencies and Content Competencies &#8211; these are all key terms from BC&#8217;s Redesigned curriculum and are new for many teachers. While many teachers have planned from a cross-curricular or inquiry based standpoint, the revised curriculum now strongly reinforces the value of this approach. The KDU [&hellip;]<\/p>\n","protected":false},"author":21051,"featured_media":944,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-1014","page","type-page","status-publish","has-post-thumbnail","hentry","post-thumb"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/learningdesign\/wp-json\/wp\/v2\/pages\/1014","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/learningdesign\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/learningdesign\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/learningdesign\/wp-json\/wp\/v2\/users\/21051"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/learningdesign\/wp-json\/wp\/v2\/comments?post=1014"}],"version-history":[{"count":11,"href":"https:\/\/blogs.ubc.ca\/learningdesign\/wp-json\/wp\/v2\/pages\/1014\/revisions"}],"predecessor-version":[{"id":1385,"href":"https:\/\/blogs.ubc.ca\/learningdesign\/wp-json\/wp\/v2\/pages\/1014\/revisions\/1385"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/learningdesign\/wp-json\/wp\/v2\/media\/944"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/learningdesign\/wp-json\/wp\/v2\/media?parent=1014"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}