BC's New Curriculum in Richmond

B.C.'s curriculum has been designed by a team of B.C. educators based on solid research, extensive consultation, and classroom successes from around the world. Teachers in Richmond are implementing the new curriculum in Kindergarten to Grade 9 this year.

Personalized learning is at the heart of the new curriculum and students will have hands-on experience applying the skills that they will need to succeed in college, university, and the workforce.

This website will be used to share information and provide our community with opportunities for feedback.

To be informed about new updates please register.


B.C.'s curriculum has been designed by a team of B.C. educators based on solid research, extensive consultation, and classroom successes from around the world. Teachers in Richmond are implementing the new curriculum in Kindergarten to Grade 9 this year.

Personalized learning is at the heart of the new curriculum and students will have hands-on experience applying the skills that they will need to succeed in college, university, and the workforce.

This website will be used to share information and provide our community with opportunities for feedback.

To be informed about new updates please register.


  • Social Emotional Learning

    about 2 months ago
    Sel
    “Educating the mind without the heart is no education at all.” Aristotle

    What is Social Emotional Learning?

    We know that happy, thoughtful, calm children learn well and are healthier.
    Social and Emotional Learning (SEL) is the process through which our students acquire and effectively apply the knowledge, attitudes, and skills necessary to support them as they grow into healthy, self-aware, and contributing adults. These assets include being able to:
    • understand and manage emotions;
    • set, persevere towards, and achieve appropriate goals;
    • demonstrate empathy for others;
    • establish and maintain positive relationships; and
    • make effective decisions.
    Why is Social Emotional Learning so important?

    “Educating the mind without the heart is no education at all.” Aristotle

    What is Social Emotional Learning?

    We know that happy, thoughtful, calm children learn well and are healthier.
    Social and Emotional Learning (SEL) is the process through which our students acquire and effectively apply the knowledge, attitudes, and skills necessary to support them as they grow into healthy, self-aware, and contributing adults. These assets include being able to:
    • understand and manage emotions;
    • set, persevere towards, and achieve appropriate goals;
    • demonstrate empathy for others;
    • establish and maintain positive relationships; and
    • make effective decisions.
    Why is Social Emotional Learning so important?

    We live in a complicated and busy world. In order to manage that complexity and live vibrant and rewarding lives, we need to be aware of, understand and manage all of the information we receive, the emotions we experience, and relationships we encounter. We know that social and emotional skills are malleable, especially in children and adolescents, and that they are “sticky”, meaning that, once taught and practiced, they become a useful set of skills that can be relied on, long into adulthood.

    How to enhance Social Emotional Learning?

    Social and Emotional Learning includes a number of competencies: self-awareness, self-management, social awareness, relationship skills and responsible decision-making. There are many ways to incorporate SEL into instruction.

  • Career Education

    about 2 months ago
    Careered

    When people hear the term “Career Education”, many think, “I’m going to learn about what I want to be when I grow up”. While that may be a component, the larger aim is for students to become aware of their personal attributes, skills, interests and areas for growth, in the context of family, school and the community. Through a variety of experiences, this curriculum provides opportunities for students to explore in greater depth their passions and to begin to establish pathways toward their goals. In an ever-changing world, many of the jobs our children will have, do not yet exist.... Continue reading

    When people hear the term “Career Education”, many think, “I’m going to learn about what I want to be when I grow up”. While that may be a component, the larger aim is for students to become aware of their personal attributes, skills, interests and areas for growth, in the context of family, school and the community. Through a variety of experiences, this curriculum provides opportunities for students to explore in greater depth their passions and to begin to establish pathways toward their goals. In an ever-changing world, many of the jobs our children will have, do not yet exist. That is why it is critical to support them in recognizing and developing skills that transfer to other fields. Through awareness, exploration and a variety of experiences, students will learn flexibility, resiliency, and discover areas that motivate and inspire them to transition toward their own individualized career pathway. Explore the BC Career Education curriculum at: https://curriculum.gov.bc.ca/curriculum/career-education/introduction#

    Parents may view several career education resources on the SD38 Career Programs website: http://careerprograms.sd38.bc.ca/parents
  • Let’s Talk – Core Competencies

    5 months ago
    Corecomp 2017b

    Self-Assessment of the Core Competencies

    The core competencies are the intellectual, personal, and social skills that all students need to develop in order to engage in deep and life-long learning. B.C. has identified three core competencies as essential for all learners:

    · Communication

    · Thinking

    · Personal and social competency

    The Core competencies are directly related to students becoming educated citizens.

    Throughout the year, each student will have on-going opportunities to self-reflect on the core competencies so that they may identify strengths, stretches and steps for further growth. Parents are encouraged to have conversations with their children about their Communication,... Continue reading

    Self-Assessment of the Core Competencies

    The core competencies are the intellectual, personal, and social skills that all students need to develop in order to engage in deep and life-long learning. B.C. has identified three core competencies as essential for all learners:

    · Communication

    · Thinking

    · Personal and social competency

    The Core competencies are directly related to students becoming educated citizens.

    Throughout the year, each student will have on-going opportunities to self-reflect on the core competencies so that they may identify strengths, stretches and steps for further growth. Parents are encouraged to have conversations with their children about their Communication, Thinking, and Personal and Social growth. At the end of the year, the Core Competencies will be included on the final report card.

    For more information, please go to the Ministry of Education website: https://curriculum.gov.bc.ca/competencies



  • Numeracy and Learning in Our Schools

    6 months ago
    Doingmath

    Numeracy and literacy are the two pillars of BC’s redesigned curriculum. Numeracy can be defined as the use and application of mathematics across a variety of contexts. Developing numerate citizens is a goal of our education system.

    Our K-12 mathematics curriculum focuses on key content strands such as number concepts and operations, patterning and algebra, geometry and measurement, and data analysis and probability. Our redesigned curriculum has a focus on computational fluency and financial literacy is a new area of curricular content. A very significant part of the curriculum is the mathematical curricular competencies such as reasoning, problem-solving,... Continue reading

    Numeracy and literacy are the two pillars of BC’s redesigned curriculum. Numeracy can be defined as the use and application of mathematics across a variety of contexts. Developing numerate citizens is a goal of our education system.

    Our K-12 mathematics curriculum focuses on key content strands such as number concepts and operations, patterning and algebra, geometry and measurement, and data analysis and probability. Our redesigned curriculum has a focus on computational fluency and financial literacy is a new area of curricular content. A very significant part of the curriculum is the mathematical curricular competencies such as reasoning, problem-solving, communicating and representing.

    In our schools, mathematical learning experiences may involve hands-on problem-solving or investigations, games to practice skills and concepts, number talks, and mathematical thinking routines. Numeracy experiences, where students use and apply their mathematical understanding, happen across curriculum areas such as when measuring and graphing a plant’s growth during science experiences or analyzing data and graphs around issues studied in Social Studies.

    For more information, please visit the Ministry of Education website:

    https://curriculum.gov.bc.ca/curriculum/mathematics/introduction

    Janice Novakowski

    SD38 Teacher Consultant (K-12 Mathematics)


  • Literacy and Learning in our Schools

    6 months ago
    Girlread

    Literacy is one of the pillars of BC’s re-designed curriculum. It is central for success while at school and beyond the K-12 school years.

    Literacy encompasses reading, listening, viewing (Comprehend and Connect) and writing, speaking and representing (Create and Communicate). To be literate is the ability to make meaning using a variety of forms of communication.

    In school, students will use literacy skills across a variety of subject areas to share ideas, make meaning and show their learning in different ways. The curriculum uses a variety of materials to learn about who we are, where we live and that there... Continue reading

    Literacy is one of the pillars of BC’s re-designed curriculum. It is central for success while at school and beyond the K-12 school years.

    Literacy encompasses reading, listening, viewing (Comprehend and Connect) and writing, speaking and representing (Create and Communicate). To be literate is the ability to make meaning using a variety of forms of communication.

    In school, students will use literacy skills across a variety of subject areas to share ideas, make meaning and show their learning in different ways. The curriculum uses a variety of materials to learn about who we are, where we live and that there are multiple perspectives in the world. Students will also use their literacy skills to read and view a range of materials such as stories, film, informational texts, dramas, maps and visual images to learn and understand diverse perspectives ranging from Canadian content to international content. The aim is for students to experience the joy of reading while being able to use their literacy skills as an important thinking and communication tool.

    For more information, please visit the Ministry of Education Website

    https://curriculum.gov.bc.ca

    Lisa Schwartz & Rosalind Poon


  • What are Enhancement Agreements and how do they help Students?

    7 months ago
    Logosm

    An EA is a commitment made by each school district, involving all local Aboriginal communities and the Ministry of Education, to work together to improve the success of all Aboriginal students. Richmond signed its second AEAA in February. The agreements are based on mutual respect and trust and represent a five-year vision of success for First Nations, Métis and Inuit students in each school district. Agreements are developed locally by each school district and its Aboriginal communities. The goals focus on student success, and agreements are designed to highlight the importance of academic performance as well as other areas of... Continue reading

    An EA is a commitment made by each school district, involving all local Aboriginal communities and the Ministry of Education, to work together to improve the success of all Aboriginal students. Richmond signed its second AEAA in February. The agreements are based on mutual respect and trust and represent a five-year vision of success for First Nations, Métis and Inuit students in each school district. Agreements are developed locally by each school district and its Aboriginal communities. The goals focus on student success, and agreements are designed to highlight the importance of academic performance as well as other areas of success important to Aboriginal communities. They also increase knowledge of Aboriginal peoples among students and staff. Enhancement agreements establish programs and services that reflect the culture of local Aboriginal people and increase knowledge and respect for that culture among all students and staff. Agreements emphasize how important traditions, culture, language and history are to Aboriginal student development and success.

    For more information check out: Aboriginal Education Enhancement Agreements


  • Aboriginal Content in the New Curriculum

    8 months ago
    Logosm

    Aboriginal perspectives and knowledge are a part of the historical and contemporary foundation of BC and Canada.

    Aboriginal knowledge and worldviews have been embedded in the curriculum in authentic, meaningful ways so that all learners have opportunities to understand and respect their own cultural heritage as well as that of others.

    In some areas of learning, explicit Aboriginal content is included (e.g., information about residential schools in Social Studies; Aboriginal peoples’ uses of indigenous plants and animals, or their knowledge of the sky and landscape, in Science). In other areas, there are opportunities to learn about Aboriginal people in the... Continue reading

    Aboriginal perspectives and knowledge are a part of the historical and contemporary foundation of BC and Canada.

    Aboriginal knowledge and worldviews have been embedded in the curriculum in authentic, meaningful ways so that all learners have opportunities to understand and respect their own cultural heritage as well as that of others.

    In some areas of learning, explicit Aboriginal content is included (e.g., information about residential schools in Social Studies; Aboriginal peoples’ uses of indigenous plants and animals, or their knowledge of the sky and landscape, in Science). In other areas, there are opportunities to learn about Aboriginal people in the local community, for example or Aboriginal literature.

    From Kindergarten to graduation, students will experience Aboriginal perspectives and understandings as an integrated part of what they are learning.

    For more information check out: https://curriculum.gov.bc.ca/rethinking-curriculum