Transforming Curriculum & Assessment

British Columbia’s curriculum has been redesigned to respond to the demanding world our students are entering.  To develop new models, the Ministry consulted with experts in the field. They suggested that to prepare students for the future, the curriculum must be learner-centered and flexible and maintain a focus on literacy and numeracy, while supporting deeper learning through concept-based and competency-driven approaches.

  • Sound foundation of literacy and numeracy
  • While supporting the development of citizens who are
  • Competent Thinkers
  • Competent Communicators
  • Personally and socially competent

Parents and students can access the full B.C. Curriuclum at the website below:




The future belongs to a very different kind of person with a very different kind of mind – creators and empathizers, pattern recognizers, and meaning makers.  These people – artists, inventors, designers, storytellers, caregivers, consolers, big picture thinkers – will now reap society’s richest rewards and share its greatest joys.

A shift from “knowledge worker” (manipulator of info and deployer of expertise).

A Whole New Mind (Why Right-Brainers will Rule the Future) – Daniel Pink


Right Brain Left Brain
Focuses on how it is saidFocuses on what is said


Building Bridges to Modern Learning

Over the last few years, a new curriculum has been developed in BC with many teachers involved in its development and implementation. Many teachers throughout the province have been pursuing educational practices associated with modern learning. Recently school-based administration met with staff to review professional practices listed on the chart below to determine what staff would like to focus upon for professional development. Ultimately teachers select from a blend of practices to meet student needs and cover the curriculum.

Learning happens anywhere in spaces where surroundings are part of the learning experiencesStudents are in rows with teacher at the front imparting knowledge
A focus on what students know, can do, and are like after all the details are forgottenMemorization of discrete facts
Research drivenTextbook driven
Active Learning – students engaged 90-100% of learning timePassive learning – students engaged less than 50% of the time
Learners work collaboratively with classmates and others around the world – the Global ClassroomLearners work in isolation – classroom within 4 walls
Student centered: teacher is facilitator/coachTeacher-centered: teacher is center of attention and provider of information
Great deal of student freedom to express and pursue interests and make choices.

Parents, teachers and students work together to make choices
Little or no student freedom to design and own his/her learning or follow passion
Few “discipline problems” – students and teachers have mutually respectful relationship as co-learners; students are highly motivatedDiscipline problems – educators do not trust students and vice versa. Little student motivation.
Assessments yield accurate information about the student’s learning and proficiency levels. Evaluation looks forward.Grades based on average test scores. Grades are summative and look backward to what has been done without connection to what may yet be done
High expectations – All students can learn and move beyond where they presently areLow expectations – some students will fail
Self, Peer and Other assessments (public audience, authentic assessments etc.).

Teachers, parents and students are partners in providing descriptive feedback and assessing learning
Teacher is judge; No one else sees the student’s work
Integrated and Interdisciplinary curriculum – a collection of many things to connect and applyFragmented curriculum – a collection of many things to know
Curriculum is connected to student’s passion, curiosity, interests, experiences, talents and the real worldCurriculum and school is often irrelevant and sometimes meaningless to the students