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NELSON EDUCATION LTD.

1120 Birchmount Road


Toronto ON M1K 5G4
416 752 9100
Fax 416 752 9646
Toll free 1 800 668 0671
nelson.com

Changes to the Revised British Columbia


Curriculum
Nelson is committed to helping teachers understand, navigate, and implement the new
BC curriculum. Since 2013, we have worked closely with BC educators to understand the
changes and opportunities of the new BC curriculum and have developed our resources to
address the shifts towards Big Ideas, Core and Curricular Competencies, and First People’s
knowledge and perspectives.

Please see included within this document, a complete set of Curriculum Change
Charts that clearly identify and describe the changes to the various BC curricula across
Mathematics, Science, Social Studies and English Language Arts.

1. Changes to the Revised BC Mathematics Curriculum: Kindergarten to Grade 7

2. Changes to the Revised BC Science Curriculum: Kindergarten to Grade 7

3. Changes to the Revised BC Social Studies Curriculum: Kindergarten to Grade 7

4. Changes to the Revised BC English Language Arts Curriculum: Kindergarten to

Grade 8

If you require any further information, please do not hesitate to contact me.

Email: Randy.Arduini@nelson.com
Phone: 604-837-6804
For more information, visit: www.nelson.com/bc

Best regards,
Randy Arduini
Territory Manager
NELSON EDUCATION LTD.
1120 Birchmount Road
Toronto ON M1K 5G4
416 752 9100
Fax 416 752 9646
Toll free 1 800 668 0671
nelson.com

Changes to the Revised British Columbia


MATHEMATICS Curriculum:
Kindergarten to Grade 7

Overall Changes to the BC Mathematics Curriculum


The new BC curriculum represents a fundamental shift in approach from the previous
curriculum. The redesigned curriculum features the following new elements:

• The introduction of Core Competencies (communication, creative thinking,


critical thinking, positive personal and cultural identity, personal awareness and
responsibility, and social responsibility) are foundational to all subject areas
from Kindergarten to Grade 12. They are not lesson specific, grade specific, or
subject specific.
• Big Ideas represent what students will understand at the completion of the
curriculum for their grade. They consist of generalizations and principles and the key
concepts important in an area of learning are intended to endure beyond a single
grade and contribute to future understanding.
• Curricular competencies have replaced the mathematics processes of the previous
curriculum. The Learning Standards has two parts: curricular competencies and
content. The curricular competencies indicate how students learn. The content part
of the Learning Standards indicates what students learn.
• First Peoples Knowledge and Perspectives are woven into every curriculum topic
and skills and processes. Suggestions to invite First Peoples Elders and Knowledge
Keepers to share their knowledge is expected throughout the grades.
• Financial literacy is a focus of the BC curriculum. It extends the work with money
from the previous curriculum and places significance on financial responsibility,
making financial decisions, making decisions about needs and wants, and
considering savings and giving.

Content Changes in the New BC Mathematics Curriculum


The content learning standards represent a significant shift in the new Mathematics
curriculum, as outlined in the chart below.

Note: Addition and subtraction facts to 20 are a focus from Grade 2 to Grade 5, with a
different level of computational fluency expected from grade to grade. Multiplication and
division facts to 100 are a focus from Grade 3 to Grade 7, with a different level of
computational fluency expected from grade to grade.

KINDERGARTEN

What’s Been Removed? What’s Changed? What’s New?

• Financial literacy for financial role play

• Decomposition of numbers to 10

• Describing change from one number to


another, concretely, as an approach to
patterns

• Balance/equality and imbalance/


inequality in preparation for algebraic
thinking

• Interpreting and reading concrete


graphs [Was Grade 2]

• Interpreting and reading pictorial graphs


[Graphs started in Grade 2, but did
not include pictorial graphs]

• Attributes of 2-D shapes [Was Grade 1]

• Probability of familiar life events [Was


Grade 5]

• Emphasis on First Peoples contexts such


as counting in First Peoples languages,
fish drying and sharing for equality and
balance, repeating patterns in First
Peoples art, financial literacy as trading
for equal value

GRADE 1

What’s Been Removed? What’s Changed? What’s New?

• Comparing length • Number concepts for BC • Financial literacy for financial


[Now Kindergarten] including counting go to 20 role play, making decisions
[Modified from to 100]
• Comparing capacity • Describing change from one
[Now Kindergarten] number to another,
concretely and verbally, as an
• Comparing mass
approach to patterns
[Now Kindergarten]
• Measuring length, with
non-standard units, but direct
measurement, not indirect
measurement
[Was Grade 2]

• Interpreting and creating


concrete graphs
[Was Grade 2]

• Probability of familiar life


events [Was Grade 5]

• Emphasis on First Peoples


contexts such as First Peoples
languages for counting, using
nature materials for number
activities, relating seasons
and moon cycles to
probability, trade games with
furs and tools connected with
financial literacy

GRADE 2

What’s Been Removed? What’s Changed? What’s New?

• Linear measurement with • Financial literacy related to


non-standard units spending and saving decisions,
[Now Grade 3] role-playing financial
transactions
• Reading and interpreting
pictographs [Now Grade 3] • Estimating and measuring
length, width, and height in
centimetres and metres [Was
Grade 3]

• Describing change from one


number to another, pictorially
and symbolically, as a
different/additional approach
to patterns

• Probability for likelihood of


events [Was Grade 5]

• Emphasis on First Peoples


contexts such as number
activities for seating
arrangements at
ceremonies/feasts, storytelling,
finger weaving patterns,
traditional Northwest coast
First Peoples shapes, salmon
sharing and equality, traditional
methods for locating

GRADE 3

What’s Been Removed? What’s Changed? What’s New?

• Reading and making • Multiplication is to 10 × • Financial literacy related to


line plots 10, division is to 100 ÷ 10 earnings and payments
[Modified from 5 × 5, 25
• Comparing fractions • Fraction of a group; that is, fraction
÷ 5; to 10 × 10, to 100 ÷
[Now Grade 4] of a set [Was Grade 4]
10 was Grade 4]
• Fraction of a length; that is,
• 2-D shapes are called
fraction of a linear model
shapes, not polygons
[The term polygons is • Measuring capacity in millilitres,
now Grade 4] litres [Was Grade 5]

• Interpreting kilometres, relating


kilometres to distances and to a
variety of situations

• Exploring perimeter
[Was Grade 5]

• Exploring circumference
[Was Grade 7]

• Area in non-standard units and in


standard units
[Was Grade 4]

• Constructing 3-D objects with nets


[Was Grade 4]

• Reading and making pictographs


[Was Grade 2]

• Simulating probability events


[Was Grade 5]

• Emphasis on First Peoples contexts


such as harvest and traditional
calendars, geometry related to pit
houses and bentwood boxes,
cedar basket patterns, Yup’ik
border patterns, a trading game
for Oolichan oil, caribou skins,
beaver skins, canoes, halibut

GRADE 4

What’s Been Removed? What’s Changed? What’s New?

• Estimating, measuring, • Division is without • Financial literacy for


comparing area remainders [Modified from decisions related to giving
[Now Grades 3 and 5] including remainders and saving
which is now Grade 5]
• Describing and constructing • Comparing and ordering
rectangular and triangular fractions with like
prisms [Constructing 3-D denominators
objects is now Grade 3; [Was Grade 3]
constructing rectangular
• Conducting probability
and triangular prisms is
experiments [Was Grade 5]
now Grade 5]
• Perimeter of regular and
• Venn diagrams
irregular shapes [Perimeter
[Now Grade 6]
of rectangles was Grade 5;
• Carroll Diagrams perimeter was, and still is,
Grade 3]
• Comparing and ordering
fractions with unlike • Regular and irregular
denominators polygons [Was Grade 3]
[Now Grade 5]
• Emphasis on First Peoples
contexts such as patterns in
fish stock in lakes, Yup’ik
patterns, dividing using
Tlingit numbers, balance and
symmetry in canoes and
kayaks, fish drying for
multiplication and division,
First Peoples games and
probability

GRADE 5

What’s Been Removed? What’s Changed? What’s New?

• Estimating and measuring • Area measurement of • Financial literacy for financial


volume [Now Grade 6] squares and rectangles plans, making change
[Modified to include area
• Estimating and measuring • Addition and subtraction of
which was in Grade 4]
capacity [Now Grades 3 whole numbers to 1 000 000
and 6] • Classifying prisms and
• Duration of time, using
pyramids [Modified from
measurements; that is,
describing 3-D objects]
elapsed time
• Interpreting and creating
• Emphasis on First Peoples
double bar graphs with one-
contexts such as
to-one correspondence is
transformations in cedar
included as well as many-to-
basket patterns, traditional
one correspondence
measurement and
[Was many-to-one
estimating of lengths
correspondence only in
connected with reef-net
Grade 5]
canoes, high and low tide,
balance in traditional
buildings

GRADE 6

What’s Been Removed? What’s Changed? What’s New?

• Volume of rectangular prism • Decimals to thousandths • Financial literacy for


[Now Grade 7] including addition and budgeting and consumer
subtraction [Modified math, saving and purchasing
• Represent and compare
from to millionths;
integers [Integers are now • Percentage discounts
Grade 4 was, and still is,
Grade 7]
to thousandths] • Common multiples, least
common multiple, common
• Emphasis on benchmarks
factors, greatest common
for comparing and ordering
factor [Was Grade 7]
and for relating numbers in
different forms [Modified to • Divisibility [Was Grade 7]
include benchmarks for
• Multiplication and division
comparing and ordering]
strategies to 100, e.g., 23 × 4
• Modelling and solving one-
• Area of parallelogram,
step equations [Modified
triangle, trapezoid
from preservation of
[Now Grade 6]
equality in equivalent
equations] • Volume of 3-D objects
[Was Grade 5]
• Perimeter of complex
shapes [Modified to • Capacity [Was Grade 5]
include complex shapes
instead of less complex • Logic and patterns in puzzles
polygons] and games, including coding

• Emphasis on First Peoples


contexts such as First
Peoples language, birchbark
biting, seaweed drying, berry
baskets, print making, Lahal
stick games

GRADE 7

What’s Been Removed? What’s Changed? What’s New?

• Divisibility [Now Grade 6] • Probability is experimental • Financial literacy with


only [Modified from being percent calculations and
• Common multiples, least
experimental and decisions
common multiple, common
theoretical probability]
factors, greatest common • Multiplication and division
factor [Now Grade 6] strategies to 100, e.g., to
multiply by 5, multiply by 10
• Addition and subtraction
and divide by 2
with fractions and with
mixed numbers • Multiplication and division of
[Now Grade 8] integers, order of operations
with integers [Was Grade 8]
• Area of triangle, area of
parallelogram • Volume of rectangular
[Now Grade 6] prisms [Was Grades 6
and 8]
• Constructing perpendicular
bisectors, parallel lines, • Volume of cylinders
angle bisectors [Was Grade 8]

• Central tendency, mean, • Tessellations [Was Grade 8]


mode, median, outliers
• Graphing linear relations in
[Now Grade 8]
four quadrants

• Emphasis on First Peoples


contexts such as number
stories, drum making,
dreamcatchers, baskets and
quill box making, Haida
legends, bentwood boxes,
birchbark scrolls, jewelry
making, medicine wheel,
tide pools


NELSON EDUCATION LTD.
1120 Birchmount Road
Toronto ON M1K 5G4
416 752 9100
Fax 416 752 9646
Toll free 1 800 668 0671
nelson.com

Changes to the Revised British Columbia


SCIENCE Curriculum:
Kindergarten to Grade 7

Overall Shifts in the New BC Science Curriculum


The new BC curriculum represents a fundamental shift in approach from previous curricula.
The redesigned curriculum features the following new elements:

• The introduction of Core Competencies (communication, creative thinking,


critical thinking, positive personal and cultural identity, personal awareness and
responsibility, and social responsibility) are foundational to all subject areas
from Kindergarten to Grade 12. They are not lesson specific, grade specific, or
subject specific.
• Big Ideas represent what students will understand at the completion of the
curriculum for their grade. They consist of generalizations and principles and the key
concepts important in an area of learning are intended to endure beyond a single
grade and contribute to future understanding.
• An increased emphasis on Curricular Competencies; Kindergarten to Grade 7
Science learning outcomes focused on skills and processes of scientific inquiry
o in 2005 curriculum: 23% of the learning standards were about skills
and processes
o in 2016 curriculum: 71% of the learning standards are about skills
and processes
o increase in emphasis: 308%
• An increased focus on students doing hands-on scientific inquiry.
• First Peoples Knowledge and Perspectives are woven into every curriculum topic
and skills and processes.
• The new expectation in Science to acquire place-based knowledge about the
natural world in the area in which students live.

Content Changes in the New BC Science Curriculum


The content learning standards represent a significant shift in the new Science curriculum:

• 80% of curriculum topics from the 2005 curriculum have been moved, modified,
or removed.
• 84% of curriculum topics in the 2016 curriculum are new to the grade or have
been modified.
• 82% change in the overall scope of the curriculum.

KINDERGARTEN

What’s Been Removed? What’s Changed? What’s New?

• Surroundings (Earth/Space • The motion of objects


Science) [Modified] depends on their properties
(Physics) [Was Grade 1]

• Daily and seasonal changes


affect all living things
(Earth/Space Science)
[Was Grade 1]

GRADE 1

What’s Been Removed? What’s Changed? What’s New?

• Force and Motion (Physics) • Matter is useful because of


[Now Kindergarten] its properties (Chemistry)
[Was Kindergarten and
• Daily and Seasonal Changes
Grade 3]
(Earth/Space Science)
[Now Kindergarten] • Light and sound can be
produced and their
properties can be changed
(Physics) [Was Grade 4]

• Observable patterns and


cycles occur in the local sky
and landscape (Earth/Space
Science) [Was Grade 3]

GRADE 2

What’s Been Removed? What’s Changed? What’s New?

• Properties of Matter • Living things have life cycles • Forces influence the motion
(Chemistry) adapted to their of an object (Physics)
[Now Grades 2 and 4] environment (Biology) [Was Grade 1]
[Now includes plants]

• Materials can be changed


through physical and
chemical processes
(Chemistry) [Emphasis on
physical and chemical
changes]

• Water is essential to all living


things, and it cycles through the
environment (Earth/Space
Science) [Air and soil
removed]

GRADE 3

What’s Been Removed? What’s Changed? What’s New?

• Plant Growth and Changes • Living things are diverse, can be • All matter is made of
(Biology) grouped, and interact in their particles (Chemistry)
[Now Grade 3 and 4] ecosystems (Biology) [Modified [Was Grade 7]
from Grades 3, 4 and 7]
• Materials and Structures • Thermal energy can be
(Physics) [Now Grade 1] produced and transferred
(Physics) [Was Grade 11]
• Stars and Planets
(Earth/Space Science) • Wind, water, and ice change
[Now Grades 4 and 6] the shape of the land
(Earth/Space Science)
[Was Grade 5]

GRADE 4

What’s Been Removed? What’s Changed? What’s New?

• Habitats and Communities • All living things sense and • Matter has mass, takes up
(Biology) respond to their space, and can change phase
[Now Grades 3 and 4] environment (Biology) (Chemistry) [Was Grade 2]
[Modified from Grades
• Light and Sound (Physics) • Energy can be transformed
3 and 4]
[Now Grade 1] (Physics) [Was Grade 11]

• Weather (Earth/Space Science) • The motion of Earth and the


[Now Grade 1] moon cause observable
patterns that affect living
and non-living systems
(Earth/Space Science)
[Was Grades 3 and 7]

GRADE 5

What’s Been Removed? What’s Changed? What’s New?

• Earth materials change as • Solutions are homogeneous


they move through the rock (Chemistry)
cycle and can be used as
natural resources
(Earth/Space Science)
[Now focused on
interconnectedness]

• Multicellular organisms have


organ systems that enable
them to survive and interact
within their environment.
(Biology) [Nervous system
removed]

GRADE 6

What’s Been Removed? What’s Changed? What’s New?

• Electricity (Physics) • Exploration of Extreme • Multicellular organisms have


[Now Grade 7] Environments (Earth/Space organ systems that enable them
Science) [Modified] to survive and interact within
their environment. (Biology)
[Was Grades 5 and 8]

• Everyday materials are often


mixtures (Chemistry)
[Was Grade 7]

• Newton’s three laws of motion


describe the relationship
between force and motion
(Physics) [Was Grade 11]

• The solar system is part of the


Milky Way, which is one of
billions of galaxies (Earth/Space
Science) [Was Grade 9]

GRADE 7

What’s Been Removed? What’s Changed? What’s New?

• Ecosystems (Biology) • Evolution by natural selection


[Now Grades 3 and 4] provides an explanation for the
diversity and survival of living
• Chemistry (Chemistry)
things (Biology) [Was Grade 11]
[Now Grades 3 and 7]
• The electromagnetic force
• Earth’s Crust (Earth/Space
produces both electricity and
Science) [Now Grade 8]
magnetism (Physics)
[Was Grade 6]

• Earth and its climate have


changed over geological time
(Earth/Space Science)
[Was Grade 10]


NELSON EDUCATION LTD.
1120 Birchmount Road
Toronto ON M1K 5G4
416 752 9100
Fax 416 752 9646
Toll free 1 800 668 0671
nelson.com

Changes to the Revised British Columbia


SOCIAL STUDIES Curriculum:
Kindergarten to Grade 7

Overall Shifts in the New BC Social Studies Curriculum


The new BC curriculum represents a fundamental shift in approach from previous curricula.
The redesigned curriculum features the following new elements:

• The introduction of Core Competencies (communication, creative thinking,


critical thinking, positive personal and cultural identity, personal awareness and
responsibility, and social responsibility) are foundational to all subject areas
from Kindergarten to Grade 12. They are not lesson specific, grade specific, or
subject specific.
• Big Ideas represent what students will understand at the completion of the
curriculum for their grade. They consist of generalizations and principles and the key
concepts important in an area of learning are intended to endure beyond a single
grade and contribute to future understanding.
• An increased emphasis on Curricular Competencies; Social Studies Kindergarten
to Grade 9 learning outcomes focus on six thinking concepts.
o Accounts for 54% of the 2015 outcomes (competencies and content)
• First Peoples Knowledge and Perspectives are woven into every curriculum topic
and skills and processes.

Content Changes in the New BC Social Studies Curriculum


The content learning standards represent a significant shift in the new Social Studies
curriculum:

• 69% of content in the 2015 curriculum is new to the grade or has been modified

In the charts below, the “removed” column indicates outcomes that have been removed
from the new curriculum as specific outcomes. These outcomes can potentially still be
taught as new outcomes or elaborations in the same or different grade.

KINDERGARTEN: IDENTITY AND FAMILIES

What’s Been Removed? What’s Changed? What’s New?

• The purpose of classroom • Groups and places that are • Personal and family history
and school expectations part of students’ lives and traditions

• Examples of technology used • Students’ roles and • Rights, roles, and


in students’ lives responsibilities as members responsibilities of individuals
of the classroom and school and groups
community
• People and events in the
• Characteristics of different local and First Peoples
local environments communities

GRADE 1: LOCAL COMMUNITIES

What’s Been Removed? What’s Changed? What’s New?

• Identity and family • Characteristics of different • Local communities


[Now Kindergarten] environments [Was Grade 2]

• Similarities and difference • Diverse cultures,


of families [Now backgrounds, and
Kindergarten] perspectives within
communities
• Symbols and maps of
Canada • Key events and
developments in the local
• The purpose of classroom
and First Peoples
and school expectations
communities
• Basic human needs
[Now Kindergarten]

• Ways communities use


technologies

GRADE 2: REGIONAL AND GLOBAL COMMUNITIES

What’s Been Removed? What’s Changed? What’s New?

• Changes that occur in the • Ways individuals contribute • Characteristics of at least


school and community to a community one Canadian First Peoples
throughout the year community and culture
• Factors that influence who
[Now Kindergarten and
students are • Diverse features of the
Grade 1]
environment in other parts
• Characteristics of Canadian
• Students’ roles, rights, and of the world
society
responsibilities within
• Rights and responsibilities of
groups, the classroom and • Relevant local and national
individuals regionally and
school [Now Kindergarten landforms and bodies of
globally
and Grade 1] How decisions water
are made in groups, the • Roles and responsibilities of
• Responsibility to the local
classroom, and the school regional government
environment
[Now Kindergarten and
Grade 1]

• Work done in the school


[Now Kindergarten and
Grade 1]

• The effect of technology on


individuals and schools
[Now Kindergarten and
Grade 1]

GRADE 3: GLOBAL INDIGENOUS PEOPLES

What’s Been Removed? What’s Changed? What’s New?

• Past and present Canadian • A sense of responsibility for • Cultural characteristics and
communities the local environment ways of life of local First
Peoples and global
• The importance of
indigenous peoples
communities [Now
[Was partly Grade 4]
Grades 1 and 2]
• Interconnections of cultural
• The impact of personal roles,
and technological
rights, and responsibilities
innovations of global and
on the community
local indigenous peoples
[Now Grades 1 and 2]
• Governance and social
• Roles and responsibilities
organization in local and
of local governments
global indigenous societies
[Now Grade 2]
• Oral history, traditional
• Ways in which needs and
stories, and artefacts as
wants are met
evidence about past First
[Now Grades 1 and 2]
Peoples cultures
• Major landforms and bodies
• Relationship between
of water in BC and Canada
humans and the
• Characteristics of the environment
provinces and territories of [Was Grades 4 and 5]
Canada

• The influence of the physical


environment on early
settlement in students’ local
community or another
community [Now Grade 4]

GRADE 4: FIRST PEOPLES AND EUROPEAN CONTACT

What’s Been Removed? What’s Changed? What’s New?

• Characteristics of various • Bartering and monetary • The fur trade in pre-


Aboriginal cultures in BC and systems of exchange Confederation Canada and
Canada [Now Grades 1, 2, BC [Was Grade 5]
and 3]
• Demographic changes in pre-
• Technologies used by Confederation BC in both
Aboriginal peoples in BC and First Peoples and non-First
Canada [Now Grades 1, 2, Peoples communities
and 3] [Was partly Grade 5]

• Using maps to locate the • Economic and political


world’s hemispheres, factors that influenced the
continents, oceans, and colonization of BC and its
Aboriginal groups studied entry into Confederation
[Was partly Grade 5]
• The significance of place
names in BC and Canada • The history of the local First
Peoples communities
• Aboriginal peoples’
relationship with the land
and natural resources
[Now Grades 1, 2, and 3]

GRADE 5: CANADIAN ISSUES AND GOVERNANCE

What’s Been Removed? What’s Changed? What’s New?

• Key events and factors in the • Levels of government, their • Past discriminatory
development of the fur main functions, and sources government policies and
trade, railroad, and gold rush of funding [Modified from actions [Was Grade 6]
[Now Grade 4] Grades 5 and 6]
• Human rights and responses
• How Confederation formed to discrimination in Canadian
Canada as a Nation society [Was Grade 6]
[Now Grade 4]
• First Peoples land ownership
• The development of and use
transportation systems in
• Focus on current issues
BC and Canada

• The major physical regions


of Canada

• The importance of
sustainability

• Environmental effects of
settlement in early BC and
Canada [Now Grade 4]

GRADE 6: GLOBAL ISSUES AND GOVERNANCE

What’s Been Removed? What’s Changed? What’s New?

• Diverse concepts of • Rights and responsibilities of • Global poverty and inequality


Canadian identity Canada compared with those issues, including class
in other countries structure and gender
• Canadian society compared
[Now Grades 5 and 6]
with the society of another • Roles of individuals,
country • The role of Canada in the governmental organizations,
world and NGOs, including groups
• Society’s artistic expression
representing indigenous
relation to its culture • The importance of trade for
peoples
BC and Canada
• Key characteristics of the
• Economic policies and
justice system in Canada • Communications
resource management,
[Now Grade 5] technologies in Canada
including effects on
• The Canadian Charter of • Canada’s economy, indigenous peoples
Rights and Freedoms technology, and quality of life
• Globalization and economic
[Now Grade 5] compared with those in
interdependence
other countries
• International cooperation
and responses to global
issues

• Regional and international


conflict

• Media technologies and


coverage of current events

GRADE 7: THE ANCIENT WORLD TO THE 7TH CENTURY

What’s Been Removed? What’s Changed? What’s New?

th
• Influences and contributions • The 6 century
of ancient societies to
• Anthropological origins of
present-day cultures
humans
• The contribution of ancient
• Factors that lead to rise and
systems of law and
fall of civilizations
government to current
Canadian political and legal • Origins, core beliefs,
systems narratives, and influences of
religions, including at least
• The comparison of ancient
one indigenous to the
and modern
Americas
communications media
• Philosophical developments

• Interactions and exchanges


between past civilizations
and cultures, including
conflict, peace, trade,
expansion, and migration

• Social, political, legal,


governmental, and economic
systems and structures,
including at least one
indigenous to the Americas


NELSON EDUCATION LTD.
1120 Birchmount Road
Toronto ON M1K 5G4
416 752 9100
Fax 416 752 9646
Toll free 1 800 668 0671
nelson.com

Changes to the Revised British Columbia


ENGLISH LANGUAGE ARTS Curriculum:
Kindergarten to Grade 8

Overall Shifts in the New BC English Language Arts Curriculum


The new BC English Language Arts curriculum features the following significant shift
from 2006:

• Integration of authentic First Peoples content, worldviews, and Principles of Learning


into learning outcomes for each subject area in every grade

There is also an increased emphasis on the following in the new curriculum:

• The introduction of Core Competencies (communication, creative thinking,


critical thinking, positive personal and cultural identity, personal awareness and
responsibility, and social responsibility) are foundational to all subject areas
from Kindergarten to Grade 12
• Big Ideas represent what students will understand at the completion of the
curriculum for their grade. They consist of generalizations and principles and the key
concepts important to an area of learning are intended to endure beyond a single
grade and contribute to future understanding. Big Ideas in English Language Arts
include:
o the importance of identity, culture, and multiple perspectives
o the joy of reading a variety of materials, including story and
informational text
• Curricular Competencies: English Language Arts K–8 learning outcomes focus on
two modes of language use: Comprehend and Connect (reading, listening, viewing)
and Create and Communicate (writing, speaking, representing)
• Content learning standards represent the required knowledge for students to
achieve the curricular competencies, build and deepen as they progress through
the grade levels
• The transferability of learning and the foundational aspect of literacy learning to all
other learning areas
• Flexibility of delivery using texts which may integrate two or more learning areas

Under One Sun offers contemporary First Peoples content, worldviews, and Principles of Learning
within a literacy context, while also providing rich connections and opportunities for integration
with new content from other subject areas of the new BC curriculum.

UOS
Social Studies Science Health Arts
Grade

Big Ideas Big Ideas Big Ideas Big Ideas

• Our communities are diverse • Plants and animals have • Learning about ourselves and • People create art to express
and made of individuals who observable features others helps us develop a who they are as individuals
have a lot in common positive attitude and caring and community
behaviours, which helps us
• Stories and traditions about • People connect to others and
build healthy relationships
ourselves and our families share ideas through the arts
reflect who we are and where
we are from

• Rights, roles, and


K responsibilities shape our
identity and help us build
healthy relationships with
others

Curricular Competencies Curricular Competencies Curricular Competencies Curricular Competencies

4 Explain the significance of Questioning & Predicting Social & Community Health Exploring and creating
personal or local events,
4 Demonstrate curiosity and a 4 Develop and demonstrate 4 Explore elements, processes,
objects, people, and places
sense of wonder about the respectful behaviour when materials, movements,
(significance)
world participating in activities with technologies, tools, and
others techniques of the arts
4 Observe objects and events in
familiar contexts

UOS
Social Studies Science Health Arts
Grade

4 Ask simple questions about 4 Identify caring behaviours 4 Explore artistic expressions of
familiar objects and events among classmates and within themselves and community
families through creative processes
Processing & Analyzing
Communicating and
4 Discuss observations
documenting
4 Represent observations and
4 Interpret how symbols are
ideas by drawing
used through the arts
4 Experience and interpret the
4 Express feelings, ideas,
local environment
stories, observations, and
Applying & Innovating experiences through the arts

4 Take part in caring for self, 4 Describe and respond to


family, classroom and school works of art
through personal approaches

Communicating

4 Share observations and ideas


orally

4 Express and reflect on


personal experiences of place

Content Content Content Content

u Ways in which individuals and u Features of local plants and u Caring behaviours in groups u Traditional and contemporary
families differ and are the animals that help them meet and families Aboriginal arts and arts-
same their basic needs making processes

u Personal and family history u First Peoples uses of plants


and traditions and animals

UOS
Social Studies Science Health Arts
Grade

u Rights, roles, and


responsibilities of individuals
and groups
u People, places, and events in
the local community, and in
local First Peoples
communities

Big Ideas Big Ideas Big Ideas Big Ideas

• We shape the local • Living things have features • Learning about ourselves and • People create art to express
environment, and the local and behaviours that help others helps us develop a who they are as individuals
environment shapes who we them survive in their positive attitude and caring and community
are and how we live environment. behaviours, which helps us
• People connect to others and
build healthy relationships
• Our rights, roles, and share ideas through the arts
responsibilities are important
for building strong
1
communities

• Healthy communities
recognize and respect the
diversity of individuals and
care for the local environment

UOS
Social Studies Science Health Arts
Grade

Curricular Competencies Curricular Competencies Curricular Competencies Curricular Competencies

4 Explain the significance of Questioning & Predicting Social & Community Health Exploring and creating
personal or local events,
4 Demonstrate curiosity and a 4 Develop and demonstrate 4 Explore elements, processes,
objects, people, and places
sense of wonder about the respectful behaviour when materials, movements,
(significance)
world participating in activities with technologies, tools, and
4 Recognize the causes and others techniques of the arts
4 Observe objects and events in
consequences of events,
familiar contexts 4 Identify caring behaviours 4 Explore artistic expressions of
decisions, and developments
among classmates and within themselves and community
in their lives (cause and 4 Ask questions about familiar
families through creative processes
consequence) objects and events
Mental Well-being Communicating and
4 Explore different perspectives 4 Make simple predictions
documenting
on people, places, issues, and about familiar objects and 4 Identify and describe
events in their lives events practices that promote 4 Interpret how symbols are
(perspective) mental well-being used to express meaning
Processing & Analyzing
through the arts
4 Identify and describe feelings
4 Experience and interpret the
and worries 4 Express feelings, ideas,
local environment
stories, observations, and
4 Identify personal skills,
Evaluating experiences through the arts
interests, and preferences
4 Compare observations with 4 Describe and respond to
those of others works of art

4 Consider some environmental


consequences of their actions

Applying and Innovating

UOS
Social Studies Science Health Arts
Grade

4 Take part in caring for self,


family, classroom and school
through personal approaches

Communicating

4 Communicate observations
and ideas using oral or
written language, drawing, or
role-play

4 Express and reflect on


personal experiences of place

Content Content Content Content

u Characteristics of the local u Structural features of living u Caring behaviours in groups u Traditional and contemporary
community that provide things in the local and families Aboriginal arts and arts-
organization and meet the environment making processes
needs of the community
u Behavioural adaptations of
u Diverse cultures, animals in the local
backgrounds, and environment
perspectives within the local
u Aboriginal knowledge of the
and other communities
sky and landscape
u Relationships between a
u Local patterns in events that
community and its
occur on Earth and in the sky
environment
u Roles, rights, and
responsibilities in the local
community

UOS
Social Studies Science Health Arts
Grade

u Key events and developments


in the local community, and in
local First Peoples
communities

u Natural and human-made


features of the local
environment

Big Ideas Big Ideas Big Ideas Big Ideas

• Local actions have global • All living things have a life • Having good communication • Creative expression develops
consequences, and global cycle. skills and managing our our unique identity and voice
actions have local emotions enables us to
• Water is essential to all living • People connect to the hearts
consequences develop and maintain healthy
things, and it cycles through and minds of others in a
2 relationships
• Canada is made up of many the environment variety of places and times
diverse regions and through the arts
communities

• Individuals have rights and


responsibilities as global
citizens

UOS
Social Studies Science Health Arts
Grade

Curricular Competencies Curricular Competencies Curricular Competencies Curricular Competencies

4 Explain why people, events, Questioning & Predicting Social & Community Health Exploring and creating
and places are significant to
4 Demonstrate curiosity and a 4 Develop and demonstrate 4 Explore elements, processes,
various individuals and
sense of wonder about the respectful behaviour when materials, movements,
groups (significance)
world participating in activities with technologies, tools, and
4 Sequence objects, images, others techniques of the arts
4 Observe objects and events in
and events, and explain why
familiar contexts 4 Identify and describe 4 Explore personal experience,
some aspects change and
characteristics of positive community, and culture
others stay the same 4 Ask questions about familiar
relationships through arts activities
(continuity and change) objects and events
4 Explain how participation in Communicating and
4 Recognize the causes and 4 Make simple predictions
outdoor activities supports documenting
consequences of events, about familiar objects and
connections with the
decisions, and developments events 4 Interpret symbolism and how
community and environment
(cause and consequence) it can be used to express
Processing & Analyzing
Mental Well-being meaning through the arts
4 Explain why people’s beliefs,
4 Experience and interpret the
values, worldviews, 4 Identify and apply strategies 4 Express feelings, ideas,
experiences, and roles give local environment
that promote mental well- stories, observations, and
them different perspectives Evaluating being experiences through creative
on people, places, issues, and works
4 Compare observations with 4 Identify and describe feelings
events (perspective)
those of others and worries, and strategies 4 Describe and respond to
4 Make value judgments about for dealing with them works of art
events, decisions, and actions, 4 Consider some environmental
consequences of their actions 4 Identify personal skills,
and suggest lessons that can
interests, and preferences
be learned (ethical judgment) Applying and innovating and describe how they
influence self-identity

UOS
Social Studies Science Health Arts
Grade

4 Take part in caring for self,


family, classroom and school
through personal approaches

Communicating

4 Communicate observations
and ideas using oral or
written language, drawing, or
role-play

4 Express and reflect on


personal experiences of place

UOS
Social Studies Science Health Arts
Grade

Content Content Content Content

• Diverse characteristics of • Aboriginal knowledge of life • Factors that influence self- • Traditional and contemporary
communities and cultures in cycles identity Aboriginal arts and arts-
Canada and around the world, making processes
• Water sources
including at least one
• A variety of local works of art
Canadian First Peoples
and artistic traditions from
community and culture
diverse cultures, communities,
• How people’s needs and times, and places
wants are met in communities

• Relationships between people


and the environment in
different communities

• Rights and responsibilities of


individuals regionally and
globally