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NEW CURRICULUM
British Columbia’s new approach to learning

Alyssa Embree
May 4, 2018
Mr. Koshman
CLC 11
Block B
#775546
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For decades we’ve been teaching our youth with the same information the generation before

them learned. They sit in classrooms listen to the teacher lecture, read a 20 year old textbook for

the next 40 minutes, then at the end of the year are expected to write an exam on all they have

“learned’’. We place kids in boxes for 13 years, feed them the information we want them to

know, then one day throw them out into the world and expect them to do something GREAT

with their lives. 100s of Years later we finally see the flaw in this tactic and are taking a different

approach in educating our youth. British Columbia has finally noticed and taken change bringing

in the new curriculum to their schools, preparing kids for their future.

The future our children must succeed in is different then the one we envisioned 15, even 10 years

ago. They are growing up in an environment that is constantly changing “British Columbia’s

curriculum is being redesigned to respond to this 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-centred and flexible and maintain

a focus on literacy and numeracy, while supporting deeper learning through concept-based and

competency-driven approaches” (Jones, 2015). As our world changes our schools/education

system must follow its lead.

One of the main aspects the new curriculum will be acquiring, is the core competencies; critical

thinking, communication, personal awareness, social responsibility, and creative thinking. With

these 5 big ideas it is a hope that kids won't only be “well read” but by the time they graduate

high school they will become well rounded adults able to properly function in the real world

because being educated isn't all about who can retain the most information. Hopefully with the

new curriculum teachers will be able to help kids achieve their best “The design of the new

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curriculum is around inquiry and allowing flexibility in the way it is taught. It is not teaching out

of a textbook or in a strict sequential fashion.” (West, 2016). The idea of the new curriculum is

BIG IDEAS to encompass the course using key topics, instead of teaching the children

information, students will be taught to use the tools they've got to explore their ideas and figure

things out for themselves. No longer giving direct instruction we allow the kids to think and

understand in a way most effective for them.

“Today we live in a state of constant change. It is a technology-rich world, where

communication is instant and information is immediately accessible. The way we interact with

each other personally, socially, and at work has changed forever. Knowledge is growing and

information is changing extremely quickly, creating new possibilities. This is the world our

students are entering”. (Clarkson, 2015). With the new curriculum allowing teachers to focus on

students individually, and support them with their ideas. We are finally starting to prepare them

for their futures.

“The new curriculum, called Building Student Success, is based on the latest research and

international best practice. Concept-based and competency-driven, it is designed to maintain a

focus on literacy and numeracy while supporting deeper learning. It is also flexible, encouraging

students to engage in their own learning and follow their interests. The three core competencies

(communications, creative and critical thinking, and personal and social competence) and two

skill foundations (literacy and math) are integrated into all subject areas.”(NEE, 2017) with this

new approach to learning teachers will be given the flexibility to teach in a way intriguing to all

students hopefully making our education suited for kids with all learning types. Helping kids

learn what they need to succeed in their own futures.

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British Columbian parents seem to fear the aspect of math, looking at the new curriculum parents

can't seem to understand how their child can learn efficient math skills with the new curriculums

tactic of free structured learning ‘’Creators of the new Education Plan claim foundational skills

will be an integral part of the new curriculum. But where is the evidence? In the new math

curriculum, there are no measurable learning outcomes. The words “memorize” or “mastery” do

not appear in the document. Daily practice and ongoing classroom assessment are ignored. But

most damning of all is how the arithmetic operations of fractions (addition, subtraction,

multiplication and long division), have been postponed to Grade 8. Cognitive science has already

determined which elementary school skills, empirically, best predict success in mathematics at

the end of high school. The findings are clear: There are no better predictors known than skill in

division and fractional arithmetic. By delaying this important step, how are B.C. kids able to

compete with kids globally, who have already mastered fractions four or five years earlier? In the

bid to compete in a world economy, our kids will be at the back of the pack. This is not a

balanced approach to education, its educational malpractice’’ (Adrian Lam. 2015)

Loads Parents seem to be having a difficult time raping their head around the idea of a flexible

curriculum worried about their kids not having a proper learning structure and falling behind

other students in math, a subject traditionally taught with total structure, the biggest concern B.C

parents hold for their children is post secondary. Weary of the idea that their children will have

had a different education than other students in different areas (United States or other Provinces)

all Competing for acceptance in the same schools but with separate education standards.

Understandably it is believed that parents would be appreciative of the new curriculum if it

weren’t their kids being experimented on.

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Along with the parents concerns there are also the teachers. Every school has their veterans,

teachers who seem to of taught your parents and will somehow (against all odds of nature)

probably still be there to teach your children too. The biggest concern with teachers is re-

teaching them how they need to teach students. This may be alright with young teachers still

figuring out the style and approach best suited for their classroom environment, but how about

our old timers who've been teaching the same course for 50 years. Are we expecting them to

forget all they know of teaching and restructure their whole course or will we let them stick with

tradition until they all eventually retire, and all the school board will have left are teachers

who've been taught and practiced the new curriculum. The approach being taken is that hopefully

all teachers will start to adopt the new curriculum into their teaching styles, giving teachers a

couple years to start adjusting to the new curriculum as it is gradually being built into our

schools.

Surprisingly we are not the first to adopt this new curriculum into our schools. This same

curriculum can be seen a major success in Finland; ranking number 1 education in the world.

“The transformation of the Finns’ education system began some 40 years ago as the key

propellant of the country’s economic recovery plan. Educators had little idea it was so successful

until 2000, when the first results from the Programme for International Student Assessment

(PISA), a standardized test given to 15-year-olds in more than 40 global venues, revealed Finnish

youth to be the best young readers in the world. Three years later, they led in math. By 2006,

Finland was first out of 57 countries (and a few cities) in science. In the 2009 PISA scores

released last year, the nation came in second in science, third in reading and sixth in math among

nearly half a million students worldwide.” (Hancock, 2011). Since the addition of the new

curriculum to Finland’s education their students are thriving. Over the past 10 years

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Finland subjects like reading, math and science literacy have greatly improved, because there

“teachers are trusted to do whatever it takes to turn young lives around.”(Hancock, 2011) Finland

students are not given standardized tests except for one at the end of the year; but there and no

rankings or comparisons made among students. The idea of the need for pressure and

competition for children to succeed has totally been demolished, shown by Finland’s advanced

achievements in education. This country has found its key to a bright future hopefully the rest of

the world isn't too far behind.

As British Columbia begins to adapt into the new curriculum the hope is to see major

improvement in our students lives. That they would develop better understanding of the world

they are growing up in and gain the skills they need to succeed. The purpose of school is not

competition its development; further improving your knowledge, creativity, communication and

understanding. Most importantly giving kids a voice on their education.

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British Columbia's New Curriculum Bibliography

Jones, S. (2015) Curriculum redesign. B.C’s New Curriculum.

West, K. (2016) Abbotsford school district. guide to new curriculum

https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/contributed-

resources/Guide%20to%20New%20Curriculum%20(%20K).pdf

Clarkson. W. (2015) school district No. 27.

Lam, A. (2015) Times Columnist. Failed fads resurface in ‘new’ B.C.

curriculum.http://www.timescolonist.com/opinion/op-ed/comment-failed-fads-resurface-

in-new-b-c-curriculum-1.2046243

Hancock, L. (2011) smithsonian. Why are finland's schools so successful?.

https://www.smithsonianmag.com/innovation/why-are-finlands-schools-successful-

49859555/