TEACHER TRAINING FOR CANADIUM CURRICULUM (AGE 5+)
Stanford Canadian International School
The Kindergarten Program – Kindergarten Overview for Teachers
Introduction to Kindergarten Curriculum and Primary Program
The Government of British Columbia Curriculum and Syllabus – Meeting the BC Performance Standard
At Stanford Canadian International School, we offer the British Columbia (BC) Curriculum, which has been designed by the BC Ministry of education and is based on ongoing studies and development of children as a whole being. The Kindergarten Curriculum is based on two separate documents, and, published information found on the BC Ministry of Education website. “The Primary Program, a Framework for Teaching” outlines the beliefs and philosophies of Primary School Students, and what we, as Educators, need to be aware of as young children move from Preschool to Primary School. This document shares the same philosophies and visions of the “British Columbia Early Learning Framework”. “The BC Full Day Kindergarten Program Guide” is the Program (or curriculum) and, it works in accordance with the BC Ministry of Education website. The second document outlines how schools should set up and run their environments, the syllabus to follow, detailed formative assessment and how to use this, recommended materials and equipment, and the standards that each school should meet.
As the Curriculum keeps changing, all current content, including subjects, and formative assessment is found on the website, including new instructional and assessment material on the Redesigned Curriculum and subsequent changes.
BC’s Redesigned Curriculum is concept-based and competency-driven, and is based around three main features:
– Literacy and Numeracy Foundations – Literacy and numeracy are fundamental to all learning. While they are commonly associated with language learning and mathematics, literacy and numeracy are applied in all areas of learning.
– Essential Learning – places more emphasis on the deeper understanding, rather than the memorization of facts and knowledge. It identifies what students are expected to know and understand at each grade.
– Core Competencies – are sets of intellectual, personal, and social and emotional proficiencies that all students need to develop in order to engage in deeper learning. These form the foundation of the curricular competencies in the Curriculum Model.
All three features are inter-related and not isolated from each other and work together to ensure a deeper understanding.
Based on these three features the Curriculum has been designed around three elements:
–Content – what students are expected to know,
–Curricular Competencies – what students are expected to do
–Big Ideas – what students are expected to understand.
They explain what the children are expected to Understand, Do, and Know by the end of each grade. Used together they support deeper learning and a concept-based competency-driven curriculum. The model is applied to each subject in the curriculum.
