The Planning Process
Planners + Resources | Unit Plans (subject) | Unit Plans (grade)
Big Ideas | Concepts | Curricular Competencies
*indicates new content that has been added since June 2020.
Curricular Competencies
Science
Demonstrate a sustained intellectual curiosity about a scientific topic or problem of personal, local, or global interest.
- *Anatomy and Physiology – Biological Molecules (Grade 12, Blended Learning Micro-Unit)
Make observations aimed at identifying their own questions, including increasingly abstract ones, about the natural world.
- *Anatomy and Physiology – Biological Molecules (Grade 12, Blended Learning Micro-Unit)
Construct, analyze, and interpret graphs, models, and/or diagrams.
- *Anatomy and Physiology – Biological Molecules (Grade 12, Blended Learning Micro-Unit)
Use knowledge of scientific concepts to draw conclusions that are consistent with evidence.
- *Anatomy and Physiology – Biological Molecules (Grade 12, Blended Learning Micro-Unit)
Formulate physical or mental theoretical models to describe a phenomenon.
- *Anatomy and Physiology – Biological Molecules (Grade 12, Blended Learning Micro-Unit)
Communicate scientific ideas and information, and perhaps a suggested course of action, for a specific purpose and audience, constructing evidence-based arguments and using appropriate scientific language, conventions, and representations.
- *Anatomy and Physiology – Biological Molecules (Grade 12, Blended Learning Micro-Unit)
Learning involves patience and time.
- *Anatomy and Physiology – Biological Molecules (Grade 12, Blended Learning Micro-Unit)
Learning is embedded in memory, history and story.
- *Anatomy and Physiology – Biological Molecules (Grade 12, Blended Learning Micro-Unit)
Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors.
- *Anatomy and Physiology – Biological Molecules (Grade 12, Blended Learning Micro-Unit)
Use Social Studies inquiry processes and skills to ask questions; gather, interpret, and analyze ideas; and communicate findings and decisions.
Assess the significance of theoretical developments at particular times and places (significance).
Assess the justification for competing economic approaches and theories after investigating the adequacy of facts, interpretation, and evidence (evidence).
Compare and contrast continuities and changes within and between economic approaches and theories (continuity and change).
Assess how historical conditions influenced the development of economic approaches and theories (cause and consequence).
Assess how economic approaches and theories affected social and political change (cause and consequence).
Explain different perspectives on past and present social and economic systems by considering prevailing norms, values, worldviews, and beliefs (perspective).
Recognize implicit and explicit ethical judgments in the development and application of various economic approaches and theories (ethical judgment).
Make reasoned ethical judgments about the past and present application of economic approaches and theories in economic, social, and political policy and decision making (ethical judgment).
“Curricular Competencies are the skills, strategies, and processes that students develop over time. They reflect the ‘Do’ in the Know-Do-Understand model of curriculum. The Curricular Competencies are built on the Thinking, Communicating, and Personal and Social competencies relevant to disciplines that make up an area of learning.”
from The BC Ministry of Education’s New Curriculum
