Students are striving to master four cross-curricular competencies, as well as some subject specific content. Assessment of student learning will therefore be based on the extent to which students achieve mastery of these learning goals. Their learning goals are organized into four cross-curricular core competencies and subject specific humanities skills. Please see the learning goals pages for more information.

Critical Thinking

“A critical thinker is inquisitive, aware of biases, flexible, honest, persistent, willing to reconsider, and focused on inquiry and asking questions.” BC Curriculum Draft

I Can Statements – Checklist for Success

  • I am able to skillfully identify issues and develop questions.
  • I can gather information and ideas.
  • I can assess information and ideas using established criteria and a variety of analytical tools (including the different “lenses”: historical, biographical, sociological, mythological).
  • I rigorously distinguish fact from opinion and have the tools and criteria to identify bias, including my own.
  • I draw logical conclusions and support my reasoning with very well selected information, evidence and examples.
  • I can use carefully considered, logical thinking and conclusions to make decisions and determine a course of action.

Creative Thinking

“A creative thinker is curious and open-minded, has a sense of wonder and joy in learning, and demonstrates a willingness to think divergently and tolerate complexity. A creative thinker uses imagination, inventiveness, resourcefulness and flexibility and is willing to take risks to imagine beyond existing knowledge in order to generate and implement innovative ideas.” BC Curriculum Draft

I Can Statements – Checklist for Success

  • I have ideas that represent a startling variety of important concepts.
  • I draw ideas and inspiration from many different sources, contexts and disciplines.
  • I combine ideas in highly original and surprising ways to solve a problem, address an issue or make something new.
  • I am willing to take risks, and to be playful, flexible and ambiguous.

Reflective Thinking

“A reflective thinker is aware of the processes involved in learning, capable of thinking about their own thinking in a given situation, relate it to other experiences, and identify ways to improve or adapt their approach to learning. A reflective thinker employs critical and creative thinking in order to construct their own understanding of what they are learning and to effect deep and lasting learning.” BC Curriculum Draft

I Can Statements – Checklist for Success

  • I am able to insightfully reflect on my own areas of strength, weakness, growth and interest.
  • I am able to identify and employ strategies for success.
  • I regularly evaluate my learning, my thinking and my behaviour to determine whether they are helping or hindering my goals.
  • I regularly reflect on my decisions, actions and behaviour to assess my impact on others.

Digital Literacy and Use of Language and Symbol

“Students who use language and symbols competently keep in mind a clear sense of purpose, audience and context. They interpret and use language, symbols, numbers, images, movement, facial expressions and technologies in a range of situations…and understand and appreciate the role of communication in building relationships and creating community” BC Curriculum Draft

I Can Statements – Checklist for Success

  • I can understand spoken, written and visual texts at or above my grade level.
  • I actively seek and engage with a rich variety of texts.
  • I can summarize ideas, information and findings.
  • I actively confirm that my understandings and interpretations are correct.
  • I actively seek clarification of ideas and information as needed.
  • I can express information, ideas and feelings orally, visually and in writing.
  • I actively, insightfully and respectfully participate in discussions.
  • I can present information and ideas clearly, concisely and in an organized manner.
  • I can present information and ideas with style and impact and in an engaging manner (I use strong and appropriate voice, syntax, word choice and images).
  • I create and use conceptually strong, relevant and well-executed visual representations that show great attention to detail.
  • I can present information and ideas to a variety of audiences, including people I do not know.
  • I am an active and attentive listener and encourage the person speaking with appropriate visible and/or verbal cues when appropriate.
  • I recognize that people have different points of view and I can disagree respectfully.
  • I can find reliable information and ideas about a topic that interests me or is assigned to me.
  • I document and properly cite the sources of my information and ideas.
  • I can clearly and concisely explain my learning, as well as how it connects to my prior understandings, experiences and efforts.
  • I can respectfully and clearly give, receive and respond to feedback.

Students who are literate in the use of digital media are confident in their ability to create and communicate knowledge digitally. They are able to adapt to new ways of accessing, evaluating, and using digital information and bring a critical perspective in creating and using digital content. They demonstrate awareness of the privacy, ethical and personal safety issues related to digital media and the implications of these for their futures.” BC Curriculum Draft

Personal Awareness and Responsibility:

“Students who demonstrate personal awareness and responsibility are able to set goals, monitor progress, regulate emotions, respect their own rights and the rights of others, manage stress and persevere in difficult situations. They keep themselves healthy and physically active, are financially literate, demonstrate self-respect and express a sense of personal well-being.” BC Draft Curriculum

I Can Statements – Checklist for Success

  • I understand the ways in which my identity and values are shaped by many influences, including family, culture, experiences, opportunities and places I have lived.
  • I understand that my identity is continually evolving, and I reflect on how this is unfolding.
  • I understand how my values shape my choices.
  • I consider the well-being of myself and others when I make decisions.
  • I can identify my strengths and challenges.
  • I can label my emotions.
  • I can use skills and strategies to manage my emotions constructively.
  • I strive to be resilient, learning to grow from the challenges I face.
  • I persevere with my goals and my learning, even when it is hard.
  • I understand that learning is a continuous process, and I take responsibility for actively engaging with my learning process.
  • I can set, monitor, adapt, achieve and evaluate goals.
  • I can manage my time to meet deadlines.
  • I use my time, including class time, productively and efficiently, both individually and in a group.
  • I recognize and cultivate leadership capacity in myself.

“Students who have a positive personal and cultural identity value their personal and cultural narrative and understand how it shapes their identity. Supported by a sense of self-worth, self-awareness and personal identity, they become confident individuals who take satisfaction in who they are and what they can do to contribute to their own well-being and the well-being of their family, community and society.” BC Curriculum Draft

Social Awareness and Relationships:

“Students who demonstrate social awareness and responsibility are active, caring and responsible members of their community. They make decisions based on the benefit to all, show respect for everyone’s rights and show empathy and a sense of ethical care as they consider differing views. They collaborate effectively with others, demonstrate a strong sense of community-mindedness and take actions to support diversity. They have the ability to co-operate with others, to manage and resolve conflicts, and to negotiate interactions with others from different backgrounds.” BC Draft Curriculum

I Can Statements – Checklist for Success

  • I cultivate constructive relationships with individuals of diverse backgrounds, abilities, languages and lifestyles.
  • I demonstrate awareness of, and respect for, my similarities and differences with others.
  • I demonstrate empathy for other people’s emotions, perspectives, cultures, languages and histories.
  • I can work effectively with others to achieve a common goal; I do my share.
  • I demonstrate the skills to effectively engage in and resolve interpersonal conflicts in various contexts.
  • I recognize leadership capacity in others.
  • I contribute positively and productively to my school and community.

Humanities Content:

  • Analytical lenses (formalist, historical, biographical, sociological, psychological)
  • Formalist terminology (elements of fiction, figurative language, sound devices, etc.)
  • Genres and purposes for reading, writing and speaking
  • English grammar
  • Use of appropriate language levels (colloquial, formal, academic)
  • Appreciation for the role of narrative in making meaning
  • Appreciation for the role of literature in helping us understand ourselves and others
  • Appreciation for the ways in which our stories reflect our individual identities, our cultures and our values