Written texts include novels, articles, and short stories. Oral, written, and visual elements can be combined (e.g., in dramatic presentations, graphic novels, films, web pages, advertisements). Enter your email address if you would like a reply: The information on this form is collected under the authority of Sections 26(c) and 27(1)(c) of the Freedom of Information and Protection of Privacy Act to help us assess and respond to your enquiry. Languages change slowly but continually (e.g., Old English to Modern English): diction, figurative language, tone, inclusive language, and degree of formality, such as avoiding double negatives, mixed metaphors, malapropisms, word misuse, use of a mix of simple, compound, and complex sentences; correct pronoun use; subject-verb agreement; use of transitional words; awareness of run-on sentences and sentence fragments, common practices in all standard punctuation use, in capitalization, in quoting, and in Canadian spelling. figurative language, parallelism, repetition, irony, humour, exaggeration, emotional language, logic, direct address, rhetorical questions, and allusion, such as to inquire, to explore, to inform, to interpret, to explain, to take a position, to evaluate, to problem solve, to entertain, includes digital sources; students need to develop the language and tools to successfully navigate digital media (e.g., be familiar with terms and concepts such as browser, cookie, browsing history, hyperlinked text, thread, URL, fair use/copyright, plagiarism, posting etiquette, following social media, tweeting, privacy, digital identity, predictive text, evaluating digital resources, how search engines work, collaborative writing online, the language register of texting versus standard Canadian English, digital ownership, data mining). We are implementing B.C.’s new curriculum in public and independent schools. Employment, business and economic development, Birth, adoption, death, marriage and divorce, Birth, adoption, death and marriage reports, Environmental protection and sustainability, Emergency Preparedness, Response & Recovery, Premier’s Awards for Excellence in Education. using techniques such as adjusting diction and form according to audience needs and preferences, using verbs effectively, using repetition and substitution for effect, using active instead of passive voice, maintaining parallelism, adding modifiers, replacing, creating an original story or finding an existing story (with permission), sharing the story from memory with others, using vocal expression to clarify the meaning of the text, using non-verbal communication expressively to clarify the meaning, attending to stage presence, differentiating the storyteller’s natural voice from the characters’ voices, presenting the story efficiently, keeping the listener’s interest throughout, using an expanding repertoire of techniques to enhance audience experience. Visual texts include posters, photographs, and other images. Students should be prompted to ask: Does it meet the purpose? Students should be prompted to understand the influence of family, friends, activities, education, religion, gender, age, place, settlement patterns, immigration, economic factors, and political events (local and beyond); to understand that authors write from a perspective influenced by such factors; and to understand the relationship between text and context. Comments will be sent to 'servicebc@gov.bc.ca'. asking creative and critical questions supported and inspired by texts, may include questioning and speculating, acquiring new ideas, analyzing and evaluating ideas, developing explanations, considering alternative points of view, summarizing, synthesizing, problem solving, vary depending on the purpose and audience of the text; students should be encouraged to focus on the relationship between form and function (e.g., considering the role in various texts of elements such as negative space in graphic novels, advertisements on websites, lighting and camera angles in film and photography, use of music, paragraph length, line breaks in poetry, silence and intonation in spoken word, and colour), questioning, interpreting, comparing, and contrasting a range of texts (e.g., narrative, poetry, visual texts); students should be encouraged to think outside the box, moving beyond the text and comparing texts; useful strategies include “exit slips,” “one star, one wish,” and quick activities to identify thinking. Students should be prompted to distinguish fact from opinion and to consider the source of the information, whether it is supported by evidence, whether it is factually correct, and whether other sources support it. Teachers may voluntarily use the 10-12 draft curriculum, in full or in part, in the 2017/18 school year. Full transition to the new Grade 10 curriculum will take effect in 2018/19; the new Grades 11 & 12 curriculum will remain optional for trial use for 2018/19. You can search our Kindergarten to Grade 12 curriculum by course or keyword Students should be prompted to demonstrate comprehension, understanding of connection, and thoughtfulness; support positions with evidence/reasoning; identify and challenge their own assumptions; show awareness of their emotional and cognitive reactions and of their own point of view; and show they can consider texts from different point of views. Stories can be oral, written, or visual, and used to instruct, inspire, and entertain listeners and readers. They may also be considered the embodiment of collective wisdom. Our sense of individuality and belonging is a product of the language we use; oral tradition, story, recorded history, and social media; voice; cultural aspects; literacy history; linguistic background (English as first or additional language); register; and language as a system of meaning. B.C. Click or tap to ask a general question about COVID-19. The provincial curriculum outlines B.C.’s educational standards for each area of study by students in Kindergarten to Grade 12 programs. Does it add new information? Please don’t enter any personal information. Construct meaningful personal connections between self, Recognize the influence of place in First Peoples and other Canadian texts, Use writing and design processes to plan, develop, and create engaging and meaningful, Use an increasing repertoire of conventions of Canadian, Select and use appropriate features, forms, and genres according to audience, purpose, and message, Transform ideas and information to create original, Express an opinion and support it with credible evidence, Évaluation de littératie de la 10e année – Français langue première, Évaluation de littératie de la 12e année – Français langue première, Évaluation de littératie de la 12e année – Français langue seconde-immersion, different features, forms, and genres of texts, Think critically, creatively, and reflectively, personal, social, and cultural contexts, values, and perspectives, how language constructs personal, social, and cultural identity, how literary elements, techniques, and devices enhance and shape meaning, diversity within and across First Peoples societies. Applied Skills / Compétences pratiques; Daily Physical Activity / Activité Physique Quotidienne; English Language Arts / Français langue; Fine Arts/Arts Education / Beaux-Arts; Health and Career Education / … literary or thematic categories such as fantasy, humour, adventure, biography, characterization, narrative structures, setting, sensory detail (e.g., imagery, sound devices); figurative language (e.g., metaphor, simile, hyperbole); irony, paradox, oxymoron, layout, infographics, emoticons, icons, symbols, interactive visuals, hypertext, colour; illustration style (realism, cartoon, sketch, outline), using contextual clues; using phonics and word structure; visualizing; questioning; predicting; previewing text; summarizing; making inferences, focusing on the speaker, asking questions to clarify, listening for specifics, expressing opinions, speaking with expression, staying on topic, taking turns, talking and thinking about learning (e.g., through reflecting, questioning, goal setting, self-evaluating) to develop awareness of self as a reader and as a writer, may include revising, editing, considering audience, such as tone, volume, inflection, pace, gestures, developing multi-paragraph compositions that are characterized by unity, development, and coherence. for example, metaphor brings a fresh perspective to the common; irony can add social critique to an argument; allusion suggests connections between diverse elements; form often reflects function; diction influences emotion, persuasiveness, and meaning, variety of worldviews and perspectives, diverse traditions, range of historical experiences, wealth of human experiences, collaborating in large and small groups through activities such as think-pair-share, debates, four corners, quiet conversation, and lit circles (in which students take on new roles); using active listening skills and receptive body language; paraphrasing and building on others’ ideas; disagreeing respectfully; extending thinking (e.g., shifting, changing) to broader contexts (social media, digital environments), Students should be supported in planning, drafting, and editing multimedia and multimodal texts, such as paragraph compositions that include a theme (subject and author’s opinion) and TAG (title, author, genre); other examples of texts include opinion pieces, poetry, short stories, narratives, slams, spoken word texts, storyboards and comic strips, and masks. Language features, structures, and conventions, Apply appropriate strategies to comprehend written, oral, and visual, Synthesize ideas from a variety of sources to build understanding. View the curriculum in English for the following curriculum subject areas: We are implementing B.C.’s new curriculum in public and independent schools. Any presentation (in written, oral, or digital form) should reflect an appropriate choice of medium for the purpose and the audience, and demonstrate thought and care in organization. Students should recognize that how we use language defines who we are in the world. Our response to COVID-19 | Province-wide restrictions. Full transition to the new Grades 11 & 12 curriculum will take effect in 2019/20. Using oral, written, visual, and digital texts, students are expected individually and collaboratively to be able to: narrative texts, whether real or imagined, that teach us about human nature, motivation, and experience, and often reflect a personal journey or strengthen a sense of identity. Is it current? We would like to show you a description here but the site won’t allow us. Hello, I am your COVID-19 digital assistant. Curriculum; Transforming BC's Curriculum; Curriculum Subject Areas. Students at this level expand their understanding of the range of audiences to include children, peers, authorities, and technical and business audiences, and are introduced to evidence-based writing for a variety of audiences.