Grade K - 7 BC Curriculum Changes NELSON

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Changes to the Revised British Columbia

Curriculum
Nelson is committed to helping teachers understand, navigate, and implement the new
BC curriculum. Since 2013, we have worked closely with BC educators to understand the
changes and opportunities of the new BC curriculum and have developed our resources to
address the shifts towards Big Ideas, Core and Curricular Competencies, and First People’s
knowledge and perspectives.
Please see included within this document, a complete set of Curriculum Change
Charts that clearly identify and describe the changes to the various BC curricula across
Mathematics, Science, Social Studies and English Language Arts.
1. Changes to the Revised BC Mathematics Curriculum: Kindergarten to Grade 7
2. Changes to the Revised BC Science Curriculum: Kindergarten to Grade 7
3. Changes to the Revised BC Social Studies Curriculum: Kindergarten to Grade 7
4. Changes to the Revised BC English Language Arts Curriculum: Kindergarten to
Grade 8
If you require any further information, please do not hesitate to contact me.
Email: Randy.Arduini@nelson.com
Phone: 604-837-6804
For more information, visit: www.nelson.com/bc
Best regards,
Randy Arduini
Territory Manager
Toronto ON M1K 5G4
416 752 9100
Fax 416 752 9646
Toll free 1 800 668 0671
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MATHEMATICS Curriculum:
Kindergarten to Grade 7
Overall Changes to the BC Mathematics Curriculum

The new BC curriculum represents a fundamental shift in approach from the previous
curriculum. The redesigned curriculum features the following new elements:
• The introduction of Core Competencies (communication, creative thinking,

critical thinking, positive personal and cultural identity, personal awareness and
responsibility, and social responsibility) are foundational to all subject areas
from Kindergarten to Grade 12. They are not lesson specific, grade specific, or
subject specific.
• Big Ideas represent what students will understand at the completion of the
curriculum for their grade. They consist of generalizations and principles and the key
concepts important in an area of learning are intended to endure beyond a single
grade and contribute to future understanding.
• Curricular competencies have replaced the mathematics processes of the previous
curriculum. The Learning Standards has two parts: curricular competencies and
content. The curricular competencies indicate how students learn. The content part
of the Learning Standards indicates what students learn.
• First Peoples Knowledge and Perspectives are woven into every curriculum topic
and skills and processes. Suggestions to invite First Peoples Elders and Knowledge
Keepers to share their knowledge is expected throughout the grades.
• Financial literacy is a focus of the BC curriculum. It extends the work with money
from the previous curriculum and places significance on financial responsibility,
making financial decisions, making decisions about needs and wants, and
considering savings and giving.
Content Changes in the New BC Mathematics Curriculum

The content learning standards represent a significant shift in the new Mathematics
curriculum, as outlined in the chart below.
Note: Addition and subtraction facts to 20 are a focus from Grade 2 to Grade 5, with a
different level of computational fluency expected from grade to grade. Multiplication and
division facts to 100 are a focus from Grade 3 to Grade 7, with a different level of
computational fluency expected from grade to grade.
KINDERGARTEN
What’s Been Removed? What’s Changed? What’s New?
• Financial literacy for financial role play
• Decomposition of numbers to 10
• Describing change from one number to

another, concretely, as an approach to
patterns
• Balance/equality and imbalance/

inequality in preparation for algebraic
thinking
• Interpreting and reading concrete

graphs [Was Grade 2]
• Interpreting and reading pictorial graphs

[Graphs started in Grade 2, but did
not include pictorial graphs]
• Attributes of 2-D shapes [Was Grade 1]
• Probability of familiar life events [Was

Grade 5]
• Emphasis on First Peoples contexts such

as counting in First Peoples languages,
fish drying and sharing for equality and
balance, repeating patterns in First
Peoples art, financial literacy as trading
for equal value
GRADE 1
• Comparing length • Number concepts for BC • Financial literacy for financial

[Now Kindergarten] including counting go to 20 role play, making decisions
[Modified from to 100]
• Comparing capacity • Describing change from one
[Now Kindergarten] number to another,
concretely and verbally, as an
• Comparing mass
approach to patterns
[Now Kindergarten]
• Measuring length, with
non-standard units, but direct
measurement, not indirect
measurement
[Was Grade 2]
• Interpreting and creating

concrete graphs
[Was Grade 2]
• Probability of familiar life

events [Was Grade 5]
• Emphasis on First Peoples

contexts such as First Peoples
languages for counting, using
nature materials for number
activities, relating seasons
and moon cycles to
probability, trade games with
furs and tools connected with
financial literacy
GRADE 2
• Linear measurement with • Financial literacy related to

non-standard units spending and saving decisions,
[Now Grade 3] role-playing financial
transactions
• Reading and interpreting
pictographs [Now Grade 3] • Estimating and measuring
length, width, and height in
centimetres and metres [Was
Grade 3]
• Describing change from one

number to another, pictorially
and symbolically, as a
different/additional approach
to patterns
• Probability for likelihood of

events [Was Grade 5]

contexts such as number
activities for seating
arrangements at
ceremonies/feasts, storytelling,
finger weaving patterns,
traditional Northwest coast
First Peoples shapes, salmon
sharing and equality, traditional
methods for locating
GRADE 3
• Reading and making • Multiplication is to 10 × • Financial literacy related to

line plots 10, division is to 100 ÷ 10 earnings and payments
[Modified from 5 × 5, 25
• Comparing fractions • Fraction of a group; that is, fraction
÷ 5; to 10 × 10, to 100 ÷
[Now Grade 4] of a set [Was Grade 4]
10 was Grade 4]
• Fraction of a length; that is,
• 2-D shapes are called
fraction of a linear model
shapes, not polygons
[The term polygons is • Measuring capacity in millilitres,
now Grade 4] litres [Was Grade 5]
• Interpreting kilometres, relating

kilometres to distances and to a
variety of situations
• Exploring perimeter
[Was Grade 5]
• Exploring circumference
[Was Grade 7]
• Area in non-standard units and in

standard units
[Was Grade 4]
• Constructing 3-D objects with nets

[Was Grade 4]
• Reading and making pictographs

[Was Grade 2]
• Simulating probability events

[Was Grade 5]
• Emphasis on First Peoples contexts

such as harvest and traditional
calendars, geometry related to pit
houses and bentwood boxes,
cedar basket patterns, Yup’ik
border patterns, a trading game
for Oolichan oil, caribou skins,
beaver skins, canoes, halibut
GRADE 4
• Estimating, measuring, • Division is without • Financial literacy for

comparing area remainders [Modified from decisions related to giving
[Now Grades 3 and 5] including remainders and saving
which is now Grade 5]
• Describing and constructing • Comparing and ordering
rectangular and triangular fractions with like
prisms [Constructing 3-D denominators
objects is now Grade 3; [Was Grade 3]
constructing rectangular
• Conducting probability
and triangular prisms is
experiments [Was Grade 5]
now Grade 5]
• Perimeter of regular and
• Venn diagrams
irregular shapes [Perimeter
[Now Grade 6]
of rectangles was Grade 5;
• Carroll Diagrams perimeter was, and still is,
Grade 3]
• Comparing and ordering
fractions with unlike • Regular and irregular
denominators polygons [Was Grade 3]
[Now Grade 5]
contexts such as patterns in
fish stock in lakes, Yup’ik
patterns, dividing using
Tlingit numbers, balance and
symmetry in canoes and
kayaks, fish drying for
multiplication and division,
First Peoples games and
probability
GRADE 5
• Estimating and measuring • Area measurement of • Financial literacy for financial

volume [Now Grade 6] squares and rectangles plans, making change
[Modified to include area
• Estimating and measuring • Addition and subtraction of
which was in Grade 4]
capacity [Now Grades 3 whole numbers to 1 000 000
and 6] • Classifying prisms and
• Duration of time, using
pyramids [Modified from
measurements; that is,
describing 3-D objects]
elapsed time
• Interpreting and creating
double bar graphs with one-
contexts such as
to-one correspondence is
transformations in cedar
included as well as many-to-
basket patterns, traditional
one correspondence
measurement and
[Was many-to-one
estimating of lengths
correspondence only in
connected with reef-net
Grade 5]
canoes, high and low tide,
balance in traditional
buildings
GRADE 6
• Volume of rectangular prism • Decimals to thousandths • Financial literacy for

[Now Grade 7] including addition and budgeting and consumer
subtraction [Modified math, saving and purchasing
• Represent and compare
from to millionths;
integers [Integers are now • Percentage discounts
Grade 4 was, and still is,
Grade 7]
to thousandths] • Common multiples, least
common multiple, common
• Emphasis on benchmarks
factors, greatest common
for comparing and ordering
factor [Was Grade 7]
and for relating numbers in
different forms [Modified to • Divisibility [Was Grade 7]
include benchmarks for
• Multiplication and division
comparing and ordering]
strategies to 100, e.g., 23 × 4
• Modelling and solving one-
• Area of parallelogram,
step equations [Modified
triangle, trapezoid
from preservation of
[Now Grade 6]
equality in equivalent
equations] • Volume of 3-D objects
[Was Grade 5]
• Perimeter of complex
shapes [Modified to • Capacity [Was Grade 5]
include complex shapes
instead of less complex • Logic and patterns in puzzles
polygons] and games, including coding

contexts such as First
Peoples language, birchbark
biting, seaweed drying, berry
baskets, print making, Lahal
stick games
GRADE 7
• Divisibility [Now Grade 6] • Probability is experimental • Financial literacy with

only [Modified from being percent calculations and
• Common multiples, least
experimental and decisions
common multiple, common
theoretical probability]
factors, greatest common • Multiplication and division
factor [Now Grade 6] strategies to 100, e.g., to
multiply by 5, multiply by 10
• Addition and subtraction
and divide by 2
with fractions and with
mixed numbers • Multiplication and division of
[Now Grade 8] integers, order of operations
with integers [Was Grade 8]
• Area of triangle, area of
parallelogram • Volume of rectangular
[Now Grade 6] prisms [Was Grades 6
and 8]
• Constructing perpendicular
bisectors, parallel lines, • Volume of cylinders
angle bisectors [Was Grade 8]
• Central tendency, mean, • Tessellations [Was Grade 8]

mode, median, outliers
• Graphing linear relations in
[Now Grade 8]
four quadrants

contexts such as number
stories, drum making,
dreamcatchers, baskets and
quill box making, Haida
legends, bentwood boxes,
birchbark scrolls, jewelry
making, medicine wheel,
tide pools

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Toll free 1 800 668 0671
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SCIENCE Curriculum:
Overall Shifts in the New BC Science Curriculum

The new BC curriculum represents a fundamental shift in approach from previous curricula.
The redesigned curriculum features the following new elements:

subject specific.
• An increased emphasis on Curricular Competencies; Kindergarten to Grade 7
Science learning outcomes focused on skills and processes of scientific inquiry
o in 2005 curriculum: 23% of the learning standards were about skills
and processes
o in 2016 curriculum: 71% of the learning standards are about skills
and processes
o increase in emphasis: 308%
• An increased focus on students doing hands-on scientific inquiry.
and skills and processes.
• The new expectation in Science to acquire place-based knowledge about the
natural world in the area in which students live.
Content Changes in the New BC Science Curriculum

The content learning standards represent a significant shift in the new Science curriculum:
• 80% of curriculum topics from the 2005 curriculum have been moved, modified,
or removed.
• 84% of curriculum topics in the 2016 curriculum are new to the grade or have
been modified.
• 82% change in the overall scope of the curriculum.
KINDERGARTEN
• Surroundings (Earth/Space • The motion of objects

Science) [Modified] depends on their properties
(Physics) [Was Grade 1]
• Daily and seasonal changes

affect all living things
(Earth/Space Science)
[Was Grade 1]
GRADE 1
• Force and Motion (Physics) • Matter is useful because of

[Now Kindergarten] its properties (Chemistry)
[Was Kindergarten and
• Daily and Seasonal Changes
Grade 3]
[Now Kindergarten] • Light and sound can be
produced and their
properties can be changed
• Observable patterns and

cycles occur in the local sky
and landscape (Earth/Space
Science) [Was Grade 3]
GRADE 2
• Properties of Matter • Living things have life cycles • Forces influence the motion
(Chemistry) adapted to their of an object (Physics)
[Now Grades 2 and 4] environment (Biology) [Was Grade 1]
[Now includes plants]
• Materials can be changed

through physical and
chemical processes
(Chemistry) [Emphasis on
physical and chemical
changes]
• Water is essential to all living

things, and it cycles through the
environment (Earth/Space
Science) [Air and soil
removed]
GRADE 3
• Plant Growth and Changes • Living things are diverse, can be • All matter is made of
(Biology) grouped, and interact in their particles (Chemistry)
[Now Grade 3 and 4] ecosystems (Biology) [Modified [Was Grade 7]
from Grades 3, 4 and 7]
• Materials and Structures • Thermal energy can be
(Physics) [Now Grade 1] produced and transferred
• Stars and Planets
(Earth/Space Science) • Wind, water, and ice change
[Now Grades 4 and 6] the shape of the land
[Was Grade 5]
GRADE 4
• Habitats and Communities • All living things sense and • Matter has mass, takes up
(Biology) respond to their space, and can change phase
[Now Grades 3 and 4] environment (Biology) (Chemistry) [Was Grade 2]
[Modified from Grades
• Light and Sound (Physics) • Energy can be transformed
3 and 4]
[Now Grade 1] (Physics) [Was Grade 11]
• Weather (Earth/Space Science) • The motion of Earth and the

[Now Grade 1] moon cause observable
patterns that affect living
and non-living systems
[Was Grades 3 and 7]
GRADE 5
• Earth materials change as • Solutions are homogeneous

they move through the rock (Chemistry)
cycle and can be used as
natural resources
[Now focused on
interconnectedness]
• Multicellular organisms have

organ systems that enable
them to survive and interact
within their environment.
(Biology) [Nervous system
removed]
GRADE 6
• Electricity (Physics) • Exploration of Extreme • Multicellular organisms have

[Now Grade 7] Environments (Earth/Space organ systems that enable them
Science) [Modified] to survive and interact within
their environment. (Biology)
[Was Grades 5 and 8]
• Everyday materials are often

mixtures (Chemistry)
[Was Grade 7]
• Newton’s three laws of motion

describe the relationship
between force and motion
• The solar system is part of the

Milky Way, which is one of
billions of galaxies (Earth/Space
Science) [Was Grade 9]
GRADE 7
• Ecosystems (Biology) • Evolution by natural selection

[Now Grades 3 and 4] provides an explanation for the
diversity and survival of living
• Chemistry (Chemistry)
things (Biology) [Was Grade 11]
[Now Grades 3 and 7]
• The electromagnetic force
• Earth’s Crust (Earth/Space
produces both electricity and
Science) [Now Grade 8]
magnetism (Physics)
[Was Grade 6]
• Earth and its climate have

changed over geological time
[Was Grade 10]

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SOCIAL STUDIES Curriculum:
Overall Shifts in the New BC Social Studies Curriculum

The new BC curriculum represents a fundamental shift in approach from previous curricula.
The redesigned curriculum features the following new elements:

subject specific.
• An increased emphasis on Curricular Competencies; Social Studies Kindergarten
to Grade 9 learning outcomes focus on six thinking concepts.
o Accounts for 54% of the 2015 outcomes (competencies and content)
and skills and processes.
Content Changes in the New BC Social Studies Curriculum

The content learning standards represent a significant shift in the new Social Studies
curriculum:
• 69% of content in the 2015 curriculum is new to the grade or has been modified
In the charts below, the “removed” column indicates outcomes that have been removed
from the new curriculum as specific outcomes. These outcomes can potentially still be
taught as new outcomes or elaborations in the same or different grade.

KINDERGARTEN: IDENTITY AND FAMILIES
• The purpose of classroom • Groups and places that are • Personal and family history
and school expectations part of students’ lives and traditions
• Examples of technology used • Students’ roles and • Rights, roles, and

in students’ lives responsibilities as members responsibilities of individuals
of the classroom and school and groups
community
• People and events in the
• Characteristics of different local and First Peoples
local environments communities
GRADE 1: LOCAL COMMUNITIES
• Identity and family • Characteristics of different • Local communities

[Now Kindergarten] environments [Was Grade 2]
• Similarities and difference • Diverse cultures,

of families [Now backgrounds, and
Kindergarten] perspectives within
communities
• Symbols and maps of
Canada • Key events and
developments in the local
• The purpose of classroom
and First Peoples
and school expectations
communities
• Basic human needs
[Now Kindergarten]
• Ways communities use

technologies
GRADE 2: REGIONAL AND GLOBAL COMMUNITIES
• Changes that occur in the • Ways individuals contribute • Characteristics of at least

school and community to a community one Canadian First Peoples
throughout the year community and culture
• Factors that influence who
[Now Kindergarten and
students are • Diverse features of the
Grade 1]
environment in other parts
• Characteristics of Canadian
• Students’ roles, rights, and of the world
society
responsibilities within
• Rights and responsibilities of
groups, the classroom and • Relevant local and national
individuals regionally and
school [Now Kindergarten landforms and bodies of
globally
and Grade 1] How decisions water
are made in groups, the • Roles and responsibilities of
• Responsibility to the local
classroom, and the school regional government
environment
Grade 1]
• Work done in the school

Grade 1]
• The effect of technology on

individuals and schools
Grade 1]
GRADE 3: GLOBAL INDIGENOUS PEOPLES
• Past and present Canadian • A sense of responsibility for • Cultural characteristics and
communities the local environment ways of life of local First
Peoples and global
• The importance of
indigenous peoples
communities [Now
[Was partly Grade 4]
Grades 1 and 2]
• Interconnections of cultural
• The impact of personal roles,
and technological
rights, and responsibilities
innovations of global and
on the community
local indigenous peoples
• Governance and social
• Roles and responsibilities
organization in local and
of local governments
global indigenous societies
[Now Grade 2]
• Oral history, traditional
• Ways in which needs and
stories, and artefacts as
wants are met
evidence about past First
Peoples cultures
• Major landforms and bodies
• Relationship between
of water in BC and Canada
humans and the
• Characteristics of the environment
provinces and territories of [Was Grades 4 and 5]
Canada
• The influence of the physical

environment on early
settlement in students’ local
community or another
community [Now Grade 4]
GRADE 4: FIRST PEOPLES AND EUROPEAN CONTACT
• Characteristics of various • Bartering and monetary • The fur trade in pre-

Aboriginal cultures in BC and systems of exchange Confederation Canada and
Canada [Now Grades 1, 2, BC [Was Grade 5]
and 3]
• Demographic changes in pre-
• Technologies used by Confederation BC in both
Aboriginal peoples in BC and First Peoples and non-First
Canada [Now Grades 1, 2, Peoples communities
and 3] [Was partly Grade 5]
• Using maps to locate the • Economic and political

world’s hemispheres, factors that influenced the
continents, oceans, and colonization of BC and its
Aboriginal groups studied entry into Confederation
[Was partly Grade 5]
• The significance of place
names in BC and Canada • The history of the local First
Peoples communities
• Aboriginal peoples’
relationship with the land
and natural resources
[Now Grades 1, 2, and 3]
GRADE 5: CANADIAN ISSUES AND GOVERNANCE
• Key events and factors in the • Levels of government, their • Past discriminatory
development of the fur main functions, and sources government policies and
trade, railroad, and gold rush of funding [Modified from actions [Was Grade 6]
[Now Grade 4] Grades 5 and 6]
• Human rights and responses
• How Confederation formed to discrimination in Canadian
Canada as a Nation society [Was Grade 6]
[Now Grade 4]
• First Peoples land ownership
• The development of and use
transportation systems in
• Focus on current issues
BC and Canada
• The major physical regions

of Canada
• The importance of
sustainability
• Environmental effects of
settlement in early BC and
Canada [Now Grade 4]
GRADE 6: GLOBAL ISSUES AND GOVERNANCE
• Diverse concepts of • Rights and responsibilities of • Global poverty and inequality

Canadian identity Canada compared with those issues, including class
in other countries structure and gender
• Canadian society compared
with the society of another • Roles of individuals,
country • The role of Canada in the governmental organizations,
world and NGOs, including groups
• Society’s artistic expression
representing indigenous
relation to its culture • The importance of trade for
peoples
BC and Canada
• Key characteristics of the
• Economic policies and
justice system in Canada • Communications
resource management,
[Now Grade 5] technologies in Canada
including effects on
• The Canadian Charter of • Canada’s economy, indigenous peoples
Rights and Freedoms technology, and quality of life
• Globalization and economic
[Now Grade 5] compared with those in
interdependence
other countries
• International cooperation
and responses to global
issues
• Regional and international

conflict
• Media technologies and

coverage of current events

GRADE 7: THE ANCIENT WORLD TO THE 7TH CENTURY
th
• Influences and contributions • The 6 century
of ancient societies to
• Anthropological origins of
present-day cultures
humans
• The contribution of ancient
• Factors that lead to rise and
systems of law and
fall of civilizations
government to current
Canadian political and legal • Origins, core beliefs,
systems narratives, and influences of
religions, including at least
• The comparison of ancient
one indigenous to the
and modern
Americas
communications media
• Philosophical developments
• Interactions and exchanges

between past civilizations
and cultures, including
conflict, peace, trade,
expansion, and migration
• Social, political, legal,

governmental, and economic
systems and structures,
including at least one
indigenous to the Americas

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ENGLISH LANGUAGE ARTS Curriculum:
Overall Shifts in the New BC English Language Arts Curriculum

The new BC English Language Arts curriculum features the following significant shift
from 2006:
• Integration of authentic First Peoples content, worldviews, and Principles of Learning

into learning outcomes for each subject area in every grade
There is also an increased emphasis on the following in the new curriculum:

from Kindergarten to Grade 12
concepts important to an area of learning are intended to endure beyond a single
grade and contribute to future understanding. Big Ideas in English Language Arts
include:
o the importance of identity, culture, and multiple perspectives
o the joy of reading a variety of materials, including story and
informational text
• Curricular Competencies: English Language Arts K–8 learning outcomes focus on
two modes of language use: Comprehend and Connect (reading, listening, viewing)
and Create and Communicate (writing, speaking, representing)
• Content learning standards represent the required knowledge for students to
achieve the curricular competencies, build and deepen as they progress through
the grade levels
• The transferability of learning and the foundational aspect of literacy learning to all
other learning areas
• Flexibility of delivery using texts which may integrate two or more learning areas

Under One Sun offers contemporary First Peoples content, worldviews, and Principles of Learning
within a literacy context, while also providing rich connections and opportunities for integration
with new content from other subject areas of the new BC curriculum.
UOS
Social Studies Science Health Arts
Grade
Big Ideas Big Ideas Big Ideas Big Ideas
• Our communities are diverse • Plants and animals have • Learning about ourselves and • People create art to express
and made of individuals who observable features others helps us develop a who they are as individuals
have a lot in common positive attitude and caring and community
behaviours, which helps us
• Stories and traditions about • People connect to others and
build healthy relationships
ourselves and our families share ideas through the arts
reflect who we are and where
we are from
• Rights, roles, and

K responsibilities shape our
identity and help us build
healthy relationships with
others
Curricular Competencies Curricular Competencies Curricular Competencies Curricular Competencies
4 Explain the significance of Questioning & Predicting Social & Community Health Exploring and creating
personal or local events,
4 Demonstrate curiosity and a 4 Develop and demonstrate 4 Explore elements, processes,
objects, people, and places
sense of wonder about the respectful behaviour when materials, movements,
(significance)
world participating in activities with technologies, tools, and
others techniques of the arts
4 Observe objects and events in
familiar contexts
UOS
Grade
4 Ask simple questions about 4 Identify caring behaviours 4 Explore artistic expressions of
familiar objects and events among classmates and within themselves and community
families through creative processes
Processing & Analyzing
Communicating and
4 Discuss observations
documenting
4 Represent observations and
4 Interpret how symbols are
ideas by drawing
used through the arts
4 Experience and interpret the
4 Express feelings, ideas,
local environment
stories, observations, and
Applying & Innovating experiences through the arts
4 Take part in caring for self, 4 Describe and respond to

family, classroom and school works of art
through personal approaches
Communicating
4 Share observations and ideas

orally
4 Express and reflect on

personal experiences of place
Content Content Content Content
u Ways in which individuals and u Features of local plants and u Caring behaviours in groups u Traditional and contemporary
families differ and are the animals that help them meet and families Aboriginal arts and arts-
same their basic needs making processes
u Personal and family history u First Peoples uses of plants

and traditions and animals
UOS
Grade
u Rights, roles, and

responsibilities of individuals
and groups
u People, places, and events in
the local community, and in
local First Peoples
communities
• We shape the local • Living things have features • Learning about ourselves and • People create art to express
environment, and the local and behaviours that help others helps us develop a who they are as individuals
environment shapes who we them survive in their positive attitude and caring and community
are and how we live environment. behaviours, which helps us
• People connect to others and
build healthy relationships
• Our rights, roles, and share ideas through the arts
responsibilities are important
for building strong
1
communities
• Healthy communities
recognize and respect the
diversity of individuals and
care for the local environment
UOS
Grade
4 Explain the significance of Questioning & Predicting Social & Community Health Exploring and creating
personal or local events,
objects, people, and places
(significance)
4 Recognize the causes and others techniques of the arts
consequences of events,
familiar contexts 4 Identify caring behaviours 4 Explore artistic expressions of
decisions, and developments
among classmates and within themselves and community
in their lives (cause and 4 Ask questions about familiar
families through creative processes
consequence) objects and events
Mental Well-being Communicating and
4 Explore different perspectives 4 Make simple predictions
documenting
on people, places, issues, and about familiar objects and 4 Identify and describe
events in their lives events practices that promote 4 Interpret how symbols are
(perspective) mental well-being used to express meaning
through the arts
4 Identify and describe feelings
and worries 4 Express feelings, ideas,
local environment
stories, observations, and
4 Identify personal skills,
Evaluating experiences through the arts
interests, and preferences
4 Compare observations with 4 Describe and respond to
those of others works of art
4 Consider some environmental

consequences of their actions
Applying and Innovating
UOS
Grade
4 Take part in caring for self,

family, classroom and school
Communicating
4 Communicate observations
and ideas using oral or
written language, drawing, or
role-play

u Characteristics of the local u Structural features of living u Caring behaviours in groups u Traditional and contemporary
community that provide things in the local and families Aboriginal arts and arts-
organization and meet the environment making processes
needs of the community
u Behavioural adaptations of
u Diverse cultures, animals in the local
backgrounds, and environment
perspectives within the local
u Aboriginal knowledge of the
and other communities
sky and landscape
u Relationships between a
u Local patterns in events that
community and its
occur on Earth and in the sky
environment
u Roles, rights, and
responsibilities in the local
community
UOS
Grade
u Key events and developments

in the local community, and in
local First Peoples
communities
u Natural and human-made

features of the local
environment
• Local actions have global • All living things have a life • Having good communication • Creative expression develops
consequences, and global cycle. skills and managing our our unique identity and voice
actions have local emotions enables us to
• Water is essential to all living • People connect to the hearts
consequences develop and maintain healthy
things, and it cycles through and minds of others in a
2 relationships
• Canada is made up of many the environment variety of places and times
diverse regions and through the arts
communities
• Individuals have rights and

responsibilities as global
citizens
UOS
Grade
4 Explain why people, events, Questioning & Predicting Social & Community Health Exploring and creating
and places are significant to
various individuals and
groups (significance)
4 Sequence objects, images, others techniques of the arts
and events, and explain why
familiar contexts 4 Identify and describe 4 Explore personal experience,
some aspects change and
characteristics of positive community, and culture
others stay the same 4 Ask questions about familiar
relationships through arts activities
(continuity and change) objects and events
4 Explain how participation in Communicating and
4 Recognize the causes and 4 Make simple predictions
outdoor activities supports documenting
consequences of events, about familiar objects and
connections with the
decisions, and developments events 4 Interpret symbolism and how
community and environment
(cause and consequence) it can be used to express
Mental Well-being meaning through the arts
4 Explain why people’s beliefs,
values, worldviews, 4 Identify and apply strategies 4 Express feelings, ideas,
experiences, and roles give local environment
that promote mental well- stories, observations, and
them different perspectives Evaluating being experiences through creative
on people, places, issues, and works
4 Compare observations with 4 Identify and describe feelings
events (perspective)
those of others and worries, and strategies 4 Describe and respond to
4 Make value judgments about for dealing with them works of art
events, decisions, and actions, 4 Consider some environmental
consequences of their actions 4 Identify personal skills,
and suggest lessons that can
interests, and preferences
be learned (ethical judgment) Applying and innovating and describe how they
influence self-identity
UOS
Grade
4 Take part in caring for self,

family, classroom and school
Communicating
4 Communicate observations
and ideas using oral or
written language, drawing, or
role-play

UOS
Grade
• Diverse characteristics of • Aboriginal knowledge of life • Factors that influence self- • Traditional and contemporary
communities and cultures in cycles identity Aboriginal arts and arts-
Canada and around the world, making processes
• Water sources
including at least one
• A variety of local works of art
Canadian First Peoples
and artistic traditions from
community and culture
diverse cultures, communities,
• How people’s needs and times, and places
wants are met in communities
• Relationships between people

and the environment in
different communities
• Rights and responsibilities of

individuals regionally and
globally

Grade K - 7 BC Curriculum Changes NELSON

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Grade K - 7 BC Curriculum Changes NELSON

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NELSON EDUCATION LTD.

1120 Birchmount Road

Changes to the Revised British Columbia

1. Changes to the Revised BC Mathematics Curriculum: Kindergarten to Grade 7

2. Changes to the Revised BC Science Curriculum: Kindergarten to Grade 7

3. Changes to the Revised BC Social Studies Curriculum: Kindergarten to Grade 7

4. Changes to the Revised BC English Language Arts Curriculum: Kindergarten to

Changes to the Revised British Columbia

Overall Changes to the BC Mathematics Curriculum

• The introduction of Core Competencies (communication, creative thinking,

Content Changes in the New BC Mathematics Curriculum

What’s Been Removed? What’s Changed? What’s New?

• Financial literacy for financial role play

• Describing change from one number to

• Balance/equality and imbalance/

• Interpreting and reading concrete

• Interpreting and reading pictorial graphs

• Attributes of 2-D shapes [Was Grade 1]

• Probability of familiar life events [Was

• Emphasis on First Peoples contexts such

What’s Been Removed? What’s Changed? What’s New?

• Comparing length • Number concepts for BC • Financial literacy for financial

• Interpreting and creating

• Probability of familiar life

• Emphasis on First Peoples

What’s Been Removed? What’s Changed? What’s New?

• Linear measurement with • Financial literacy related to

• Describing change from one

• Probability for likelihood of

• Emphasis on First Peoples

What’s Been Removed? What’s Changed? What’s New?

• Reading and making • Multiplication is to 10 × • Financial literacy related to

• Interpreting kilometres, relating

• Area in non-standard units and in

• Constructing 3-D objects with nets

• Reading and making pictographs

• Simulating probability events

• Emphasis on First Peoples contexts

What’s Been Removed? What’s Changed? What’s New?

• Estimating, measuring, • Division is without • Financial literacy for

What’s Been Removed? What’s Changed? What’s New?

• Estimating and measuring • Area measurement of • Financial literacy for financial

What’s Been Removed? What’s Changed? What’s New?

• Volume of rectangular prism • Decimals to thousandths • Financial literacy for

• Emphasis on First Peoples

What’s Been Removed? What’s Changed? What’s New?

• Divisibility [Now Grade 6] • Probability is experimental • Financial literacy with

• Central tendency, mean, • Tessellations [Was Grade 8]

• Emphasis on First Peoples

Changes to the Revised British Columbia

Overall Shifts in the New BC Science Curriculum

• The introduction of Core Competencies (communication, creative thinking,

Content Changes in the New BC Science Curriculum

What’s Been Removed? What’s Changed? What’s New?

• Surroundings (Earth/Space • The motion of objects

• Daily and seasonal changes

What’s Been Removed? What’s Changed? What’s New?

• Force and Motion (Physics) • Matter is useful because of

• Observable patterns and

What’s Been Removed? What’s Changed? What’s New?

• Materials can be changed

• Water is essential to all living

What’s Been Removed? What’s Changed? What’s New?