Republic of the Philippines

Sorsogon State College

Sorsogon City Campus
A.Y. 2015 2016

School Curriculum in
West Coast Canada, British Columbia

Submitted by:
Mary Grace H. Pobocan
BSED Math 3A

Submitted to:
Ms. Nove V. Lasay

British Columbia Curriculum

Rationale
The British Columbia Mathematics curriculum aims to ensure that our citizens are
numerate and embody mathematical habits of mind. It develops skills and processes
citizens can use to critically analyze information encountered at work, in finances, and in
daily life, while providing the fundamentals on which mathematical specialties and
professional applications of mathematics are built.
The Mathematics program of study is designed to develop deep mathematical
understanding and fluency, logical reasoning, analytical thought, and creative thinking.
Content focuses on concepts related to number sense, patterns and relations, spatial sense,
and statistics and probability. Students actively investigate problems and find solutions.
Throughout the course of their K-12 Mathematics experience, they will develop a
willingness to take risks, experiment, and make logical guesses. Students will experience
both success and failure, ultimately learning perseverance while developing confidence
and competency in mathematics.
On both a local and global level, students are creators of and exposed to an
overload of information. Through the study of Mathematics, they learn how to make
accurate, informed, and ethical choices in the collection, analysis, and presentation of
data. Mathematical thinking assists students in making sound inferences and decisions
that will impact both our present and future societies.
Students are empowered as they develop proficiency in using mathematics as a
tool, a process, and a way to further understand the patterns and relationships within the
world. Mathematical abilities enable them to understand their place in society from both
an individual and a global perspective. Mathematical knowledge, attitudes, and skills
create opportunities for and enrich the lives of us all.
Goals
The British Columbia mathematics curriculum contributes to students
development as educated citizens through the achievement of the following goals.
Students are expected to develop a deep understanding of both factual (content) and
processed-based (curricular competencies) information; each of these forms of
knowledge are needed to solve complex problems reason mathematically using their
understanding of number, pattern, spatial relationships, and analysis of data in order to
problem solve become financially literate and able to make sound financial decisions use
flexible, effective, and accurate strategies to analyze and solve increasingly complex
problems explore how mathematics complements and includes other ways of knowing,
such as First Peoples knowledge and other world views develop perseverance and

confidence to apply mathematical thinking in various abstract and concrete contexts view
and navigate their world with a mathematical perspective develop the ability for abstract
thinking, including the critical thinking skills necessary for understanding global issues in
society.
Areas of Study
Curriculum Subject Areas

Applied Skills

Daily Physical Activity

Language Arts / Programmes d'etudes de Franais langue

Fine Arts/Arts Education

French Immersion

B.C. First Nations Studies 12

English 12 First Peoples

Health and Career Education

International Languages

Literacy Foundations

Mathematics

Physical Education

Science

Social Studies
The Learning Resources contains the provincially recommended learning

resources organized by grade and by curriculum organizer.

The icons identify the media formats of the recommended resources in the
Learning Resources.
Subject
Applied Skills

Learning Resources
Business Education 8 to 10 (1997)
Business Education 11 and 12 and Economics 12 (1998)

Accounting 11 and 12

Financial Accounting 12

Business Computer Applications 11

Business Information Management 12

Data Management 12

Economics 12

Entrepreneurship 12

Management Innovation 12

Marketing 11 and 12

Home Economics

Family Studies 10 to 12 (2007)

Foods & Nutrition 8 to 12 (2007)

Textiles 8 to 12 (2007)

Cafeteria Training 11 to 12 (1998) (1998)

Technology Education 11 and 12

English
Arts

Automotive Technology (2001)

Carpentry and Joinery (2001)

Drafting and Design (2001)

Electronics

Metal Fabrication and Machining (2002)

LanguageCommunications 11 and 12 (1998)
English Language Arts K to 7 (2006)
English Language Arts 8 to 12 (2007)

Fine Arts

English Literature 12 (2003)

Drama 8 to 10 (1995)
Drama 11 and 12:

Film and Television (1998)

Theatre Performance and Theatre Production (2002)

Fine Arts K to 7 (1998)

Dance

Drama

Music

Music 8 to 10 (1996)
Music 11 and 12

Choral Music and Instrumental Music (2002)

Music 11 and 12

Composition and Technology (1996)

Visual Arts K to 7
Visual Arts 8 to 10
Visual Arts 11 and 12

Art Foundations and Studio Arts (2002)

Visual Arts 11 and 12

Media Arts (1997)

Health

&

CareerHealth and Career Education K to 7 (2006)

Education

Health and Career Education 8 and 9 (2005)

Planning 10 (2004)

Information

Career and Personal Planning 11 and 12 (1997)

&Information and Communications Technology 11 and 12

Communications

(Updated September 2004)

Technology
International

Core French 5 to 12 (2001)

Languages

German 5 to 12 (1996)
Italian 5 to 12 (Updated 2005)
Korean 5 to 12 (2006)
Mandarin Chinese 5 to 12 (1999)
Spanish 5 to 12 (2005)

Mathematics

Japanese 5 to 12 (1997)
Mathematics K to 7 (2007)
WNCP approved learning resources for K to 7
Mathematics 8 and 9 (2007)
WNCP approved learning resources for 8 to 10
Mathematics 10 to 12 (2006)

Applications of Mathematics 10 to 12 (2006)

Essentials of Mathematics 10 to 12 (2006)

Principles of Mathematics 10 to 12 (2006)

Mathematics 10 to 12 (2008)

WNCP approved learning resources for Grades 10 to 12

Foundations of Mathematics and Pre-calculus

Apprenticeship and Workplace Mathematics

Physical Education Physical Education K to 7 (2006)
Physical Education 8 to 10 (2008)
Sciences

Physical Education 11 and 12 (1998)

Applications of Physics 11 & 12 (2008)

Biology 11

Biology 12 (2006)

Chemistry 11

Chemistry 12 (2006)

Earth Science 11

Geology 12 (2006)

Physics 11

Physics 12 (2006)

Science K to 7 (2005)
Science 8 (2006)
Science 9 (2006)
Science 10 (2008)
Science & Technology 11 (2008)
Sustainable Resources 11 & 12 (2008)

Social Studies

Agriculture 12

Forestry 12

Mining 12
BC First Nations Studies 12 (2006)
Civic Studies 11 (2005)
Comparative Civilizations 12 (2006)
Geography 12 (2006)
History 12 (2006)
Law 12 (2006)
Social Justice 12 (2008)
Social Studies K to 7 (2006)
Social Studies 10 (2006)
Social Studies 8 to 10 (1997)
Grades 8 & 9 - continue using the 1997 IRP
Grade 10 - use the 2006 IRP
Social Studies 11 (2005)

Methodologies and Strategies

Secondary Strategies
This section includes strategies for secondary classroom teachers to use with
students who are having difficulty achieving the learning outcomes of the curriculum.
These strategies can be used:

as pre-referral intervention,

as ideas for the development of an Individual Education Plan (IEP), or

as coping mechanisms to be used while the classroom teacher awaits specialist

consultation and/or assessment.
Teachers using these strategies should keep in mind that this is intended to be a

manageable list of ideas, useful to busy classroom teachers, rather than a comprehensive
list of all available strategies. A blank page for notes is included at the back of this section
so teachers can record additional strategies they have used and found effective. If the
variety of strategies in this resource guide is not adequate alternatives, consider accessing
the services of specialist personnel.

The Ministry of Education handbook Students with Intellectual Disabilities: A

Resource Guide for Teachers also contains suggestions for teachers who are looking for
strategies to help their students. Of particular interest are the sections on adaptations and
working with teacher assistants.
Literacy Skills
Expanding a limited vocabulary.
Strategies
o Teach student to preview material to develop list of words that may cause
difficulty.
o Provide students with list of key vocabulary to be used in a lesson.
o Help student to develop note cards with personal vocabulary list.
Extending limited comprehension.
Strategies
o Teach key connecting words which cue relationships between ideas.
o Provide summaries or simplified forms of novels or other reading material to
augment understanding.
o Suggest use of bookmarks to place above or below line to prevent losing place in
text.
o Provide practice in predicting and summarizing as students use RAP.
o Model effective reading strategies including techniques such as previewing,
highlighting and note taking.
o Provide tape recording so students can listen while they read.
o Provide opportunities for pairs of students to oral read materials.
o Encourage students to use visualization and verbalization to support
comprehension. For example, students can create a visual image of a charecter in
a novel being read in order to support inference and understanding of
relationships between charecters.
Resolving confusion that results when there is too much print on a page.
Strategies
o Consider altering the format of handouts to reduce the amount of material in the
visual field For example, use underlining or shading to highlight important
concepts, reduce the amount of print on a page, and construct tests with large
amounts of white space.
Developing composition skills.
Strategies
o Teach pre-writing activities such as organizers.

o Provide opportunities for student to discuss topic and generate a list of words to
guide written plan.
o Consider the ideas as the principal goal rather than the form or style in initial
stages of writing process.
o Consider oral demonstrations of knowledge.
o Allow more time for written assignments.
o Teach students to proofread in pairs.
o Provide teacher consultation for revision stages of the writing process.
Improving handwriting skills.
Strategies
o Encourage students to use word processor.
o Allow laptop computers for students to use in class.
o Allow audio or video taped recording of assignment as an alternative to written.
Improving spelling and mechanics.
Strategies
o Encourage the use of electronic spell-checkers.
o Limit the weighting of spelling on the evaluation.
o Assist student to develop a personal spelling dictionary to refer to when
proofreading.
o Model and teach editing skills.
o Establish peer editing procedures.
o The Hamburger Strategy or How to plan a paragraph that tastes good.

Like a good cook, the

paragraph writer needs to
collect all the necessary
ingredients and put them
together in good order!

Numeracy Skills
Mastering basic operations and calculations.
Strategies
o Teach and encourage the appropriate use of calculators.

o Connect all mathematical concepts to real life situations.

o Model and encourage the use of manipulatives and multi-sensory objects or tools
for math concepts (e.g. ruler, number line, soup cans).
o Model a variety of ways to solve the same computational problem.
o Provide immediate feedback about the process as the student works.
o Encourage students to compare answers with a study partner as an alternate means
of receiving immediate feedback.
o Decrease the volume of questions without compromising the concept covered
(this may be most appropriate with drill and practice type questions).
o Provide alternate texts with less complex visual material.
o Encourage the use of graph paper to ensure correct organization of numbers
within columns.
o Observe students' work for observable errors in strategy.
Developing problem solving skills.
Strategies
o Recognize the complexity of mathematics as another language system and teach
the symbols directly (i.e. 1/2 can mean part to whole relation, can mean a
representation of a ratio, can mean finding a quotient).
o Model a variety of problem solving strategies.
o Assist students to develop criteria for choosing a strategy
o Apply reading comprehension strategies to problem solving (i.e. deciding what
the main idea is and what information is extraneous to the problem).
o Use simpler problems of the same type to model methods.
o Encourage students to represent problem in pictorial or other visual form before
attempting solution.
o Focus students' understanding of algebraic symbols as representing real numbers
or operations.
o Permit extended time for problem solving, including presolution stage trial and
error.
o Teach prediction and estimation skills.
o Consider the use of pictoral flow charts to plan strategies before setting up
equations.

Integers

and Manipulatives

Many

secondary school students can benefit from the use of

manipulative materials when studying math. The following
illustrates the use of algebra titles.
Combining Integers

Tests/Exams
Per

formance on tests/exams does not appear consistent with understanding

of concepts.
Strategies
o Allow extra time to complete test.
o Allow use of word processor or other technology .
o Teach and review key test-taking vocabulary (e.g. list, compare, contrast, discuss).
o Teach strategies for preparing for different kinds of tests.
o Consider open-book tests or tests with use of notebooks.
o Select question format carefully (e.g. consider use of multiple choice or matching
items rather than requesting recall of specific facts).
o Consider alternatives to objective tests (e.g. oral presentation, concrete
application, AV presentation, graphic display).
o Present test questions orally by providing a reader or a tape recording of the
questions.
o Allow student to take test or exam in an alternate setting.
Learning outcomes difficult to achieve.
Strategies
o Provide adjusted timetable to assist student to succeed in course load (coordinate
with counselor or appropriate personnel).
o Consider providing a support block for learning strategies.
o Consider further adaptations to the scheduling of required subjects (e.g. space
high school requirements over an extra year, encourage intensive study in one
required course over the summer by means of correspondence or summer school).
o Note Taking
Difficulty taking notes form lectures, discussions and video presentation.
Strategies
o Provide pre-designed organizers for note taking (e.g. overhead outlines, outline
forms for notes).

o Use NCR paper for peers to record notes.

o Use old-fashioned carbon paper.
o Photocopy from set of class notes prepared daily by student or teacher. This can
also be used to catch up students who were absent.
o Permit use of cassette tape recorders in class.
o Use concept mapping or webbing for notes.
o Use multiple column note taking format.
o Provide list of key vocabulary in advance of the lesson.
o Encourage students to develop their own abbreviations.
o Provide models of good note taking.
o Permit time for students to write information after listening.
o Provide oral clues about what is key to write down.
o Minimize copying of notes from board by providing handouts and use them as
tools for tasks such as discussion or synthesizing.
Difficulty taking notes from texts or other written sources.
Strategies
o Teach strategies for note taking such as PQR3(Preview, question, read, reflect,
recite/write, review).
o Model the use of various types of notes (e.g. demonstrate how to use written
material to highlight key ideas, create an outline, a concept map).
o Preview the material to bring prior knowledge and set a purpose for the note task.
o Provide guided practice in writing summaries.
Classroom Management
Acquiring appropriate group interaction skills to address behaviors such as:
o speaking out,
o disrupting classroom activities,
o using inappropriate language and gestures, and
o moving inappropriately around the classroom
Strategies
o Speak to the student privately to establish expectations and consequences.
o Use proximity or eye contact to the target student when addressing the large
group.
o Create alternatives to unacceptable behavior. For example, provide the student
with constructive reasons to move around.
o Be consistent in use of consequences.

o Use "time outs" judiciously.

Developing appropriate social interaction skills to address behaviors such as:
o defying authority,
o arguing,
o manipulating,
o domineering, and
o causing a disturbance for which others are blamed.
Strategies
o Acknowledge acceptable behaviour.
o Avoid confrontations.
o Interact with students constantly. Consider being present before the class starts
and moving around the room.
o Give the student leadership responsibilities such as coaching or tutoring younger
students.
o Apply consequences consistently.
Discontinuing cheating on tests.
Strategies
o Discuss feelings of pressure to succeed.
o Ensure that the student's learning needs have been adequately addressed.
o Confront the student with facts.
o Establish consequences and apply them consistently.
Learning to control impulsive behaviour such as:
o difficulty thinking before acting.
Strategies
o Help the student set up a method for self-monitoring.
o Establish a private signal to remind student to stop and think.
o Provide opportunities for the student to practice self-monitoring with positive
reinforcement for effort. For example, teach the student to use self-talk to slow
down reactions to stressors.
Decreasing physically aggressive behavior such as:
o pushing to get to the front of a line, and
o poking those sitting nearby with pen.
Strategies
o Discuss the reasons for limits to tolerance of aggression with the student.

o Identify the problem with the student in a private conference to decrease peer
attention which may reinforce the behavior.
o Teach the student the concept of the right to personal space. This may not be a
known concept.
o Consult with parents to try to find the cause of the aggressiveness.
o Try to provide positive ways for the student to get attention and appropriate
sources of needed status.
o Use firm, unemotionally applied consequences.

Managing defensiveness such as getting upset or withdrawn in response to

constructive criticism.
Strategies
o Focus on the positive aspects of the student's work or behaviour first.
o Approach problems with the student from a problem solving rather than a blaming
point of view.
o Avoid overreacting to this student's behaviour. Give the student a quick way to
correct the problem ("Fast chance").
o Provide choices so the student who feels insecure can practice small experiences
with accepting responsibility.
Developing skills to relate to peers and adults, especially for students who are
withdrawn.
Strategies
o Be friendly, in a quiet way, and model warm interactions with students and
teachers for the student to observe.
o Create opportunities for the withdrawn child to contribute to small group
activities.
o Gently urge, but do not force, the student to participate in group activities.
o Consider setting the student up with a mentor, either a teacher/role model or an
older student in the school.
Resolving difficulties when the student has:
o problems with attention, and/or
o difficulty focusing in oral activities or group work.
Strategies
o Seat student in an area of the classroom that will minimize distractions.
o Locate the student to maximize the positive effect of role models in the class.
o Establish private cueing system to remind student to attend to activity.

o Teach student to self-monitor attention behaviors.

o Provide individualized accommodations such as allowing a target group to work
in a separate setting to block out extraneous stimuli.
o Break period into smaller units of time with a plan or goal to increase on-task
behavior.
o Pair student with a learning peer.
o Teach a strategy, such as LISAN to listen and participate actively. Provide
opportunities for students to practice the strategy
Acquiring skills to complete assignments.
Strategies
o Be sure that students understand the expectations of the assignment.
o Break long term tasks into smaller units with corresponding due dates and teacher
feedback.
o Teach the independent use of a personal assignment planner and provide
opportunities for guided practice in its use.
o Monitor progress frequently and coordinate this with other staff supporting the
student.
o Keep parents informed about assignment expectations and ways they can support
students.
o Maintain a calendar of assignments with corresponding due dates in the classroom
as a constant reminder to students.
Developing skills to organize materials.
Strategies
o Directly teach the skills necessary to manage instructional materials.
o Encourage the use of one main binder to organize notes for all classes.
o Encourage the use of a pencil case that can be affixed to binder and is large
enough to hold all necessary equipment.
o Encourage student to develop a locker list of required materials for each class.
o Consider issuing one text for home and one for school.
o Teach time management strategies.
Learning to start work independently.
Strategies
o Establish time lines.
o Alternate tasks between popular and unpopular.
o Use contracts.

o Provide models of completed task so the student can visualize a completed

project.
o Maximize the most productive times of the class/day.
o Talk through procedures necessary to complete the task.
o Help the student develop self-talk strategy as prompts to start tasks. For example,
"I need to ____."
o Break the task down into manageable parts and provide reinforcement after the
completion of each part.
o Provide successful experiences to build self-esteem.

The British Columbia Safe Schools Strategy

British Columbia schools are striving to develop positive and welcoming school
cultures, and are committed to fostering optimal environments for learning. Members of
these school communities share a commitment to maintaining safe, caring and orderly
schools. They focus on prevention of problems and use school-wide efforts to build
community, fostering respect, inclusion, fairness and equity. They set, communicate
and consistently reinforce clear expectations of acceptable conduct. They teach, model
and encourage socially responsible behaviors that contribute to the school community,
solve problems in peaceful ways, value diversity and
defend human rights.
Comparison to Philippine Curriculum
There are similarities in the curriculum of the
British Columbia in Canada in the curriculum in the
Philippines because they focused on the learning
outcomes which is the center of their curriculum same as
in the Philippines the center of the curriculum is the learners.

References
http://www2.gov.bc.ca/
https://www2.viu.ca/homeroom/content/topics/programs/aims37.htm

Educational Philosophy