You are here

Curricular Competencies (the old Processes and Skills of Science)

The BC 2016 Science curriculum "Curricular Competencies" (called "Processes and Skills of Science" in the old 2005 curriculum) are an excellent ladder of science skills for students to progress through.
They are very similar to the Processes of Science of the old curriculum.

A briefed summary of the competencies are listed below, showing the new skills added at each grade.
A more detailed table of the new Curricular Competencies is attached at the bottom of this page.

Counter to the often-emphasized hypothesis testing in elementary science classes, I would stress that careful observation and accurate recording of data are the most important skills to master first and to continue through every grade. Hypothesis testing will then follow naturally, and with understanding of it's purpose.

  • Curiosity, questioning, observation, manipulation, non-standard measuring, First People's knowledge sharing, discussion and drawing of observations, oral sharing (grade K and up)
  • Simple predictions, recording, classifying and tabulating data, identifying patterns in data, comparing observations with others and with predictions, written communication (grade 1 and up)
  • Planning inquiries, ethical responsibilities, formal measuring using tools, data collection, graphing data, making simple inferences, evaluating fair testing, cooperatively designing projects, diagrams and simple reports (grade 3 and up)
  • Sustained curiosity, planning investigations, deciding variables, data selection, risk assessment, identify connections in data, consideration of alternative ideas, error recognition and method improvement, identify assumptions and social implications, reflect on others' experiences (grade 5 and up)
  • Hypothesis testing, collaboratively plan investigations, accurately measure and record data, other ways of knowing and local knowledge, keys and scale models, connections between own data and secondary sources, identify relationships and draw conclusions, assess adequacy of controls and data quality, awareness of assumptions and bias, healthy scepticism, using scientific language and representations, variety of perspectives and experiences of place (grade 7)

In each activity and lesson plan on this website, I have not indicated which competencies are covered, as many competencies are included in every hands-on activity. The teacher can incorporate the competencies through how the results are recorded and analysed, and through discussion during the activity.