Six Core Competencies

There are six core competencies in the BC curriculum, and each comes with a set of examples that we need to help our students achieve. They are “I can” statements, and of those six, here are some examples of things “I can” do:

Critical thinking

I can determine the difference between fact and interpretation, opinion, and judgement.

We live in a world where everything is online, and the 24 hour news cycle is now a second by second endeavor. Thousands of ‘news’ outlets must fill their pages with new information constantly, and fact checking has become optional. The golden age of journalism, which really only existed from the middle of the 20th century, seems to be over.  The Onion is a very funny lampooner of the 24 hour news cycle, constantly putting up banal headlines. Sometimes, their satire is too close to reality, and unsuspecting people see a headline and believe it to be true. I think that I have gotten to a point in my life where I can look for the source of such articles, and at least have an above average literacy in identifying online garbage production.

Creative thinking

I can usually make my ideas work within the constraints of a given form, problem, and materials if I persevere.

I am an expert at MacGyver-ing solutions to problems based on materials I have at hand.  This Christmas, I was given a carving axe. This got me excited to start working with wood again, and so I decided to try making a joint that I had seen in an Instagram video. I couldn’t remember where or when I had seen it, and had no idea what it was called, so I had to create it from memory using 2×4 cut offs that I had laying around the garage. This is a photo of the finished product. It is ugly, but it is also a model that I can reproduce, hopefully with beautiful wood.

Personal awareness and responsibility

I can participate in activities that support my well-being and indicate their positive benefits.

I hate running. I also recognize that running regularly makes other parts of my life easier and more fun. Therefore, one of my classmates and I run twice a week. Last term in kindergarten I know that I would not have had nearly as much fun in gym class if I were in worse shape, and skiing is also much more fun when my muscles are not screaming after three or four runs. Running is not enjoyable for me in itself, but it supports my general well-being in measurable ways that themselves keep me running.

Positive personal & cultural identity

I can identify how some important aspects of my life have influenced my values.

The obvious evidence for this “I can” is how my faith dictates the majority of my moral and ethical values. The more personal evidence is that my brother’s addiction has shaped my views of drug use to a degree that I am among only one or two people in my close acquaintance who have never and will never smoke marijuana, regardless of its legality. Were the Church to begin endorsing pot as a recreational relaxation tool, I would still eschew it with as much vehemence as I do now. My brother’s struggles have made me view casual drug use from a perspective different than that of my peers. This perspective is perhaps at times extreme, but I think it has done nothing but help me.

Social responsibility

I can solve some problems myself and know when to ask for help.

I never shy away from asking for help when I need it, but as my Creative Thinking example shows, I also enjoy developing solutions to problems using only whatever I have around me. When dealing with difficult kids or youth, it is very important to ask for help from people who know what they are talking about. I find this to be helpful at youth group with a few especially challenging teenagers. Asking for help from older youth who have experienced similar issues, the parents of said difficult young person, or adults with some professional training are all helpful to me.

Communication

I can present information and ideas to an audience of strangers.

Last week I taught a class of twelve-year-olds, whose names I do not yet know, about electricity. They listened and learned! It was rewarding and fun. I presented the information they needed out of the textbook, and added some questions that extended their understanding beyond the text. I hope that I gave them ideas that will continue past science class and into their own, independent exploration of the world.