About

Learning in French Together (LIFT)

This website is designed for parents/guardians, educators and administrators who want to learn more about BC’s French education programs and how they are designed to include all students.

This website is the result of the work done by B.C.’s Stakeholder Advisory Committee for French Education. This Committee’s role was to explore the evolution of French education programs in British Columbia and make recommendations to ensure student success through robust and sustainable programs.

The BC Ministry of Education would like to thank the organizations that took part in this Committee. Their ideas and commitment to French education programs were very inspiring.

Committee Members:

• Association of British Columbia Deans of Education
• British Columbia Language Coordination Association
• British Columbia Ministry of Advanced Education, Skills and Training
• British Columbia Ministry of Education
• British Columbia Principals’ and Vice-Principals’ Association
• British Columbia Public School Employers’ Association
• British Columbia Public Sector Employers’ Council Secretariat
• British Columbia School Superintendents Association
• British Columbia School Trustees Association
• British Columbia Teachers’ Council
• British Columbia Teachers’ Federation
• Canadian Parents for French BC & Yukon Branch
• Éducacentre College
• Fédération des parents francophones de la Colombie-Britannique
• Federation of Independent School Associations in British Columbia

In addition, the Ministry would like to thank the Conseil scolaire francophone de la Colombie-Britannique, the British Columbia Council of Administration of Special Education and the University of British Columbia for sharing their knowledge and expertise with the Committee. Their support was instrumental in developing this resource.

Finally, the Ministry would like to thank Open School BC for their constructive and creative approach throughout the whole website development process.

The creation of this website was made possible with the participation of the Government of Canada. 

French Programs in BC

What are the benefits of learning French?

Learning French as a first language in BC

Although English is the language most used in BC, French is an official language in Canada. Francophone students have access to Francophone schools located across the province so that they can:

• receive an education in French in a Francophone environment;
• learn French Language Arts and English Language Arts from the elementary level all the way to Grade 12;
• graduate with two certificates: one in French, and the other in English, to attest their bilingual proficiency;
• develop their personal identity as a francophone or multilingual individual; and
• increase their educational and career opportunities.

Learning French as a second language in BC

Learning any new language is a lot of work, but there are also many benefits. Students:

• develop cognitive skills, while strengthening communication competencies in first language;
• develop self-confidence and social competencies;
• develop an awareness of other people and cultures;
• learn other languages more easily; and
• increase their educational and career opportunities.

Watch these videos on the benefits of learning French.

What does research say?

Research has demonstrated the positive impacts of bilingualism, including the development of language learning strategies that help accelerate cognitive development and the development of greater mental flexibility (Peal and Lambert, 1962; Ben-Zeev, 1977). French Immersion programs are also proven to offer students benefits that are not only linguistic, but also academic and cognitive, including the development of creative thinking competencies, metalinguistic awareness, and enhanced communicative sensitivity (Lazaruk, 2007). While there are many examples of the positive influence bilingualism has on children, recent studies have also demonstrated how these influences last into adulthood and well into old age, by helping to delay the onset of symptoms of dementia, for example (Bialystok, 2007; Hilchey & Klein, 2011).

French Programs in BC

Which French program would be the best fit for my child?

Are you a parent/guardian who is trying to determine which French program would be most beneficial for your child? You may find it interesting to know that BC offers four French-language programs, each with very different objectives.

Core French

In BC, students are required to learn a second language from Grades 5 to 8. To meet this requirement, most schools offer Core French, and the majority of BC students enrol in this course. After Grade 8, students have the option to continue their learning in Core French through Grade 12. Through this course, students develop French communication skills and an appreciation for Francophone cultures.

Intensive French

This program is an optional program for students in Grades 6 and 7. Students in Intensive French experience half of the year taught in French and the second half of the year in English. Students will be skilled in French and have an appreciation of Francophone cultures. Only a few school districts offer this program, so make sure to contact your local school district to find out if they offer the Intensive French program.

French Immersion

This program is designed for students who do not have French as their first language. They will begin their education with French as the main language of instruction with more English instruction as they get further into the program. There are two different entry times for this program;

• Early Immersion: begins in Kindergarten/Grade 1
• Late Immersion: begins in Grade 6

Students become bilingual and develop an appreciation of Francophone cultures. Students can graduate with both a Dogwood Diploma and a Diplôme de fin d'études secondaires en Colombie-Britannique (different from the Diplôme that Francophone students receive).

Not all schools or school districts offer this program, and seats fill quickly in schools that do offer French Immersion. School districts have the authority to determine registration methods for French Immersion, so requirements and methods vary from one district to another. Make sure to contact your local school/district to find out if the program is available in your area and to ask about registration.

Francophone Program

Parent/guardians can enroll their child in this program if:

• the first language learned and still understood by one of the parents/guardians is French; or
• one of the parents/guardians has received their primary school instruction in French (excluding French Immersion); or
• one of their children has received or is receiving primary or secondary school instruction in French (excluding French Immersion).

In this program, all subject areas except for English are taught in French in a Francophone environment. Students can graduate with both a Dogwood Diploma and a Diplôme de fin d'études secondaires en Colombie-Britannique to demonstrate that they are bilingual and have completed language arts courses to Grade 12 in both English and French.

Contact the Conseil scolaire francophone de la Colombie-Britannique to find out if this program is available in your area.

This comparison chart of French education programs in BC may help with your decision process.

Make sure to contact your local school or school district for information on the availability of programs in your area.

Student Diversity

What does student diversity look like?

Diversity is one of the prominent features of our society and our schools. Each student brings a unique background and a perspective that contributes to the richness of our classrooms and student learning experiences. This is true for French education programs just like any other education program in BC. Honouring diversity is based on the principle that when differences are acknowledged in a positive way, everyone’s learning quality benefits.

Diversity refers both to our uniqueness as individuals and to our sense of belonging or identification within a group. In BC, the Human Rights Code fosters diversity by forbidding discrimination “because of the race, colour, ancestry, place of origin, religion, marital status, family status, physical or mental disability, sex, sexual orientation, gender identity or expression, or age of that person or that group or class of persons.” Human Rights Code 7 (1) (b).

The School Act articulates the purpose of BC’s school system: to enable all learners to develop their individual potential and to acquire the knowledge, skills, and attitudes needed to contribute to a healthy, democratic, and pluralistic society. To achieve this purpose, the school system must strive to ensure that differences among learners do not impede their participation in school, their achievement of learning standards, or their ability to become contributing members of society.

The Ministry of Education continues to work with schools and communities to meet the needs of an increasingly diverse population. By modernizing its education system to allow for personalization and flexibility, the system recognizes that each student is unique and has different needs and interests. The redesign of BC’s curriculum is supporting schools to strive for every learner to succeed and equally participate in a safe and welcoming school.

Based on years of research, we know that all learners benefit from inclusive learning environments. Our school system strives to create and maintain conditions that foster success for all students and promote fair and equitable treatment for all. French programs have expanded over the years and look quite diverse today, with students coming from a variety of backgrounds with different and unique educational needs. The data shows that French Programs have become more and more inclusive as the number of students with significant learning needs in French Programs continues to increase over the years. Students who require additional support are being successful in these programs, showing that all learners can thrive in French Programs if they receive the support they need.

Watch this video on diversity in BC’s French-language programs.

Student Diversity

How does the BC Curriculum support inclusion and diversity?

One way BC’s curriculum supports inclusion and diversity is the move to competency-based learning that allows educators the ability to tailor lessons to ensure the meaningful participation of each learner. Personalized Learning supports teaching to diversity (see image below), allowing teachers to be flexible and provide learning strategies that are appropriate for the learner’s stage of development and their specific interests and passions.

Core Competencies

BC’s Curriculum includes three Core Competencies that are embedded in all subject areas, in every grade. The Core Competencies are sets of intellectual, personal, and social and emotional proficiencies that all students need to develop for success in life beyond school. Through these competencies, BC’s education system recognizes that education and learning go beyond subject areas to include personal and social growth.

Each core competency profile defines the competency and provides a continuum showing how the development of the competency is progressive and additive. The profiles are written from the student’s point of view, reflecting student ownership and responsibility. The continuum demonstrates that each student has the ability to develop the core competency and that there is always room for growth, no matter where the student is at.

The following competencies reflect how diversity and inclusion are embedded into the curriculum:

Core competency example: Social Responsibility, Valuing Diversity

Students support diversity, show respect for everyone’s rights, and demonstrate empathy. This perspective taking can be seen through the following “I” statements:

• I can explain when something is unfair.
• I can advocate for others.
• I take action to support diversity and defend human rights, and can identify how diversity is beneficial for my community, including online.
• With some direction, I can demonstrate respectful and inclusive behaviour.

Curricular competency example: Physical and Health Education (PHE)

The topic of inclusion and diversity are incorporated in each learning area. For example, the Grade 6 Physical and Health Education (PHE) curriculum includes the following Big Ideas:

• We experience many changes in our lives that influence how we see ourselves and others.
• Learning about similarities and differences in individuals and groups influences community health.

In Grade 6 PHE, students also focus on the following curricular content:

Social and community health

• Identify and describe strategies for avoiding and/or responding to potentially unsafe, abusive, or exploitive situations.
• Describe and assess strategies for responding to discrimination, stereotyping, and bullying.
• Describe and apply strategies for developing and maintaining healthy relationships.
• Explore strategies for promoting the health and well-being of the school and community.

Mental well-being

• Describe and assess strategies for promoting mental well-being, for self and others.
• Explore and describe how personal identities adapt and change in different settings and situations.

INCLUSIVE EDUCATION PRACTICES

WHAT ARE THE BENEFITS OF INCLUSIVE EDUCATION PRACTICES?

British Columbia promotes an inclusive education system in which students who need additional supports are fully participating members of the learning community. Inclusion describes the principle that all students are entitled to equitable access to learning, achievement, and the pursuit of excellence in all aspects of their educational programs. As student populations in BC’s French Programs increase, classroom composition in these programs is changing to better reflect the province’s general population, which includes students who require additional support. These students join, remain in, and graduate from French programs.

When the learning environment considers the needs and required accommodations of all students, everybody can feel accepted, appreciated, and understood—and research has shown that inclusion provides social and academic advantages for students with and without designated special needs (Katz and Mirenda, 2002). In inclusive environments, students show an increase in engagement in their learning. Students learn to collaborate effectively with their peers, and feel a sense of community. Diverse classrooms also help to develop empathy and encourage students to support one another.

The benefits of inclusion in French Programs are similar to inclusion in other programs with the added benefit of bilingualism or second language development. Studies from Genesee (2007) and Bruck (1985) show how students with various special learning needs could do as well in a bilingual program, supporting the idea that inclusion is beneficial for all.

Watch this video to hear from a parent/guardian about her experience with a school fostering inclusion.

INCLUSIVE EDUCATION PRACTICES

How does the BC education system address learning differences?

Students with disabilities or diverse abilities are entitled to the same supports in a French classroom as they would get in an English classroom. These supports will look different for each student. Most students with special needs will have an IEP or Individual Education Plan that outlines the accommodations and extra supports that are needed to allow the student to be successful in the classroom.

Here are a few quick facts about IEPs:

• Why do we have IEPs? An IEP describes a student’s strengths and where they are stretched, and outlines goals or areas of focus. It indicates any accommodations in the form of adaptations and/or modifications that will be made to the environment, instruction, or assessment to allow the student to achieve the learning standards.
• Who creates the IEP? A school-based team meets to discuss the IEP, including parent(s)/guardian(s), teacher(s), staff specialists and sometimes the student. This team works together to develop the IEP, with the details of the plan documented by one of the educators.
• When is the IEP created? A new IEP is created each year to reflect the student’s current learning goals.

INCLUSIVE EDUCATION PRACTICES

What types of educational supports are available for my child?

Every student should be provided with the educational supports to allow them to access the curriculum. The unique supports and services provided to students are determined at the school and district level. There are a variety of educational supports available both in and outside of the classroom setting. Some students will have an Individual Education Plan (IEP) that will document and outline the specific supports the student will receive.

In-class supports may include:

• Education Assistants
• extended time to complete assignments or tests
• assistive technologies (computers, text to speech software, FM system etc.)
• specialized equipment (wiggle seat, pencil grips, etc.)

Outside the classroom, supports and services may include:

• occupational therapy
• counselling
• support to develop reading or study skills (Learning Assistance classroom)
• speech language pathologists
• district support personnel
• Provincial Resource Programs

The Ministry requires schools and school districts offering French programs to provide equitable support in-class and outside the classroom in the same manner as for in English programs. If possible, these supports should be offered in French. However, in a minority context, it can be challenging for schools to recruit or access French-speaking specialized staff. In this case, support may be provided by English speaking professionals who will consider the student’s language of instruction and find ways to offset the language barrier. Often, the reason for the student’s struggle or difficulty is not connected to French-language specifically, and the student would experience a similar struggle or difficulty in any language. In this case, English speaking professionals can support the student in English, and work in collaboration with the French education team to help the student transfer skills and concepts from English into French.

Parents/guardians play a key role in developing French language skills and cultural awareness outside of school. Even if they do not speak French themselves, they can access learning and entertainment material (books, movies) in French. Parent/guardians may also offer cultural experiences that are not available in school.

Watch this video to learn about supports available to help students succeed in French as a second language programs.

Learning Design

What is Universal Design for Learning?

Universal Design for Learning (UDL) is an educational framework that addresses the diversity of learners in classrooms. UDL supports the creation of accessible student-focused learning by designing lessons and learning environments that are flexible and remove learning barriers, so every student can access the curriculum at his or her own level (Rose et al., 2002). UDL provides support for every student and motivates through the element of choice.

The UDL framework takes into account three key principles (CAST, 2018):

• engagement – Teachers provide different levels of challenge that are suited to students’ abilities and interests; choice and challenge motivates students to learn.
• representation – Teachers take into account the diversity of learning styles and abilities by presenting content and information in a variety of ways.
• action & expression – Teachers provide a variety of ways for students to show their knowledge and understanding of the learning standards.

When educators use these principles to guide their instructional methods, choice of materials, and assessment frameworks, they are proactively addressing the needs of every student (University of Buffalo, 2018).

Learning Design

How will BC’s new curriculum meet my child’s needs?

BC’s modernized curriculum helps to prepare all students for the future. Students continue to focus on literacy and numeracy skills while learning to think critically in real-life situations. The new curriculum is flexible and student-centered to meet the needs of all students while placing a focus on students’ interests.

Learn more about BC’s new curriculum.

What if my child learns differently?

Every student learns differently, and personalized learning recognizes that everybody is unique and has different learning styles. BC’s curriculum recognizes the importance of providing educational opportunities that align with student interests and abilities while providing the differentiated instruction that each learner requires.

Here are some ways that educators can personalize student learning:

• Offer student choice.
• Allow for flexible timeframes.
• Provide opportunities for students to demonstrate learning in different ways.
• Organize activities to include different levels of complexity.
• Include instructional supports (levelled reading material, manipulatives, assistive technology, other educators).
• Adapt to student interests and abilities.
• Take the time to learn about the students as individuals (their background, family, preferences, etc.).
• Involve students in setting personal or learning goals and provide support to help them realize these goals.
• Adapt content to the location or community of the learners.

Learning Design

How can technology help?

Technology can support a more inclusive and personalized learning experience for each student. Technology is a valuable resource that helps provide accessible learning opportunities for all students. Technology can help provide students with the ability to follow their personal strengths and interests and engage in deeper learning opportunities.

Technology also can support students with access to curriculum. There are a variety of assistive technologies available that support students to access their learning. Some of these technologies include:

• text to speech
• speech to text
• screen readers and magnifiers

Read Case Study #3: Technology in the Classroom about a teacher who uses technology to create an inclusive learning environment.

THE ROLE OF EDUCATORS

WHAT ROLE DO EDUCATORS PLAY?

Educators welcome students in the learning community and create inclusive and positive learning environments through the way they interact with students, design lessons and activities, and even organize physical space. In their mandate to intervene in French education programs, educators perform numerous roles from content developers, facilitators, evaluators to mentors (Marquis, 2018). They are also role models, and can be a source of inspiration for many students.

Educators work closely with their colleagues, the school administration, the school-based team, families, and the community to support students and adapt the learning environment to meet their students’ individual needs. More educators are being trained to intervene in French and provide support to a wider range of students. The personalization of learning is part of BC’s curriculum, and educators personalize when they design lessons to engage students and respond to their unique needs, and when they select teaching materials and tools to assess student progress. Educators also involve parents/guardians and community members to engage students and help them develop ownership of their learning (Burgess & Addison, 2007).

As educators foster inclusive practices, they also model the importance of lifelong learning by accessing professional development opportunities themselves and reflecting on their own practice with the goal to ensure the success of each student.

Read Case Study #2: Collaboration in the Classroom about a grade one French Immersion teacher’s collaboration with parents/guardians and education professionals to provide targeted support to one student.

THE ROLE OF EDUCATORS

How will the classroom teacher support my child?

Today’s educators work on being creative and flexible in their approach to the curriculum while striving to meet the needs of all their students. To encourage the development of these qualities, today’s French language programs offer flexible learning environments. Educators in these classrooms:

• create safe, caring and respectful learning environments;
• create, review, and update IEPs;
• apply the principles of personalized learning or Universal Design for Learning through BC’s curriculum;
• design lessons that offer differentiated instruction;
• embed First Peoples Principles of Learning and Indigenous content into lessons; and
• make accommodations to support inclusion and student access to the curriculum.

Watch this video to hear about strategies educators implement to foster inclusion in French programs.

THE ROLE OF EDUCATORS

What role do other educators play?

The classroom teacher does not work alone. Teachers collaborate with other teaching and non-teaching professionals to discuss the supports they are providing students and identify ways they can help their students succeed. Some of the collaboration opportunities that teachers are involved with include:

• working with other professionals (Education Assistants, Scribes, tutors, Speech Language Pathologists, Administrators, etc.);
• reaching out to family and community members to better understand their students;
• co-teaching with other French educators;
• professional development opportunities; and
• participation in professional networks and associations.

THE ROLE OF EDUCATORS

What kind of school communication can I expect?

The language of communication varies from one program to the other and from there, one school to the other: often communication occurs in English for French as a second language programs (French Immersion, Intensive French, and Core French), and in French for the Francophone Program.

• Communication to students
  • feedback from the teacher showing progress on work
  • discussions regarding learning progress and learning goals

• Communication to parents/guardians
  • student progress
  • teacher-parent/guardian interviews
  • school newsletters
  • classroom information through notices, emails or texts

SCHOOL CULTURE

What does a culture of inclusion in French Programs look like?

The Ministry is committed to recognizing and honouring the diversity of all students. To support schools to create and foster inclusive learning environments, it is important to establish clear policies to guide educators and support all learners. Developing a local framework for an efficient service delivery model will help to ensure that all students can participate in programs and work toward meeting the learning standards.

Challenges to learning French should not be viewed as obstacles for any student. Central to inclusion is reversing the past recommendation of automatically excluding students based on learning, behavioural, or other challenges. Considerations to exclude or remove a student from a French education program should be examined on an individual basis and consider the student’s individual profile and circumstances.

Students who feel safe, supported, valued and respected have better chances to succeed. But creating such a positive and caring school culture requires some work and commitment from the school/district team. Developing a shared vision for inclusive French programs can help. Making inclusion in French Programs a priority also means providing tools, strategies and time for educators to collaborate and support each other to create inclusive learning environments and celebrate successes together.

Watch this video about strategies that help build a culture of inclusion.

SCHOOL CULTURE

Is inclusion for every student?

All students have a right to learn. Our society is diverse, and so are our learning communities. Though students come from different backgrounds, and have different interests and abilities, they can all learn from each other. All students benefit from inclusion in education, not just those who require additional supports. It is essential to recognize the diversity of all learners and ensure equitable access to acquire the knowledge, skills, and competencies students need for a successful personal future and to contribute positively to society.

In addition, both the federal and provincial governments aspire to implement the United Nations Declaration on the Rights of Indigenous Peoples and the recommendations of the Truth and Reconciliation Commission (that defines a roadmap for Reconciliation). Given this, schools play an important role in ensuring that Indigenous peoples, histories and cultures are reflected in the learning journey of all students, no matter their background.

SCHOOL CULTURE

How does a school create a culture of inclusion?

School leaders play a key role in creating and promoting a school culture of inclusion, ensuring every educator and student, including those in French education programs, are supported and valued members of the learning community. It is not enough for schools to put a diverse group of students in the same classroom and expect it to be inclusive and a positive experience for everyone. An inclusive culture must be intentionally created so that all students feel supported and valued. Students, educators, and administrators must work together to make valuing diversity and inclusion the norm.

When students, staff, families and the community work together to build strong and positive relationships, they can foster inclusion by creating a culture of school connectedness. In this type of environment, students feel safe, supported and cared for. Research has shown that students that feel connected with their school are healthier and do better academically:

“School connectedness is about creating a school community where everyone feels safe, seen, heard, supported, significant and cared for (BC School Based Mental Health Coalition, 2013). The focus in school connectedness is on building strong, positive relationships: among students, between students and school staff; between school staff, families and the larger community. The presence of caring relationships in schools — the heart of school connectedness — is increasingly recognized as a vital component of successful schools. The research is strong and consistent; students who feel connected to school do better academically and are healthier.” Healthy Schools BC

Schools and districts can support inclusion in French programs by developing their own tools and resources to respond to local needs.

• Develop a vision for French Programs that celebrates inclusion.
• Draft school or district policies to foster inclusion.
• Create an early intervention framework specific to French Programs.
• Assemble a French advisory committee to identify areas of need and promote/develop resources.
• Provide a platform for educators to share expertise and build capacity across school sites.

School-wide initiatives that encourage diversity also help create a positive, inclusive culture. Examples of these types of activities include:

• school diversity days – special event that allows students to acknowledge and value diversity in a positive, fun way
• outreach to parents/guardians (communication, digital, emails, blogs, FreshGrade, information sessions/nights)
• mentoring and support programs for students
• school-wide recognition systems
• inviting community members and Elders to share their knowledge with students
• school-wide activities such as anti-bullying campaigns

Educational supports are also critical in helping to create a positive climate in a school. French-language classrooms can access the support of many education professionals, including:

• teaching/education assistants
• psychologists
• counsellors
• speech-language pathologists
• occupational therapists, resource/learning assistants, inclusive education teachers
• teacher-librarians
• Indigenous Elders and knowledge keepers
• pre-service (student) teachers
• consultants working out of provincial resource programs (PRPs)
• faculties of education

Read Case Study #1: Creating a Culture of Inclusion about a BC school that successfully created a school-wide culture of inclusion.

STUDENT PROGRESS

HOW IS STUDENT PROGRESS MEASURED?

The assessment of students’ competencies in French is multi-faceted. In French Immersion and the Francophone Program, students not only learn French, but they are taught all of the subject areas such as Math and Social Studies in French. Therefore, students are assessed on their French language as well as their understanding of the content in these other subject areas. Assessing student progress requires flexible tools including teacher, peer, and self-assessment that allow learners to see and share their progress and to set new learning goals.

STUDENT PROGRESS

HOW WILL MY CHILD’S PROGRESS BE ASSESSED?

Gone are the days of pass/fail. Today’s assessment is designed to use a strength-based approach that reflects what students can do. Classroom assessment has also become more flexible and personalized to align to the core principles of BC’s curriculum and foster inclusion.

Educators are using a range of classroom assessments.

• self-assessment – Students reflect on their progress and set goals to improve in areas of learning.
• peer-assessment – Students reflect and provide feedback to other students on their progress based on pre-determined criteria.
• observational assessment – Teachers will track observations they make about student progress.
• criterion-referenced assessment – Assessments designed to measure student proficiency against a fixed set of predetermined criteria or learning standards.

Information about student learning is also gathered using Provincial Assessments.

• Foundation Skills Assessments (FSA) – Students in Grades 4 and 7 will complete a provincial assessment providing a snapshot of their abilities in reading, writing, and numeracy.
• Graduation Assessments – Students in Grades 10-12 will write one literacy and one numeracy provincial assessment.

Parents/guardians can also expect educators to communicate with them on student learning through some of the following means:

• five points of progress – Teachers will send progress reports to parents/guardians throughout the year to share the progress their child is making.
• summary of progress – Teachers will send one summary of progress to parents/guardians at the end of the school year to share the progress their child made during the year.
• portfolios – Digital and/or non-digital portfolios are kept to capture student progress over time. vcapstone project –Students will plan, create and present a capstone project as part of their graduation requirements in an area of interest to them, to demonstrate their learning, growth and post-graduation plan to an audience.
• capstone project –Students will plan, create and present a capstone project as part of their graduation requirements in an area of interest to them, to demonstrate their learning, growth and post-graduation plan to an audience.

STUDENT PROGRESS

How do the core competencies fit in?

Throughout the school year, students are provided with opportunities to demonstrate Core Competencies in the following areas:

• communication
• thinking
• personal and social awareness and responsibility

The ultimate goal is for learners to use the core competencies every day in school and in life, and for the core competencies to be an integral part of the learning in all curriculum areas.

Among the Core Competencies that all students are expected to develop, two specifically align to the themes of diversity and inclusion:

Social responsibility: valuing diversity

• Students take actions to support diversity, show respect for everyone’s rights, and demonstrate empathy and a sense of ethical care as they develop relationships and consider differing perspectives.

Positive personal & cultural identity: relationships and cultural contexts

• “Culture” is meant, in its broadest sense, to include ethnicity, nationality, language, ability, sex/gender. Supporting different cultural contexts means students demonstrate values of inclusion and recognition of their own and others’ cultural contexts.

STUDENT PROGRESS

HOW WILL SELF-ASSESSMENT BE USED?

Self-assessment helps students reflect on their own progress in relation to the learning standards and their core competencies. Self-assessment tools guide them to select evidence of their learning, and to identify goals that will help them improve. The practice of self-assessment develops metacognitive skills, reflective language, and self-awareness.

BC students in Grades K-12 self-assess on core competencies in the three areas: Communication, Thinking, and Personal and Social. Students need to develop these sets of intellectual, personal, and social and emotional proficiencies in order to engage in deep and lifelong learning. An annual student self-assessment of the Core Competencies is shared with parents/guardians at the end of each school year. Self-Assessment and Reporting of Core Competencies and the Competency Profiles are resources designed to support teachers and students with the self-assessment process.

Self-assessment of the Core Competencies is prompted through the use of strength-based “I” statements (ex. “I understand that my characteristics, qualities, strengths and challenges make me unique”). Learners can represent the development of their learning using words, drawings, video, audio, or any other form appropriate to their communication needs.

Here are just a few illustrations of how students have represented their learning as it related to the Core Competencies:

Journal du lundi : une journée à la plage

Personnages uniques : Princesse fée des neiges

TOOLS AT HOME

Have you wondered what you can do at home to help cultivate inclusive learning environments? This section will help describe some strategies you can try.

How can I talk to my child about inclusion?

Talking to your child about inclusion is a great step in promoting inclusive schools and learning environments. To change the culture of our schools, students need to understand that diversity is part of our society and the benefits of all students being welcomed in schools. To help promote inclusive mindsets, it is important to have multiple discussions with your child, model inclusive behaviours and provide examples of positive outcomes from inclusive environments. Take a look at these conversation starters as examples to help with these discussions.

How can I help with the acquisition of French language and culture(s)?

When learning French language and discovering French culture(s), it is beneficial to participate in activities outside of the classroom and experience the language and cultures in different ways. Consider enrolling your child in a French-language summer camp, or reach out to a parents'/guardians’ association to find out about activities in French. A good start is visiting the website Canadian Parents for French or la Fédération des parents francophones de C-B. If your child is 14 or older, make sure to visit the website of the BC’s Francophone Youth Council. You can also have a look at the calendar of events in French in BC, or contact your local Francophone association to learn about activities and events that are happening in your community (you can find a list of Francophone associations in BC here).

How can I get involved at my child’s school?

Getting involved in your child’s school benefits your child, yourself, and the school. Being involved in the school shows your child that you value education and understand the importance of it. This is a strong, positive message that will help your child in sharing similar beliefs. The other added benefit of being involved in the school is that it helps the school with various important volunteer roles. There are many ways to get involved in your child’s school.

• Reach out to the school’s administration to learn about the yearly school events.
• Offer to volunteer in your child’s classroom.
• Attend field trips that request parent/guardian helpers.
• Talk with other parents/guardians, or get involved with the school PAC (Parent Advisory Council).
• Encourage play dates with your child’s friends.

How can I support my child?

Reading with your child in your first language is beneficial as literacy skills are transferable from one language to another. You can also support your child by enrolling in an adult French program and learning some French yourself. Try and help your child with their homework or have them teach you some French. Bring home French books from the library or local book store to read together. Talk with your child’s teachers about other strategies that can support your child.

Encourage your child to offer Peer Support

As your child gets older, encourage them to offer support to the French community. They may want to consider being a tutor, scribe, or a big buddy. Older children can offer to help younger students with writing, reading, and listening. An added benefit to this type of work is that it not only helps children learn to be empathetic, it can often count as hours towards work experience or career prep.

Frequently Asked Questions

Take a look at this FAQ page for families to learn more about French education programs and strategies to support your child.

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TOOLS FOR THE CLASSROOM

What types of tools and strategies can help to create inclusive French classrooms? Both parents/guardians and educators can find some helpful tips in this section.

Who should we be talking to about making inclusive classrooms and schools?

Educators, students, parents/guardians, and administrators can all talk about how to create an inclusive environment for all students. The change in culture needs to be built into the school, but ultimately take into account what the students themselves say they need to be successful. Try some of these conversation starters to start talking to students about what they want and need.

Early Identification and Interventions

Screening Tools

• Screening tools are designed to help identify children who might have special needs.
• Screening tools allow the implementation of early intervention strategies specific to the student’s learning challenges to support student success.
• During the screening process, educators work with the school-based team and families to adapt the learning environment to meet the student’s individual needs.

Individual Education Planning (IEP)
An IEP is a document that outlines an education program for an individual student with special needs. An IEP reflects the personal learning needs of the student and identifies specific modifications or adaptations that are required for the student to achieve expected learning standards. The IEP must be reviewed annually and revised or cancelled.

How can teachers and schools connect with parents/guardians?

Inviting parents/guardians into the school is a great way to connect and allow for communication to take place. There are many activities that parents/guardians can be welcomed into the school for that will help with the understanding and changing of the school culture. Here are just a few examples:

• French Programs information nights
• outreach to parents/guardians (communication, digital, emails, blogs)
• French lessons for parents
• webinars
• volunteering opportunities/field trips to parents/guardians and families
• school fun nights such as BBQ, family dance, and fairs
• open house for parents/guardias to tour classrooms/school and meet with school staff

Provincial Outreach Program for the Early Years

The Provincial Outreach Program for the Early Years (POPEY) is a BC Ministry of Education Provincial Resource Program with an outreach focus. POPEY’s mandate is to increase K-3 educators’ capacity to support all primary English literacy learners, particularly diverse and struggling students in the classroom.

Self-Assessment of the Core Competencies

Self-Assessment and Reporting of Core Competencies and the Competency Profiles: This resource is intended to provide support for teachers regarding student self-assessment of the Core Competencies in BC’s new curriculum.

Instructional Samples

Teaching the benefits of inclusion to students can help with changing the school culture and embracing diversities. Take a look at some of the instructional samples:

• Paving the Way to a Better Tomorrow
• I am Part of Canada

They incorporate the following elements:

• peer collaboration
• differentiated support
• First Peoples Principles of Learning
• adaptation and ways of showing learning
• ideas for how to make effective use of technology

Frequently Asked Questions

Take a look at this FAQ page for teachers to learn more about resources and strategies to support all students in French education programs.

TOOLS FOR SCHOOL

What types of tools and strategies can help to create an inclusive French school? Talking with students, parents/guardians and educators about the benefits and importance of inclusion will help to bring change. Download this Tool for District and School Administrators to help you reflect on the inclusive education practices at your school or district.

Administrators work to help strengthen the connection between home and school along with relationships with students and parents/guardians. Many outreach activities are provided to students, families, and educators to help with relationship building throughout the year. Some suggested activities are outlined below.

Supporting Students

• identity days (what is my passion? How do I self-identify? What I’m proud of…)
• outreach to parents/guardians (communication, digital, emails, blogs)
• multi-grade opportunities in the school calendar
• school diversity days

Supporting Families

• information nights
• French Programs nights
• French lessons for parents/guardians
• contact Canadian Parents for French or la Fédération des parents francophones de C-B for activities, resources and support/volunteer
• use technology such as webinars and online opportunities to engage parents/guardians who do not participate because of distance or other commitments.
• address negative perceptions of schools (aboriginal parents/guardians, residential schools).

Supporting Teachers

• federal budget – reassign other money for learning assistance
• leveraging existing resources to support students, share between districts
• thought leaders, workshops, mentorship
• leadership meetings, senior and district team meetings

Supporting Schools

• Establish a French Advisory Committee, and get involved.
• Get involved with your district, community, and committees.
• Use this online guide to inclusive education to reflect on your school’s practices and how to foster inclusion.

Frequently Asked Questions

Take a look at this FAQ page for administrators to learn more about resources and strategies to cultivate inclusive learning environments in French education programs.