Includes Creative and Critical Thinking

Encourages reflection, analysis, and problem-solving

Self-awareness, responsibility, empathy, and well-being

Sharing, listening, interpreting meaning

Includes verbal and nonverbal communication

How can I help students see that learning about who they are and how they relate to others is just as important as academic growth?

These profiles develop from understanding oneself and recognizing feelings to caring for others, building relationships, and advocating for positive change. There’s a strong focus on identity, responsibility, and community.

A two-way process: it's about understanding, not just expressing

The profiles grow from simply responding to others in safe environments to communicating confidently and intentionally across different audiences and purposes. Listening, asking questions, and using the right format all become more refined over time.

How can I create opportunities where students feel safe to take communication risks and learn how to express themselves clearly and confidently?

The Thinking profiles show how students move from exploring ideas and asking questions to analyzing deeply, taking creative risks, and building thoughtful, innovative solutions. Critical and creative thinking are closely connected and develop together.

How can I support students in building both their curiosity and their ability to reflect, so they feel confident experimenting with ideas and thinking things through?

• Creating and innovating

• Generating and incubating

• Evaluating and developing

Profile 2 – I ask questions and use my senses to gather info.

Profile 3 – I use experience and imagination to draw conclusions.

Profile 4 – I develop reasoned conclusions using new and prior knowledge.

Profile 5 – I reflect deeply, weigh options, and adjust my thinking.

Profile 6 – I synthesize complex evidence and advocate for ideas.

• Connecting and engaging with others

• Focusing on intent and purpose

• Acquiring and presenting information

  
  

2. Collaborating

• Contributing ideas

• Supporting group goals

• Encouraging inclusive participation

Profile 2 – I talk and listen in familiar settings.

Profile 3 – I participate purposefully in conversations.

Profile 4 – I communicate clearly and match form to audience.

Profile 5 – I ask thoughtful questions and adjust to audience.

Profile 6 – I integrate multiple messages and analyze impact.

• Self-advocating

• Self-regulating

• Well-being

  
  

2. Positive Personal & Cultural Identity

• Understanding relationships and cultural contexts

• Recognizing personal values and choices

• Identifying personal strengths and abilities

  
  

3. Social Awareness & Responsibility

• Building relationships

• Contributing to community and environment

• Valuing diversity

• Resolving problems

Profile 2 – I recognize what matters to me and how to care for others.

Profile 3 – I contribute positively and recognize others’ feelings.

Profile 4 – I act purposefully for others and the environment.

Profile 5 – I advocate and expect to make a difference.

Profile 6 – I initiate sustainable change and support equity.

I wonder: How would you explain concisely to another staff member or parent what is the Personal and Social Domain?

Answer: It is about "how we manage ourselves".

What I noticed: The First Peoples Principles of Learning align with the Core Competencies.

I wonder: How?

Answer: FPPL aligns with identity, responsibility, empathy, and belonging.

"Learning supports well-being of self, family, community, and land." (FPPL)

What I Notice

These profiles move from knowing and caring about oneself to making a positive difference for others and the environment.

As students grow, they move from understanding their feelings to taking action, speaking up, and creating lasting change.

What I Wonder

What can I do to support students in seeing that even their smallest actions, like including others or helping out, are part of being a leader and building a better community?

What I wondered: Why?

The difference in the number of sub-competencies is not officially explained by the BC Ministry. However, based on the structure and focus of each domain, it is reasonable to interpret that each Core Competency reflects a distinct dimension of human development; intellectual (Thinking), interpersonal (Communication), and a broader personal-social spectrum (Personal and Social).

What I wondered: How do we use the "Profiles"?

Core Competency profiles “are progressive and additive, and they emphasize the concept of expanding and growing” (British Columbia Ministry of Education and Child Care).

They show how students develop over time in Communication, Thinking, and Personal and Social skills—not by grade level, but along a continuum from emerging to confident, independent abilities.

Profiles help students reflect, set goals, and recognize growth, while also supporting teachers and informing families.

I wonder: How would you explain concisely to another staff member or parent what is the Communication domain?

Answer: It is about "Communicating and Collaborating", and not necessarily communicating using words.

What I noticed: The First Peoples Principles of Learning align with the Core Competencies.

I wonder: How?

Answer: FPPL emphasizes respectful dialogue, connection, and collaboration.

"Learning is holistic, reflexive, and relational." (FPPL)

I wonder: How would you explain concisely to another staff member or parent what is the Thinking domain?

Answer: It is about "Creative. Critical & Reflective Thinking"

What I noticed: The First Peoples Principles of Learning align with the Core Competencies.

I wonder: How?

Answer: FPPL aligns with reflection, problem-solving, and creative process.

"Learning involves patience and time." (FPPL)

→ Aligns with identity, responsibility, empathy, and belonging.

First Nations Education Steering Committee (FNESC). First Peoples Principles of Learning. 2008, https://www.fnesc.ca/first-peoples-principles-of-learning/.

MacKenzie, Trevor. “Cultivating Competency Development: Tools for Constructivism, Inquiry, and STEM.” Trevor MacKenzie, 27 Aug. 2021, https://www.trevormackenzie.com/posts/2021/8/27/cultivating-competency-development-tools-for-constructivism-inquiry-and-stem.