While doing my inquiry, I wanted to know what the development process was in BC's new curriculum before the implementation of social-emotional competencies within it.

 

             Prior to the construction of social-emotional competencies with BC’s new curriculum, it was agreed by individuals such as parents, educators and community members that education needed to increase its focus on “character, citizenship, and social responsibility” (Kaser & Halbert 2015), instead of simply focusing on core academic subjects; through conversations amongst a large number of individuals, the development process in the areas of social-emotional competencies began to emerge.

      Moreover, during the development process, diverse perspectives were considered. The BC curriculum recognizes the importance of diversity. Thus, the First Peoples Principles of Learning was taken into consideration in the development of the new curriculum; the primary purpose of learning was addressed; according to the First Peoples perspective, “the primary purpose of learning is for well-being of the self, the family, the community, the spirits and the ancestors” (Kaser & Halbert 2015).