Curriculum Framework
Being and Becoming Globally Competent
The New Brunswick Global Competencies recognize and prioritize a continuum of lifelong learning that begins at birth. Competencies include the skills, knowledge, and attitudes that empower learners to reflect and take agency in their own learning and lives. Successful development of these competencies depends on how accessible they have been made to learners through opportunities to know, be, and do. This starts in the early years with the childcare goals — Well-Being, Play and Playfulness, Communications and Literacies, and Diversity and Social Responsibility — which lay the foundation to develop each of the global competencies: Collaboration; Communication; Critical Thinking and Problem Solving; Innovation, Creativity, and Entrepreneurship; Self- Awareness and Self-Management; and Sustainability and Global Citizenship.
COLLABORATION (CL)
Collaboration involves the interplay of the cognitive (including thinking and reasoning), interpersonal, and intrapersonal skills necessary to participate effectively and ethically in teams. Ever-increasing versatility and depth of skill are applied across diverse situations, roles, groups, and perspectives to co-construct knowledge, meaning, and content and to learn from and with others in physical and virtual environments. Collaboration is the ability to foster social well-being and inclusivity for oneself and others to establish positive and respectful relationships.
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COMMUNICATION (CM)
Communication involves receiving and expressing meaning in different contexts with different audiences and purposes. Effective communication involves understanding local and global perspectives and societal and cultural contexts. It involves adapting, changing, and using various media responsibly, safely, and with regard to one’s digital identity.
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CRITICAL THINKING AND PROBLEM SOLVING (CTPS)
Critical thinking and problem-solving involves addressing complex issues and problems by acquiring, processing, analyzing, and interpreting information to make informed judgments and decisions. The capacity to engage in cognitive processes to understand and resolve problems includes the desire to achieve one’s potential as a constructive and reflective citizen. Learning is deepened when situated in meaningful real-world experiences.
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INNOVATION, CREATIVITY AND ENTREPRENEURSHIP (ICE)
Innovation, creativity, and entrepreneurship involves the ability to turn ideas into action to meet a community’s needs. The capacity to enhance concepts, ideas, or products to contribute new-to-the-world solutions to complex social, ecological, and economic problems involves leadership, taking risks, independent thinking, soliciting and incorporating feedback, and experimenting with new strategies, techniques, or perspectives through inquiry research. Entrepreneurial mindsets and skills focus on building and scaling an idea sustainably.
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SELF-AWARENESS AND SELF-MANAGEMENT (SASM)
Self-awareness and self-management involves becoming aware of and managing one’s identity, efficacy, and belief in oneself as a learner. It is the ability to identify opportunities, set goals, and establish and monitor plans while adapting to change and adverse conditions and the capacity to self-regulate, manage one’s holistic well-being, self-assess, and advocate for support in an ever-changing world. Learners who are self-aware and self-manage effectively are better situated to be lifelong learners, personally fulfilled, and contributing citizens.
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SUSTAINABILITY AND GLOBAL CITIZENSHIP (SGC)
Sustainability and global citizenship involves reflecting on and appreciating diverse worldviews and understanding and addressing social, ecological, and economic issues crucial to living in a contemporary, interdependent, and sustainable world. It also includes the acquisition of knowledge, dispositions, and skills required to be an engaged citizen with an appreciation for the diversity of perspectives.
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