Grades 10 to 12: What to Expect

British Columbia’s new curriculum for grades 10 to12 supports the personalized learning approach taken by SelfDesign Learning Community since its inception in 2002. Grade 10 to 12 learners will explore their ideas and personal interests through a thematic approach while gaining credit towards courses for their B.C. Certificate of Graduation (Dogwood Diploma) or the path to completion that best suits them.

SelfDesign Learning Community offers a full-time, integrated, project-based program in a semestered workshop format for grades 10 to12.

Here are the first steps in the new grade 10 to 12 experience.

Choose a learning consultant

Each youth enrolled in grade 10, 11, and 12 work one-on-one with a learning consultant—an educator to guide them through the SelfDesign experience. All learning consultants are BC-certified educators and specialists in the SelfDesign approach. The learning consultant offers insights, resources, and support both to learners and their parents. To provide the best possible educator/family pairing, learners and their parents select several choices from a diverse pool of candidates, and SelfDesign completes the match.

Create a learning plan

Youth develop a personalized learning plan in collaboration with their learning consultant and parent. This plan maps a youth’s interests and curiosities, specifying resources and activities that will be used to facilitate learning and meet BC educational requirements—including those needed to satisfy requirements for the Dogwood Diploma.

Explore theme-based sessions

In Grade 10, learners explore three or four courses per semester through a theme of their choice. Examples of themes include: ‘Animal Relationships’, ‘Lens on Life’, ‘Life: Gamified’, and ‘Imagineers’ (science, technology, engineering, and math). Theme sessions are structured so that learners can develop curricular competencies in interdisciplinary settings, providing the opportunity to focus on topics that inspire and enliven.

In grades 11 and 12, learners explore three or four courses per semester through thematic workshops and optional add-on courses. Courses included in grades 11 and 12 themes are more diverse and flexible, so learners can design their own individual path to graduation.

Start Observing for Learning

The learning consultant coaches the youth and parents in how to observe daily activities, assisting them in noticing learning as it unfolds in everyday moments. At SelfDesign, we call this Observing for Learning.

Youth collaborate with the learning consultant in the Observing for Learning process, with parent support as needed. This fosters in the learner a deepened awareness of their own integrated learning, goals, interests, and skills related to learning to learn such as time management, flexible thinking, and organizational skills.

One of my favourite aspects of this program has been the 'observing for learning.' ... Just in these past few months, I have really been able to see my son's strengths, weaknesses, and interests, while watching him do what children do best: be curious creatures who simply cannot get enough of this world.
SelfDesign parent

Document your Observing for Learning

Weekly Observing for Learning communications are central to SelfDesign’s grades 10 to 12. Each week learners either meet with their learning consultant live on video chat or telephone, or submit a reflection to their educator about the learning observed – with the option to also include videos, images, or sound files. The learning consultant then provides a written response, including insights, recommendations, questions, and resources to clarify and deepen the reflection. The Observing for Learning communications provide evidence of learning that happens outside of the theme-based workshops and foster connection with the learning consultant, who supports the youth in their larger grades 10 to 12 program. They create rich documentation for the youth and family about the breadth of learning that has occurred over the year.

Use Assessment as a tool for learning

At SelfDesign, we believe assessment should be meaningful, responsive, collaborative, and promote the development of self-assessment and goal-setting skills. As a result, we use reflection by both learner and learning team to create an iterative process throughout the semester, expanding each youth’s grasp of the competencies and of themselves. SelfDesign’s approach to assessment expands a youth’s competencies for 21st century living and for lifelong learning.

Take the course for parents called A SelfDesign Path

This optional online course guides parents through weekly explorations about the fundamental ideas of SelfDesign. A SelfDesign Path is highly recommended for parents new to SelfDesign. The online interface blends imagery, video, audio clips, and journaling that draws parents into self-reflection. There is also a facilitated, online conference that connects parents to one another and to a facilitator for the course.

Learn in community

In grades 10 to 12, parents often find themselves stepping back a little as they support their youth in building new learning relationships with both peers and adult mentors. At SelfDesign, we support this emerging independence and encourage learners to form direct relationships with their learning consultants, participate with fellows learners online – and participate in group learning experiences in-person. Parents and learners alike are also invited to participate in the online “Village of Conversations”.

Bring Indigenous wisdom into the learning

Learners in BC, a province with a rich Indigenous history and culture, experience potentially new ways of understanding the world and all its relations through a framework of Indigenous wisdom and philosophy; gaining insights into their own physical, emotional, mental, and spiritual lives, and wellbeing.

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