supports students to
develop the key competencies set out on
pages 12 – 13.
NZC p. 44
In 2001, the Organisation
the Deﬁnition and
Project, identiﬁed a set of
competencies that people
need in order to be
competent and effective
citizens. The NZC Key
Competencies have been
developed from these.
The following definition is an excellent focal
statement for the design, development and
review of school practice:
Key competencies are the capabilities people
need in order to live, learn and contribute as
active members of their communities. They are
critical to sustained learning and effective
participation in society and work.
Education Gazette 18.09.2006
When developing the key competencies dimension
of the school’s curriculum, as with other
dimensions, special care should to be taken to
avoid the “multiplier effect”. It is all too easy to
make long lists of objectives or “learning
outcomes”. The greater the number, the less likely
they are to receive the power of attention in
teaching and learning. Fewer rather than
more should be the maxim. This requires that care
is taken to identify “big picture” priorities that are
related to students’ actual needs.
• Teacher Standardised tests, surveys
• Teacher and Student
• Student and other
Learning logs, journals,
Indira Neville from
Mulberry Grove School on
Great Barrier Island talks
about Key Competencies
In your groups, unpack
your assigned KC into
and levels across the
Refer to NZC and
Review Questions (2010 target):
Have we clarified the meaning that each of the key
competencies should have for our students and the
conditions that will help or hinder their development?
Does our curriculum explain how the key
competencies are to be developed across all
learning activities and programmes?
Does our curriculum provide guidance on how to
help students monitor their development and
demonstration of the key competencies?
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