Give examples of different models, for different situations, different classes, different students. Eg. Each classroom different make up and will have different classroom needs. Might focus on Relating to others might be thinking. Change with different contexts. Give examples. PE to Numeracy, Transitioning
Is important because these are lifelong skills that the students should practice
Eg. No point in reinforcing it in your class and the way they walk out of your class, you ignore certain behaviours (playground, corridors, out of school)
We must avoid the &#x201C;multiplier effect&#x201D;. It is all too easy to make long lists of objectives or &#x201C;learning outcomes&#x201D;. 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 our goal. This requires that care is taken to identify &#x201C;big picture&#x201D; priorities that are related to students&#x2019; actual needs.
Our challenge is to marry the KC with our school vision and also the need of our students.
NIS Key Competencies
Friday, 6 November
By the end of this session we will:
1. Know the requirements and challenges of the key
2. Clarify the meaning of the key competencies. The “Big
Picture” - What are they about?
3. List the opportunities for students in our school to
develop the key competencies.
4. Brainstorm what it will look like in our school.
5. Link the key competencies to our vision.
• Using Language, Symbols and Text
• Participating and Contributing
• Relating to Others
• Managing Self
The requirement is very simple:
The school supports students to
develop the key competencies set out
on pages 12-13.
Where does it come from?
•It is based on work that has been
done by the European Commission.
The group came up with what they
consider to be a set of key
Its list included the following:
• Communication in the mother tongue
• Communication in a foreign language
• Mathematical literacy and basic competencies in science and
• ICT skills
• Learning to learn
• Interpersonal and civic competencies
• Cultural awareness.
European Commission, 2002. Working Group on Basic Skills, Foreign Language Teaching and Entrepreneurship.
It can be seen that these competencies are quite different from those in the
NZC. The competencies in the NZC were developed within New Zealand
through processes of extensive professional discussion.
What do they mean?
If we have a good understanding of what
they actually mean in an educational
context, it will help us with our teaching
Competencies are integrated, holistic
and complex. They include the knowledge,
skills, attitudes and values needed to meet
the demands of a task.
•Key competencies are the
capabilities people need in order to
live, learn and contribute as active
members of their communities.
Education Gazette, 18 September 2006
Some important considerations.
•When we get a bigger picture of what the
key competencies are about, it helps us to
lift it out of the micro-climate of the school.
We will then have a bigger view of what it is
that we are intending in our role in
supporting students to develop the key
Task 1 (15min)
In your group clarify the meaning of your key
The Big Picture - What is it about, what it might
involve in our school?
Be creative and come up with a model that will
be typical of the key competencies in our
Thinking in our
look like this.
• The key competencies (all of them) are relevant to
all learning areas and activities. They know no
subject boundaries. They are developed
simultaneously with all content areas of the
Example: We cannot do thinking key
competency at 9:00 on a Monday morning and
honesty at a whole school assembly on a Friday
• They need to be infused into the curriculum areas.
• The New Zealand Curriculum is non-
prescriptive about the key competencies. It
doesn’t set out what a school has to cover in
relation to those competencies. It does provide
very good ideas, in terms of what each
competency might involve.
Claxton describes it best:
• “Translating curriculum ideals like the key competencies into effective
teacher practice is an issue grappled with in many countries ... Get the
process wrong and it can end up on the scrap-heap of good ideas that
• “... if New Zealand is to succeed, the key competencies must be
embedded in each school’s culture and most importantly in the
“microclimate” of the classroom.”
Claxton, Education Gazette, 15 December 2008
Task 2 (10 min)
List the opportunities (authentic
contexts) for students in our school
to develop the key competencies.
Possible Authentic Contexts
• lunch ordering / lunchtime procedures
• lunchtime sport & activities
• PE / Sports Shed
• visitors / relievers
• culture, music, art groups
Traps and Problems
1.Package solutions. (Costa’s Habits of Mind, De
Bono’s Thinking Hats)
2.Competencies not a stand-alone or a separate part
of the NZ Curriculum.
3.Multiplier effect, more documents.
Assessing & Reporting
• Our obligation is to demonstrate, with conﬁdence, that we
are supporting the students to develop the key
• Some key questions might be:
1. How will we see, in our school and in our classrooms,
the intention of these key competencies
2. What evidence will we see in our school and
classrooms that show that we are supporting our
students in developing these competencies?
Task 3 (10min)
In groups brainstorm and discuss what the
key competencies will look, sound and feel
like in our school (Y-Chart).