The document discusses key competencies for students and outlines several important points: 1. It defines key competencies as generic skills needed by everyone across many contexts, while specific competencies are only needed in certain contexts. 2. The five key competencies are thinking, using language/symbols/texts, managing self, relating to others, and participating/contributing. 3. Developing key competencies requires pedagogical changes for teachers and opportunities for students to practice and transfer skills across different contexts with feedback. 4. Assessment of competencies is challenging but anecdotal evidence and student self-assessment against agreed criteria can provide useful information on developing competency levels.

1. Key Competencies Unlocking the future for our students

2. Key Changes (from the draft) * Treaty of Waitangi – more overt *Values - stronger focus on sustainablity *Te Reo/NZSL included as official languages (English as defacto official) * designing school curriculum rewritten *explicit statement about requirements * purpose & scope added *vision - connections to the land added * teaching as inquiry added to pedagogy

3. Definition of Terms Key competencies Are generic and needed by everyone across many life contexts to meet important challenges Specific competencies Are only needed in certain contexts. Cannot be used effectively without key competencies and vice versa

4. Key Competencies Knowledge, skills, attitudes and values cannot be separated Key competencies are interrelated and used together They are developed throughout life

5. Key Competencies The ways competencies are manifested will differ in different contexts Proficiency should be seen as the ability to combine and use competencies in increasingly complex contexts

7. Process of learning new skills (Zimmerman & Kitsantas (1997) The learner is able to adapt the new skill to use it in new ways in response to new challenges The learner no longer has to rely directly on the model or the teacher because they have become proficient in the skill The learner tries the activity and receives feedback from the teacher as needed The skill is modeled so the learner gains a mental model Self-regulation Self-control Imitation Observation of the Teacher

8. Thinking

11. Languages, Symbols and Texts

14. Managing Self

16. Relating to Others

18. Participating and Contributing

24. Schools will need to… clarify what the competencies mean for their students show how well the students are currently showing them identify the conditions that will help or hinder development