quest.jpg

http://ictnz.com
tbond@clear.net.nz


Key Competencies


These form the heart of the outcomes based curriculum and this is emphasised by a twice repeated statemet (p12, p38, NZ National Curriculum) that denotes the Key Competencies as both the ‘ends and the means’ in our students’ journey towards becoming independent life long learners.

There are five competencies and each one has a matching explanation (p12-13 NZ National Curriculum).
Thinking
Managing self
Using language symbols and text
Participating and contributing
Relating to others

Many of us have some initial difficulty in understanding the competencies, so I will offer here a way of looking at each competency that has enabled me to understand their composition.

I see each competency as a complex mixture of three things:

  • Skills
  • Attitudes
  • Understandings
On this basis I go through each competency and colour code the three aspects that see in each competency description.

Listed below is the outcome of my analysis. I would stress that there is an element of interpretation involved in this and it would be a useful exercise for any staff to do this corporately and agree on each classification.




Relating to others
Relating to others is about interacting effectively with a diverse range of people in a variety of contexts. The competency includes the ability to listen actively, recognise different points of view, negotiate, and share ideas. Students who relate well to others are likely to be open to new learning and able to take different roles in different situations. They know when it is appropriate to compete and when it is appropriate to co-operate. By working effectively together, they can come up with new approaches, ideas and ways of thinking

Understandings: <
They know when it is appropriate to compete and when it is appropriate to co-operate.

Attitudes: <
They are open to new learning

Skills: <
They listen actively,
They can recognise different points of view,
They can negotiate and share ideas.
They are able to take different roles in different situations
They work effectively together

They can come up with new approaches, ideas and ways of thinking
Managing self
Managing self is associated with self-motivation, a “can-do” attitude, and with students seeing themselves as capable learners. It is integral to self assessment.
Students who manage themselves are enterprising, resourceful, reliable, and resilient. They establish personal goals, make plans, manage projects and set high standards. They have strategies for meeting challenges. They know when to lead, when to follow and when and how to act independently

Understandings: <
They see themselves as capable learners.
They know when to lead,
They know when to follow
They know when and how to act independently


Attitudes: <
They are self-motivated,
They have a “can-do” attitude,
They are enterprising, resourceful, reliable, and resilient.
motivation,


Skills: <
They set personal goals,
They make plans,
They manage projects
They set high standards.
They have strategies for meeting challenges.
They self assess



Participating and contributing
Participating and contributing is about participating actively in communities. Communities include family, whanau, and school and those based, for example, on a common interest or culture. They may be drawn together for purposes such as learning, work, celebration, or recreation. They may be local, national, or global.
The competency includes a capacity to
contribute appropriately as a group member, to make connections with others, and to create opportunities for others in the group.
Students who participate and contribute in communities
have a sense of belonging and the confidence to participate within new contexts.
They
understand the importance of balancing rights, roles, and responsibilities and of contributing to the quality and sustainability of social, cultural, physical, and economic environments.

Understandings: <
They will understand the importance of balancing rights, roles, and responsibilities
They will understand about contributing to the quality and sustainability of social, cultural, physical, and economic environments.


Attitudes: <
They will have a sense of belonging
They will have the confidence to participate within new contexts


kills: <
They can contribute appropriately as a group member
They can make connections to others
They can create opportunities for others in the group


Thinking
Thinking is about using creative, critical, metacognitive processes to make sense of information, experiences, and ideas. These processes can be applied to purposes such as developing understanding, making decisions, shaping actions, or constructing knowledge. Intellectual curiosity is at the heart of this competency.
Students who are competent thinkers and problem-solvers
actively seek use, and create knowledge. They reflect on their own learning, draw on personal knowledge and intuitions, ask questions, and challenge the basis of assumptions and perceptions.

Understandings: <

Attitudes: <
They have intellectual curiosity


Skills: <
They use creative, critical, metacognitive processes to make sense of information, experiences, and ideas.

They apply processes to purposes such as developing understanding, making decisions, shaping actions, or constructing knowledge

They actively seek use, and create knowledge.

They reflect on their own learning, draw on personal knowledge and intuitions, ask questions, and challenge the basis of assumptions and perceptions.


Using language, symbols and texts
Using language, symbols, and texts is about working with and making meaning of the codes in which knowledge is expressed. Languages and symbols are systems for representing and communicating information, experiences, and ideas. People use languages and symbols to produce texts of all kinds: written, oral/aural, and visual; informative and imaginative; informal and formal; mathematical, scientific, and technological.

Students who are competent users of language, symbols and text
can interpret and use words, number, images, movement, metaphor, and technologies in a range of contexts. They recognise how choices of language and symbol and text affect people’s understanding and the ways in which they respond to communications. They confidently use ICT (including where appropriate, assistive technologies) to access and provide information and to communicate with others.

Understandings: <
They can recognise how choices of language, symbols and text affect people’s understanding and the ways in which they respond to communications

Attitudes: <

Skills: <
They can interpret and use words, number, images, movement, metaphor, and technologies in a range of contexts

They can use ICT confidently to access and provide information and to communicate with others.




This demonstrates that each competency is a complex mixture of skills, undaerstandings and attitudes.

From here schools need to ascertain how they will go about the practicalities of "designing and reviewing their curriculum" in doing this schools "will need to consider how to encourage and monitor the development of the key competencies" (p 44 NZ National Curriculum).