The key competencies underpin everything that happens in teaching and learning.
They have implications for all aspects of planning and teaching, including activities, resources, and language used; content, topics or foci for learning; the role that both students and teachers take in the learning process; and the culture of the classroom and school.
Many things that teachers and schools do already work well for the key competencies. The emphasis on key competencies in the NZC does, however, give educators an opportunity to reconsider the things they typically do in their practice.
It may be timely to consider what practice looks like in a key competencies-rich programme.
What could key competencies look like? Some indicators:
Students are likely to
- take an active role in decisions about the content, process, and assessment of learning
- take an active role in learning
- wait less, and learn more
- be interested in their learning
- feel empowered to make suggestions
- ask questions of themselves, the teacher, and others
The teacher is likely to
- notice, recognise, and respond to learners - which may necessitate adapting plans in the teaching moment
- give quality feedback and feed-forward that relate to the learning areas as well as the key competencies
- alter and adapt plans in response to learners
- revisit learning plans with students
- show themselves as learners
- do things they’ve never done before
Content, topics or foci are likely to
- be (or become) interesting to students
- draw on authentic contexts – related to things that are happening in the local and global community
- relate to students’ existing knowledge and experience
- broaden students' competencies
Resources are likely to
- come from a range of sources - local, national, global
- draw on diverse perspectives
- include a range of media
- be sourced not only by teachers, but also by students, parents, community members, and others
Activities are likely to
- take students into real, authentic contexts
- be flexible and adaptable
- be dynamic – activities that lead to and generate other activities unforeseen
- be for both individuals and groups
- be purposeful and worthwhile
- be aligned to important outcomes
The classroom culture is likely to
- focus on learning
- embrace flexibility
- feel like a place where students have a say
- encourage questions, contributions, suggestions, learning from mistakes and successes
- enable risk taking
Language is likely to
- reflect curriculum and school values
- invite students to initiate learning
- call for students' suggestions
- focus attention on content together with the language of the competencies - thinking / relating to others / using language symbols and texts / managing self / participating and contributing
Principles that underpin the key competencies
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