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A number of indicators have been suggested for the key competencies. Sometimes it is easy to assume we are already doing things that reflect those indicators.
These questions help teachers think and talk about what students and teachers are likely to be doing in a key competency rich programme. They are designed to help teachers, new to the key competencies, consider, for instance - Are the indicators really as strong as I would like them to be in my teaching? What else could I be doing? Can I give examples of these key competency indicators really happening in my students’ experience of learning? What other possibilities are there?
As well as monitoring and documenting students’ ongoing development of key competencies, it is important to monitor the nature of the school/class programme and the opportunities it provides. In what ways and to what extent does the programme facilitate students’ development of key competencies?
Classroom observations – material in the section about ‘teaching’ for key competencies may help guide classroom observations. For example, the indicators of key-competency rich programme (students' role; teacher’s role; content/themes/topics; activities; language; resources; classroom culture) could guide what observers notice about school/syndicate/department/class programmes.
Student-focused classroom observations – the authentic context tool could provide a framework for observing students experience in and beyond the classroom – to what extent are they empowered through active learning, with real purposes in authentic contexts that are relevant to their current and future lives?
Self-review of opportunities – use the authentic context tool to review the opportunities learners at your school/in your class have had to learn in authentic ways. For example – brainstorm all of the events that have happened in the local community during the term – which of these did/could your learners have been involved in? Brainstorm all of the activities that have happened at your school during the term/year – which of the authentic roles did/could your learners take in those activities?
Student feedback – the indicators tool, mentioned above, could also provide a framework for seeking learners’ views of their learning opportunities if we consider some of the ideas about students’ roles in a key competency rich programme.
We might ask and respond to learners' views about: the role they have in teaching/learning decisions; how active/passive they are; the amount of time spent on learning rather than waiting; how empowered they feel to make suggestions or ask questions.