What are key competencies?
Key competencies are the capabilities people have, and need to develop, to live and learn today and in the future.
The New Zealand Curriculum identifies five key competencies:
So what are some of the things we need to know about key competencies?
Key competencies encompass knowledge, skills, attitudes and values
Key competencies work together and influence each other
Key competencies require teachers to notice not just what students are learning, but how they are learning and their capacity to continue learning
Key competencies are demonstrated in performance – they require action
Key competencies are complex and changing – they will look different in different contexts, and will be developed through opportunities to use them in increasingly wide-ranging and complex contexts
Key competencies require teachers and learners to think about dispositions (tendencies or inclinations) to consider if students are ready and willing, as well as able, to learn
Key competencies strengthen students’ capacity to participate in the world right now, rather than just prepare them to participate in the world at some time in the future
Key competencies are not just a new name for the essential skills – they include skills, but also emphasise how skills relate to knowledge, attitudes and values and how skills can be used in interactions with others in various contexts
Key competencies are not just for young people - students, teachers, leaders, parents, community members are all both teachers and learners
Key competencies relate to all other aspects of the curriculum:
- Key competencies are aligned to the principles of the NZC
- The key competencies draw on a range of values including the values of the NZC
- Key competencies support young people in becoming confident, connected, actively involved, lifelong learners as described in the NZC vision
- Key competencies should be embedded in learning in each of the learning areas
- Key competencies are supported by effective pedagogy
The New Zealand Curriculum principles relate to how curriculum is formalised in a school; they are particularly relevant to the processes of planning, prioritising, and review. P 9 NZC.
This self audit could be used as part of a whole school, department, or syndicate activity to facilitate discussion on current and desired practice in each of the areas, and the degree of coherence between each of the elements of the curriculum.
Comments
Jim Walker
This is a very useful site - thanks to all involved.
