SlideShare ist ein Scribd-Unternehmen logo
1 von 23
Key Competencies
   Lake Rotoiti
 Friday, 6 November
By the end of this session we will:
1. Know the requirements and challenges of the key
   kompetencies.
2. Clarify the meaning of the key competencies. The “Big
   Picture” - What are they about?
3. List the opportunities for students in our school to
   develop the key competencies.
4. Brainstorm what it will look like in our school.
5. Link the key competencies to our vision.
Key Competencies
•   Thinking
•   Using Language, Symbols and Text
•   Participating and Contributing
•   Relating to Others
•   Managing Self
The Requirement
The requirement is very simple:

The school supports students to
develop the key competencies set out
on pages 12-13.
                            NZCp.44
Where does it come from?
•It is based on work that has been
 done by the European Commission.
 The group came up with what they
 consider to be a set of key
 competencies.
Its list included the following:
• Communication in the mother tongue
• Communication in a foreign language
• Mathematical literacy and basic competencies in science and
  technology
• ICT skills
• Learning to learn
• Interpersonal and civic competencies
• Entrepreneurship
• Cultural awareness.
               European Commission, 2002. Working Group on Basic Skills, Foreign Language Teaching and Entrepreneurship.

It can be seen that these competencies are quite different from those in the
NZC. The competencies in the NZC were developed within New Zealand
through processes of extensive professional discussion.
What do they mean?
•
If we have a good understanding of what
they actually mean in an educational
context, it will help us with our teaching
practice.
Competencies are integrated, holistic
and complex. They include the knowledge,
skills, attitudes and values needed to meet
the demands of a task.
•Key competencies are the
capabilities people need in order to
live, learn and contribute as active
members of their communities.
                    Education Gazette, 18 September 2006
Some important considerations.
•When we get a bigger picture of what the
key competencies are about, it helps us to
lift it out of the micro-climate of the school.
We will then have a bigger view of what it is
that we are intending in our role in
supporting students to develop the key
competencies.
Task 1 (15min)
In your group clarify the meaning of your key
competency.
The Big Picture - What is it about, what it might
involve in our school?
Be creative and come up with a model that will
be typical of the key competencies in our
school.
Example:
Thinking in our
school might
look like this.
Context
•   The key competencies (all of them) are relevant to
    all learning areas and activities. They know no
    subject boundaries. They are developed
    simultaneously with all content areas of the
    curriculum.
        Example: We cannot do thinking key
        competency at 9:00 on a Monday morning and
        honesty at a whole school assembly on a Friday
        morning.
•   They need to be infused into the curriculum areas.
•   The New Zealand Curriculum is non-
    prescriptive about the key competencies. It
    doesn’t set out what a school has to cover in
    relation to those competencies. It does provide
    very good ideas, in terms of what each
    competency might involve.
Claxton describes it best:
• “Translating curriculum ideals like the key competencies into effective
  teacher practice is an issue grappled with in many countries ... Get the
  process wrong and it can end up on the scrap-heap of good ideas that
  didn’t stick.”

• “... if New Zealand is to succeed, the key competencies must be
  embedded in each school’s culture and most importantly in the
  “microclimate” of the classroom.”
                                              Claxton, Education Gazette, 15 December 2008
Task 2 (10 min)

List the opportunities (authentic
contexts) for students in our school
to develop the key competencies.
Possible Authentic Contexts
• lunch ordering / lunchtime procedures
• lunchtime sport & activities
• PE / Sports Shed
• visitors / relievers
• library
• culture, music, art groups
• assemblies
• corridors
• transitioning
Traps and Problems
1.Package solutions. (Costa’s Habits of Mind, De
  Bono’s Thinking Hats)
2.Competencies not a stand-alone or a separate part
  of the NZ Curriculum.
3.Multiplier effect, more documents.
Assessing & Reporting
•   Our obligation is to demonstrate, with confidence, that we
    are supporting the students to develop the key
    competencies.
• Some key questions might be:
    1. How will we see, in our school and in our classrooms,
      the intention of these key competencies
    2. What evidence will we see in our school and
      classrooms that show that we are supporting our
      students in developing these competencies?
NIS Key Competencies
Task 3 (10min)
In groups brainstorm and discuss what the
key competencies will look, sound and feel
like in our school (Y-Chart).
Our Vision
NIS Key Competencies
Task 4 (10min)

Find the connection between our
vision and the Key Competencies you
identified in your Y-Chart.

Weitere ähnliche Inhalte

Andere mochten auch

Writing competencies
Writing competenciesWriting competencies
Writing competenciesCez Moreno
 
Competency Based Teacher Education and METHODS Assessing Teacher Competence.
Competency Based Teacher Education and METHODS Assessing Teacher Competence.Competency Based Teacher Education and METHODS Assessing Teacher Competence.
Competency Based Teacher Education and METHODS Assessing Teacher Competence.Priyanka Nain
 
Overview Of Competencies & Benefits and Uses of a Competency-Based System
Overview Of Competencies & Benefits and Uses of a Competency-Based SystemOverview Of Competencies & Benefits and Uses of a Competency-Based System
Overview Of Competencies & Benefits and Uses of a Competency-Based SystemDavid Gay
 
Competency Overview Presentation
Competency Overview PresentationCompetency Overview Presentation
Competency Overview PresentationJulie Lee
 
Teacher's competences
Teacher's competencesTeacher's competences
Teacher's competencesgueste538c3
 
PORTFOLIO/PRODUCT/PROCESS ORIENTED PERFORMANCE-BASED ASSESSMENT, Ed8
PORTFOLIO/PRODUCT/PROCESS ORIENTED PERFORMANCE-BASED ASSESSMENT, Ed8PORTFOLIO/PRODUCT/PROCESS ORIENTED PERFORMANCE-BASED ASSESSMENT, Ed8
PORTFOLIO/PRODUCT/PROCESS ORIENTED PERFORMANCE-BASED ASSESSMENT, Ed8Eddie Abug
 
Process and product performane-based assessment
Process and product performane-based assessment Process and product performane-based assessment
Process and product performane-based assessment Dianopesidas
 
Competency mapping ppt
Competency mapping pptCompetency mapping ppt
Competency mapping pptjithindas05
 
Process oriented performance-based assessment
Process oriented performance-based assessmentProcess oriented performance-based assessment
Process oriented performance-based assessmentrenarch
 

Andere mochten auch (14)

Writing competencies
Writing competenciesWriting competencies
Writing competencies
 
Competency Based Teacher Education and METHODS Assessing Teacher Competence.
Competency Based Teacher Education and METHODS Assessing Teacher Competence.Competency Based Teacher Education and METHODS Assessing Teacher Competence.
Competency Based Teacher Education and METHODS Assessing Teacher Competence.
 
Overview Of Competencies & Benefits and Uses of a Competency-Based System
Overview Of Competencies & Benefits and Uses of a Competency-Based SystemOverview Of Competencies & Benefits and Uses of a Competency-Based System
Overview Of Competencies & Benefits and Uses of a Competency-Based System
 
Teacher's Competencies
Teacher's CompetenciesTeacher's Competencies
Teacher's Competencies
 
Product Oriented Assesment
Product Oriented AssesmentProduct Oriented Assesment
Product Oriented Assesment
 
Competency Overview Presentation
Competency Overview PresentationCompetency Overview Presentation
Competency Overview Presentation
 
Teacher's competences
Teacher's competencesTeacher's competences
Teacher's competences
 
PORTFOLIO/PRODUCT/PROCESS ORIENTED PERFORMANCE-BASED ASSESSMENT, Ed8
PORTFOLIO/PRODUCT/PROCESS ORIENTED PERFORMANCE-BASED ASSESSMENT, Ed8PORTFOLIO/PRODUCT/PROCESS ORIENTED PERFORMANCE-BASED ASSESSMENT, Ed8
PORTFOLIO/PRODUCT/PROCESS ORIENTED PERFORMANCE-BASED ASSESSMENT, Ed8
 
Process and product performane-based assessment
Process and product performane-based assessment Process and product performane-based assessment
Process and product performane-based assessment
 
Competency mapping ppt
Competency mapping pptCompetency mapping ppt
Competency mapping ppt
 
Competency model
Competency modelCompetency model
Competency model
 
Evaluation of classroom instruction
Evaluation of classroom instructionEvaluation of classroom instruction
Evaluation of classroom instruction
 
Types of evaluation
Types of evaluationTypes of evaluation
Types of evaluation
 
Process oriented performance-based assessment
Process oriented performance-based assessmentProcess oriented performance-based assessment
Process oriented performance-based assessment
 

Ähnlich wie NIS Key Competencies

Sea to sky.learning.keynote
Sea to sky.learning.keynoteSea to sky.learning.keynote
Sea to sky.learning.keynoteFaye Brownlie
 
Moscrop nov pro day updated
Moscrop nov pro day updatedMoscrop nov pro day updated
Moscrop nov pro day updatedbenpare
 
Moscrop nov pro day updated
Moscrop nov pro day updatedMoscrop nov pro day updated
Moscrop nov pro day updatedbenpare
 
Deirdre Butler- Emerging Models of Teaching & Learning
Deirdre Butler- Emerging Models of Teaching & Learning Deirdre Butler- Emerging Models of Teaching & Learning
Deirdre Butler- Emerging Models of Teaching & Learning Justina Spencer
 
Pedagogy, curriculum and assessment
Pedagogy, curriculum and assessmentPedagogy, curriculum and assessment
Pedagogy, curriculum and assessmentthomastallis
 
Lets Go to the City, Didactic Unit
Lets Go to the City, Didactic UnitLets Go to the City, Didactic Unit
Lets Go to the City, Didactic UnitSoraya Cruz Exposito
 
Pedagogy, curriculum and assessment
Pedagogy, curriculum and assessmentPedagogy, curriculum and assessment
Pedagogy, curriculum and assessmentthomastallis
 
Nais Presentation
Nais PresentationNais Presentation
Nais Presentationmhines
 
21st century skills report
21st century skills report21st century skills report
21st century skills reportRhyslynRufin1
 
Unit mu 1.2 week 2 pp steph
Unit mu 1.2 week 2 pp stephUnit mu 1.2 week 2 pp steph
Unit mu 1.2 week 2 pp stephHCEfareham
 
Future focused schools workshop
Future focused schools   workshopFuture focused schools   workshop
Future focused schools workshopDerek Wenmoth
 
Key Competencies - from The New Zealand Curriculum to classroom
Key Competencies - from The New Zealand Curriculum to classroomKey Competencies - from The New Zealand Curriculum to classroom
Key Competencies - from The New Zealand Curriculum to classroomVanessa Greenhaus
 
MYP unit planner yr6-t2-Are you a have or have not
MYP unit planner yr6-t2-Are you a have or have notMYP unit planner yr6-t2-Are you a have or have not
MYP unit planner yr6-t2-Are you a have or have notaissaigon
 
Myp unit planner yr6-t2-are you a have or have not
Myp unit planner yr6-t2-are you a have or have notMyp unit planner yr6-t2-are you a have or have not
Myp unit planner yr6-t2-are you a have or have notaissaigon
 
Csrqi Stw09 Presentation V2
Csrqi Stw09 Presentation V2Csrqi Stw09 Presentation V2
Csrqi Stw09 Presentation V2Stephen Best
 
Cross curricular projects 2021
Cross curricular projects 2021Cross curricular projects 2021
Cross curricular projects 2021clemaitre
 
01 Ubd Pd Jan 2010
01  Ubd Pd Jan 201001  Ubd Pd Jan 2010
01 Ubd Pd Jan 2010rxg581
 

Ähnlich wie NIS Key Competencies (20)

Sea to sky.learning.keynote
Sea to sky.learning.keynoteSea to sky.learning.keynote
Sea to sky.learning.keynote
 
Moscrop nov pro day updated
Moscrop nov pro day updatedMoscrop nov pro day updated
Moscrop nov pro day updated
 
Moscrop nov pro day updated
Moscrop nov pro day updatedMoscrop nov pro day updated
Moscrop nov pro day updated
 
Passion Based Learning
Passion Based LearningPassion Based Learning
Passion Based Learning
 
Deirdre Butler- Emerging Models of Teaching & Learning
Deirdre Butler- Emerging Models of Teaching & Learning Deirdre Butler- Emerging Models of Teaching & Learning
Deirdre Butler- Emerging Models of Teaching & Learning
 
Pedagogy, curriculum and assessment
Pedagogy, curriculum and assessmentPedagogy, curriculum and assessment
Pedagogy, curriculum and assessment
 
Lets Go to the City, Didactic Unit
Lets Go to the City, Didactic UnitLets Go to the City, Didactic Unit
Lets Go to the City, Didactic Unit
 
Pedagogy, curriculum and assessment
Pedagogy, curriculum and assessmentPedagogy, curriculum and assessment
Pedagogy, curriculum and assessment
 
Designs 2010 Session 2 Elementary
Designs 2010 Session 2 ElementaryDesigns 2010 Session 2 Elementary
Designs 2010 Session 2 Elementary
 
Nais Presentation
Nais PresentationNais Presentation
Nais Presentation
 
21st century skills report
21st century skills report21st century skills report
21st century skills report
 
Unit mu 1.2 week 2 pp steph
Unit mu 1.2 week 2 pp stephUnit mu 1.2 week 2 pp steph
Unit mu 1.2 week 2 pp steph
 
Future focused schools workshop
Future focused schools   workshopFuture focused schools   workshop
Future focused schools workshop
 
Key Competencies - from The New Zealand Curriculum to classroom
Key Competencies - from The New Zealand Curriculum to classroomKey Competencies - from The New Zealand Curriculum to classroom
Key Competencies - from The New Zealand Curriculum to classroom
 
Jackson - 22nd Century Librarians and the death of information skills
Jackson - 22nd Century Librarians and the death of information skillsJackson - 22nd Century Librarians and the death of information skills
Jackson - 22nd Century Librarians and the death of information skills
 
MYP unit planner yr6-t2-Are you a have or have not
MYP unit planner yr6-t2-Are you a have or have notMYP unit planner yr6-t2-Are you a have or have not
MYP unit planner yr6-t2-Are you a have or have not
 
Myp unit planner yr6-t2-are you a have or have not
Myp unit planner yr6-t2-are you a have or have notMyp unit planner yr6-t2-are you a have or have not
Myp unit planner yr6-t2-are you a have or have not
 
Csrqi Stw09 Presentation V2
Csrqi Stw09 Presentation V2Csrqi Stw09 Presentation V2
Csrqi Stw09 Presentation V2
 
Cross curricular projects 2021
Cross curricular projects 2021Cross curricular projects 2021
Cross curricular projects 2021
 
01 Ubd Pd Jan 2010
01  Ubd Pd Jan 201001  Ubd Pd Jan 2010
01 Ubd Pd Jan 2010
 

Mehr von mungo13

Introduction & Alphabet
Introduction & AlphabetIntroduction & Alphabet
Introduction & Alphabetmungo13
 
Earths Structure
Earths StructureEarths Structure
Earths Structuremungo13
 
Features Of Persuasive Writing
Features Of Persuasive WritingFeatures Of Persuasive Writing
Features Of Persuasive Writingmungo13
 
Writing Reports
Writing ReportsWriting Reports
Writing Reportsmungo13
 
Melting Pot
Melting PotMelting Pot
Melting Potmungo13
 
Writing Narratives
Writing NarrativesWriting Narratives
Writing Narrativesmungo13
 
Children as Refugees
Children as RefugeesChildren as Refugees
Children as Refugeesmungo13
 
Children as Victims
Children as VictimsChildren as Victims
Children as Victimsmungo13
 
Child Soldiers
Child SoldiersChild Soldiers
Child Soldiersmungo13
 
Teaching Poetry
Teaching PoetryTeaching Poetry
Teaching Poetrymungo13
 
Relationships
RelationshipsRelationships
Relationshipsmungo13
 
Classroom Rules
Classroom RulesClassroom Rules
Classroom Rulesmungo13
 

Mehr von mungo13 (14)

Introduction & Alphabet
Introduction & AlphabetIntroduction & Alphabet
Introduction & Alphabet
 
Hallo
Hallo Hallo
Hallo
 
Earths Structure
Earths StructureEarths Structure
Earths Structure
 
Features Of Persuasive Writing
Features Of Persuasive WritingFeatures Of Persuasive Writing
Features Of Persuasive Writing
 
Writing Reports
Writing ReportsWriting Reports
Writing Reports
 
KOS
KOSKOS
KOS
 
Melting Pot
Melting PotMelting Pot
Melting Pot
 
Writing Narratives
Writing NarrativesWriting Narratives
Writing Narratives
 
Children as Refugees
Children as RefugeesChildren as Refugees
Children as Refugees
 
Children as Victims
Children as VictimsChildren as Victims
Children as Victims
 
Child Soldiers
Child SoldiersChild Soldiers
Child Soldiers
 
Teaching Poetry
Teaching PoetryTeaching Poetry
Teaching Poetry
 
Relationships
RelationshipsRelationships
Relationships
 
Classroom Rules
Classroom RulesClassroom Rules
Classroom Rules
 

Kürzlich hochgeladen

Practical Research 1: Lesson 8 Writing the Thesis Statement.pptx
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptxPractical Research 1: Lesson 8 Writing the Thesis Statement.pptx
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptxKatherine Villaluna
 
Education and training program in the hospital APR.pptx
Education and training program in the hospital APR.pptxEducation and training program in the hospital APR.pptx
Education and training program in the hospital APR.pptxraviapr7
 
How to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 SalesHow to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 SalesCeline George
 
Prescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxPrescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxraviapr7
 
Clinical Pharmacy Introduction to Clinical Pharmacy, Concept of clinical pptx
Clinical Pharmacy  Introduction to Clinical Pharmacy, Concept of clinical pptxClinical Pharmacy  Introduction to Clinical Pharmacy, Concept of clinical pptx
Clinical Pharmacy Introduction to Clinical Pharmacy, Concept of clinical pptxraviapr7
 
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...Nguyen Thanh Tu Collection
 
CapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptxCapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptxCapitolTechU
 
3.21.24 The Origins of Black Power.pptx
3.21.24  The Origins of Black Power.pptx3.21.24  The Origins of Black Power.pptx
3.21.24 The Origins of Black Power.pptxmary850239
 
Diploma in Nursing Admission Test Question Solution 2023.pdf
Diploma in Nursing Admission Test Question Solution 2023.pdfDiploma in Nursing Admission Test Question Solution 2023.pdf
Diploma in Nursing Admission Test Question Solution 2023.pdfMohonDas
 
What is the Future of QuickBooks DeskTop?
What is the Future of QuickBooks DeskTop?What is the Future of QuickBooks DeskTop?
What is the Future of QuickBooks DeskTop?TechSoup
 
General views of Histopathology and step
General views of Histopathology and stepGeneral views of Histopathology and step
General views of Histopathology and stepobaje godwin sunday
 
Human-AI Co-Creation of Worked Examples for Programming Classes
Human-AI Co-Creation of Worked Examples for Programming ClassesHuman-AI Co-Creation of Worked Examples for Programming Classes
Human-AI Co-Creation of Worked Examples for Programming ClassesMohammad Hassany
 
How to Solve Singleton Error in the Odoo 17
How to Solve Singleton Error in the  Odoo 17How to Solve Singleton Error in the  Odoo 17
How to Solve Singleton Error in the Odoo 17Celine George
 
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRADUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRATanmoy Mishra
 
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdfP4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdfYu Kanazawa / Osaka University
 
In - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptxIn - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptxAditiChauhan701637
 
Benefits & Challenges of Inclusive Education
Benefits & Challenges of Inclusive EducationBenefits & Challenges of Inclusive Education
Benefits & Challenges of Inclusive EducationMJDuyan
 
How to Add a many2many Relational Field in Odoo 17
How to Add a many2many Relational Field in Odoo 17How to Add a many2many Relational Field in Odoo 17
How to Add a many2many Relational Field in Odoo 17Celine George
 
Patterns of Written Texts Across Disciplines.pptx
Patterns of Written Texts Across Disciplines.pptxPatterns of Written Texts Across Disciplines.pptx
Patterns of Written Texts Across Disciplines.pptxMYDA ANGELICA SUAN
 

Kürzlich hochgeladen (20)

Practical Research 1: Lesson 8 Writing the Thesis Statement.pptx
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptxPractical Research 1: Lesson 8 Writing the Thesis Statement.pptx
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptx
 
Education and training program in the hospital APR.pptx
Education and training program in the hospital APR.pptxEducation and training program in the hospital APR.pptx
Education and training program in the hospital APR.pptx
 
How to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 SalesHow to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 Sales
 
Prescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxPrescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptx
 
Clinical Pharmacy Introduction to Clinical Pharmacy, Concept of clinical pptx
Clinical Pharmacy  Introduction to Clinical Pharmacy, Concept of clinical pptxClinical Pharmacy  Introduction to Clinical Pharmacy, Concept of clinical pptx
Clinical Pharmacy Introduction to Clinical Pharmacy, Concept of clinical pptx
 
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
 
CapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptxCapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptx
 
3.21.24 The Origins of Black Power.pptx
3.21.24  The Origins of Black Power.pptx3.21.24  The Origins of Black Power.pptx
3.21.24 The Origins of Black Power.pptx
 
Diploma in Nursing Admission Test Question Solution 2023.pdf
Diploma in Nursing Admission Test Question Solution 2023.pdfDiploma in Nursing Admission Test Question Solution 2023.pdf
Diploma in Nursing Admission Test Question Solution 2023.pdf
 
What is the Future of QuickBooks DeskTop?
What is the Future of QuickBooks DeskTop?What is the Future of QuickBooks DeskTop?
What is the Future of QuickBooks DeskTop?
 
General views of Histopathology and step
General views of Histopathology and stepGeneral views of Histopathology and step
General views of Histopathology and step
 
Human-AI Co-Creation of Worked Examples for Programming Classes
Human-AI Co-Creation of Worked Examples for Programming ClassesHuman-AI Co-Creation of Worked Examples for Programming Classes
Human-AI Co-Creation of Worked Examples for Programming Classes
 
How to Solve Singleton Error in the Odoo 17
How to Solve Singleton Error in the  Odoo 17How to Solve Singleton Error in the  Odoo 17
How to Solve Singleton Error in the Odoo 17
 
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRADUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
 
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdfP4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
 
Finals of Kant get Marx 2.0 : a general politics quiz
Finals of Kant get Marx 2.0 : a general politics quizFinals of Kant get Marx 2.0 : a general politics quiz
Finals of Kant get Marx 2.0 : a general politics quiz
 
In - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptxIn - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptx
 
Benefits & Challenges of Inclusive Education
Benefits & Challenges of Inclusive EducationBenefits & Challenges of Inclusive Education
Benefits & Challenges of Inclusive Education
 
How to Add a many2many Relational Field in Odoo 17
How to Add a many2many Relational Field in Odoo 17How to Add a many2many Relational Field in Odoo 17
How to Add a many2many Relational Field in Odoo 17
 
Patterns of Written Texts Across Disciplines.pptx
Patterns of Written Texts Across Disciplines.pptxPatterns of Written Texts Across Disciplines.pptx
Patterns of Written Texts Across Disciplines.pptx
 

NIS Key Competencies

  • 1. Key Competencies Lake Rotoiti Friday, 6 November
  • 2. By the end of this session we will: 1. Know the requirements and challenges of the key kompetencies. 2. Clarify the meaning of the key competencies. The “Big Picture” - What are they about? 3. List the opportunities for students in our school to develop the key competencies. 4. Brainstorm what it will look like in our school. 5. Link the key competencies to our vision.
  • 3. Key Competencies • Thinking • Using Language, Symbols and Text • Participating and Contributing • Relating to Others • Managing Self
  • 4. The Requirement The requirement is very simple: The school supports students to develop the key competencies set out on pages 12-13. NZCp.44
  • 5. Where does it come from? •It is based on work that has been done by the European Commission. The group came up with what they consider to be a set of key competencies.
  • 6. Its list included the following: • Communication in the mother tongue • Communication in a foreign language • Mathematical literacy and basic competencies in science and technology • ICT skills • Learning to learn • Interpersonal and civic competencies • Entrepreneurship • Cultural awareness. European Commission, 2002. Working Group on Basic Skills, Foreign Language Teaching and Entrepreneurship. It can be seen that these competencies are quite different from those in the NZC. The competencies in the NZC were developed within New Zealand through processes of extensive professional discussion.
  • 7. What do they mean? • If we have a good understanding of what they actually mean in an educational context, it will help us with our teaching practice. Competencies are integrated, holistic and complex. They include the knowledge, skills, attitudes and values needed to meet the demands of a task.
  • 8. •Key competencies are the capabilities people need in order to live, learn and contribute as active members of their communities. Education Gazette, 18 September 2006
  • 9. Some important considerations. •When we get a bigger picture of what the key competencies are about, it helps us to lift it out of the micro-climate of the school. We will then have a bigger view of what it is that we are intending in our role in supporting students to develop the key competencies.
  • 10. Task 1 (15min) In your group clarify the meaning of your key competency. The Big Picture - What is it about, what it might involve in our school? Be creative and come up with a model that will be typical of the key competencies in our school.
  • 11. Example: Thinking in our school might look like this.
  • 12. Context • The key competencies (all of them) are relevant to all learning areas and activities. They know no subject boundaries. They are developed simultaneously with all content areas of the curriculum. Example: We cannot do thinking key competency at 9:00 on a Monday morning and honesty at a whole school assembly on a Friday morning. • They need to be infused into the curriculum areas.
  • 13. The New Zealand Curriculum is non- prescriptive about the key competencies. It doesn’t set out what a school has to cover in relation to those competencies. It does provide very good ideas, in terms of what each competency might involve.
  • 14. Claxton describes it best: • “Translating curriculum ideals like the key competencies into effective teacher practice is an issue grappled with in many countries ... Get the process wrong and it can end up on the scrap-heap of good ideas that didn’t stick.” • “... if New Zealand is to succeed, the key competencies must be embedded in each school’s culture and most importantly in the “microclimate” of the classroom.” Claxton, Education Gazette, 15 December 2008
  • 15. Task 2 (10 min) List the opportunities (authentic contexts) for students in our school to develop the key competencies.
  • 16. Possible Authentic Contexts • lunch ordering / lunchtime procedures • lunchtime sport & activities • PE / Sports Shed • visitors / relievers • library • culture, music, art groups • assemblies • corridors • transitioning
  • 17. Traps and Problems 1.Package solutions. (Costa’s Habits of Mind, De Bono’s Thinking Hats) 2.Competencies not a stand-alone or a separate part of the NZ Curriculum. 3.Multiplier effect, more documents.
  • 18. Assessing & Reporting • Our obligation is to demonstrate, with confidence, that we are supporting the students to develop the key competencies. • Some key questions might be: 1. How will we see, in our school and in our classrooms, the intention of these key competencies 2. What evidence will we see in our school and classrooms that show that we are supporting our students in developing these competencies?
  • 20. Task 3 (10min) In groups brainstorm and discuss what the key competencies will look, sound and feel like in our school (Y-Chart).
  • 23. Task 4 (10min) Find the connection between our vision and the Key Competencies you identified in your Y-Chart.

Hinweis der Redaktion

  1. Give examples of different models, for different situations, different classes, different students. Eg. Each classroom different make up and will have different classroom needs. Might focus on Relating to others might be thinking. Change with different contexts. Give examples. PE to Numeracy, Transitioning
  2. Is important because these are lifelong skills that the students should practice Eg. No point in reinforcing it in your class and the way they walk out of your class, you ignore certain behaviours (playground, corridors, out of school)
  3. We must avoid the “multiplier effect”. It is all too easy to make long lists of objectives or “learning outcomes”. The greater the number, the less likely they are to receive the power of attention in teaching and learning. Fewer rather than more should be our goal. This requires that care is taken to identify “big picture” priorities that are related to students’ actual needs.
  4. Our challenge is to marry the KC with our school vision and also the need of our students.