Key+Competencies

The key competencies are a central focus of the New Zealand Curriculum. The curriculum states that the competencies are // "the ends and the means" // (Pages 12 and 28) There is an expectation that schools will develop their own curriculum in a way that will // "develop the key competencies at all year levels" // (P37). Students should be challengd // "to use and develop the competencies across the range of learning areas and in increasingly complex and unfamiliar situations" // (P38). Alongside this it is also stated that schools should // "evaluate the effectiveness of the approaches used to strengthen them" // (P38).

In general there seems to be two basic approaches being utilised by schools to adress the key competencies.

The approach being utilised in most schools can be labelled as a ‘**Single Competency Focus’** where students and teachers focus on one competency at a time. This approach follows the traditional habit we have in our education systems to compartmentalise aspects of learning. We have long isolated our learning areas from each other to enable timetabling and focussed teaching and this has arguably become an entrenched educational habit. This approach has so invaded our educational practice that we even do it within single learning areas and compartmentalise aspects from each other. It is therefore unsurprising, that when faced with a new focus area like the Key Competencies, we follow the same strategy and approach each competency as if it is its own little compartmentalised set of skills and attitudes to be developed in our students. I believe this approach ignores a key aspect of the Key Competencies in that the competencies are in reality inseperable.

The second approach being taken by schools can be labelled as a **'Cross Competency Focus'**. This approach is built on the understandng that the competencies are intertwined and that in reality we never operate in one competency but usually use a combination of the competencies at any given time. The New Zealand Curriculum actually promotes this view as shown by the following two quotes. //“In practice, the competencies are most often used in combination”// (NZC. P38). //"they are not separate or stand-alone"// (NZC P12).

If we start with the competency of thinking it becomes obvious that we cannot operate successfully in any area of competency without thought. There is no way I can //‘Manage Self’// well without thinking, nor can I //'participate and contribute'// well without thinking, in fact… effective thinking is at the core of, and pervades being successful in every competency. Thinking, particularly any form of critical, analytical, creative and caring thinking includes the cognitive //'use of language symbols and text'// as a core tool of thinking. This suggests that the use of language symbols and text is also central to thinking. If we go deeper into the competencies it becomes clear that //‘self management’// is a major aspect of //‘participating and contributing’// as well //‘relating to others’//. It also becomes impossible to separate //‘participating and contributing’// from //‘relating to others’// because I can’t participate without involving others and relationships, nor can I //‘relate to others’// effectively without //‘participating and contributing’// in some way. Thus there is a huge illogicity in an approach that tries to address and improve competencies by treating them as isolated sets.
 * The intertwined nature of the competencies.**

Diagrams are always poor at capturing complex relationships however this diagram is an attempt at capturing the interwoven nature of the competencies.



Having come to the theoretical conclusion that the competencies are inseparable, and that this is a flawed approach to implementing the competencies in our schools, the next challenge is to offer an alternative that is logical and effective.

A Cross Competency Approach ** If we have a complex set of interwoven competencies then it seems logical that we should be able to identify some skills and attitudes that are foundational to being able to be successful across the competencies. This approach suggests that we identify a set of **cross competency attitudes** and **cross competency skills,** then focus our work with students on that core set of skills and attitudes. This has special significance for students who will then be developing a core set of skills and attitudes in every learning experience and every learning context. In the cross competency approach the bulk of teacher/student discussion and interaction will then be on the development of the chosen skills and attitudes within a wide range of learning experiences.



The next challege is to define a key set of cross competency attitutudes. these would the the attitudes that empower us to work effectively in each of the competencies and, more importantly, that empower us for life and learning. There are a huge selection of possible attitudes and I have seen scools identify as many as 30 attitudes. In the interrst of simplicity and manageability i would suggest that schools identify no more than 5 key attitudes.

After much consideration my personal choice would be the following 4 attitues... curiosity, open mindedness, perserverance, empathy. These four attitudes would be key as I learn, solve problems, interact, buld relationships, participate and contribute across a wide range of contexts.
 * Suggested attitudes:**

Following the same principle the next step is to define a set of key skills that work in a similar maner and would empower us in a wide range of learning and interacting contexts. Having worked on this approach with a number of schools now we have discussed and reviewed about 30 different specific skills. In that process 6 skills seem to have been identified most commonly as the core set to be focussed on. It must be remembered that the following is smply a general description or label for each skill and that each skill would logically have a rang of depths to wich the skill ca be taken. The rubrics showing possible depths of each skill will follow th descriptions.
 * Suggested Skills:**

1: The ability to recognise need or problem. 2: The ability to recognise, understand and use relevant contextual vocabulary. 3: The ability to create relevant questions to guide thinking and locate information. 4: The ability to find, comprehend, validate and use relevant information. 5: The ability to create and critique information, belief and theory. 6: The ability to make informed decisions that consider possible options, outcomes and the needs of others and envirnment.


 * Cross Competency Skill Rubrics**


 * ** Step ** || ** The ability to identify need or problem ** ||
 * ** 1 ** || · I can identify that a need or problem exists ||
 * ** 2 ** || · I can identify a specific and relevant need or problem ||
 * ** 3 ** || · I can analyse a situation, recognise a need or problem and its key features ||
 * ** 4 ** || · I can analyse a situation, recognising the range of needs and problems, as well as their key features ||

· I can, with support, seek to understand the meaning of words in context || · I use contextual vocabulary appropriately to the context in oral situations || · I attempt to ensure a common understanding of contextual vocabulary · I can demonstrate an understanding that vocabulary can change its meaning according to context ||
 * ** Step ** || ** The ability to Identify, understand and use relevant contextual vocabulary ** ||
 * ** 1 ** || · I attempt to use contextual vocabulary correctly for the context but sometimes I do not have the correct words ||
 * ** 2 ** || · I can ask questions to clarify definitions
 * ** 3 ** || · I can independently use a range of strategies to seek understanding of the meaning of words in context.
 * ** 4 ** || · I use contextual vocabulary appropriately to the context orally & in writing

· (Typically Types 1 & 2) || · I can identify and use relevant key words · I can use identified needs and key words to create relevant questions · (Typically Types 3 & 4) || · I can use identified needs and key contextual vocabulary to create a range of relevant questions · (Typically Types 3 - 5) || · I can edit questions where necessary · I can pose a range of relevant questions including probing questions for interviews.(Stage 3 - 7) · I can take my questions to a variety of appropriate sources · I persist with my questions until I acquire the required information ||
 * ** Step ** || ** The ability to create and use relevant questions to guide thinking, and gain information. (Refers to QuESTioning Matrix) ** ||
 * ** 1 ** || · I attempt to ask questions but still create some statements or irrelevant questions
 * ** 2 ** || · I can identify an information need
 * ** 3 ** || · I can identify and use relevant key words and phrases
 * ** 4 ** || · I can identify an information need and relevant vocabulary

** Step ** || ** The ability to extract and validate relevant information ** || ** 1 ** || ·  I can extract information from a chosen source || ** 2 ** || ·  I can extract information from a chosen source relevant to my need || ** 3 ** || ·  I can extract and validate relevant information using at least two sources || ** 4 ** || ·  I can find relevant information, validate it by using other sources and by analyse the credibility of the sources || |||| ** The ability to create & critique information, argument, belief or theory **  || ** Step ** || A. The ability to **present** information/argument with supporting evidence and logic || B. The ability to **identify** and critique information/argument || ** 1 ** || ·  I can make an assertion but do not support it with logic or evidence || · I can identify an assertion but not challenge it || ** 2 ** || ·  I can identify the difference between fact and opinion in my own assertions · I can make a clear statement of fact || · I can identify the difference between fact and opinion in other people’s assertions || ** 3 ** || ·  I can create an argument including fact/s or an example to logically support my main assertion. (Uses words like because, therefore, so) || · I can logically use information to identify motive or contradictions to critique an argument || ** 4 ** || ·  I can consider and utilise evidence, points of view, information, theories and logic to create a strong argument with justified assertions || · I can critique arguments, using information and evidence to challenge the assertions and logic, checking for validity, motive, bias contradictions or distortion. || ** The ability to make informed decisions with due consideration of possible options and their consequences ** || · I make decisions with no displayed awareness of consequences. || · I make decisions based on obvious immediate consequences or outcomes. || · I consider positives and negatives · I consider short and long term consequences · I make decisions after considering the above. || · I can identify a range of choices and their possible outcomes. · I consider short and long term consequences for other people involved and decide accordingly. · I can evaluate and justify the decisions that I have made. ||
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