Key Competencies Pathway - Collaborative Initiative from New Zealand
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Transcript of Key Competencies Pathway - Collaborative Initiative from New Zealand
KEY COMPETENCIES
PATHWAY
A collaborative initiative
from New Zealand
22nd March 2014
‘Past, Present, and Future: Special education for learners with
severe or profound learning difficulties'
Julie KingNational Coordinator
Click SpecialEDNZ
Hello, Kia ora from New Zealand!
Ten Guitars
SEE HANDOUT FOR LYRICS !
Twist and Shout
SEE HANDOUT FOR LYRICS !
Me!
• Way with words!! • 30 years – special education!• National Coordinator of CLICK SpecialEDNZ Trust• Supported by the special school community • www.clickspecialednz.com - resource sharing • Professional learning programme and school support
• Facilitate professional learning groups• Facilitate creation of curriculum resources
Julie King
Today...
• Brief outline of the New Zealand Curriculum
• Overview of Key Competencies Pathway
The New Zealand Curriculum
• Revised in 2007 • Curriculum design
is driven by school communities and student need
• Allows schools to design a curriculum that will engage all students and offer different learning pathways
• Puts the key competencies at the heart of the curriculum
1. 2. 3.
Key Competencies PathwayThe five key competencies are: Thinking, Using, language, Symbols and Text, Managing Self, Relating to Others, Participating and Contributing
SKILLS KNOWLEDGE ATTITUDES VALUES
Learner is central to the KCP
Interprets each of the key competencies and provides indicators for key competency development.
Recognises the place of specific skill development as the foundation for developing the competencies.
Embraces different learning needs
Enables schools/ establishments to incorporate it into their own curriculum and culture
• Recognises the importance of prior learning and planned experiences
• Provides a valuable tool for next learning steps
• Enables school to individualise the KCP for their own purposes
1. 2. 3.
New Zealand Curriculum to:
• Be accessible to and inclusive of all learners
• Promote learning that is meaningful and relevant for all learners
• Provide indicators for tracking progress for all learners
Special education practitioners did this by:
• Producing curriculum resources• Focusing on the needs of all students working
within/towards Level 1 of the NZC• Making resources simple, user friendly and easily
accessible• Putting students at the centre of teaching and
learning• Providing a framework for enabling greater student
engagement and ownership of their learning.
17 schools/groups
Phases of development
??
1. 2. 3.
17 special schools across NZ involved to date.
A statement for each key competency (colour)
“Key Competency Dimensions” for each competency (KCD)
“I can” statements: Learners need to be able to do to become competent learners
Key Competency Indicators/I need to learn” .
Skills learners need to learn to become competent learners.
Descriptors for each key Competency IndicatorWhat to look for statements and example activities for each KCI 4 to 8
Experiences I Need/Learning Contexts : What learners need to experience to support what they need to learn.
Pedagogy. This will be shaped by the learners and culture of a school.
Progress: How we/our learners will know what they have learnt.
What does it look like
Key Competencies Pathway1. Concise statement2. Key Competency
Dimensions3. I can statementso ·
Key Competencies Pathway
4. Key Competencies Indicators
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5. Key Competencies Indicators: Descriptors
Preview copy on your resource DVD
Key Points• All learners work towards the ‘I can’ statements
• ‘I can’ statements provide clarity for practitioners
• The ‘I need to learn’ Key Competency Indicators (KCIs) provide developmental skill based benchmarks for each key competency dimension
•KCI 1 to KCI 3 – for learners with profound disabilities
• Eight ‘I need to learn’ KCIs for each key competency dimension. They are called KC1 1 to KCI 8
Key points
• Descriptors provide guidance as to ‘what to look for’ at KCI to 8
• Provides examples of/ideas for activities and appropriate contexts for learning
• Assist with identifying which KCI a student is working at
• Assist with identifying next learning steps
Page 8
6-8: Experiences, pedagogy, progress
Key points
• Importance of range of learning experiences to reflect age, ability, contexts and school culture
• Make pedagogy relevant to your learners
• Reflect your school methods of tracking progress
KCP eportfolio
• Learning to learn principle• Tools for students to share evidence of their learning
Using the Key Competency Pathway?
• Can assist students to make progress in the KCs
• To support the identification of IEP Goals and SLOs.
• Embed key competencies in curriculum planning
• Support with identifying barriers to learning
• Provides context for the learning areas
• The KCP is relevant for ALL students – those students who have achieved KC8 will continue to work on the ‘I can’ statements.
• Collaborative project that has had a significant impact on special education in New Zealand
In summary
Other NZ Collaborative projects
• Blog• Students leading the learning• Video tutorials, Term plan and Student Learning Log
• Song and chord sheetsFor more information:
Other NZ Collaborative projects
• Sensory Learning Toolkit• Framework for a sensory approach to the curriculum
• Available via a Google site For more information: [email protected]
HAERE RA - FAREWELL
Te Aroha
Te aroha Love
Te whakapono Faith
Me te rangimarie Peace
Tatou tatou e Be amongst us all
Julie King: [email protected]
