Rosemary Hipkins, Chief Researcher at NZCER, talks about way the key competencies can change both the learning and the subject content. Rosemary emphasises the importance of understanding how meaning is made in a subject, what the literacies and conventions are, and how students should be included in the 'hidden game' as they make the learning-to-learn links.
Rosemary Hipkins, Chief Researcher at NZCER, talks about way the key competencies can change both the learning and the subject content. Rosemary emphasises the importance of understanding how meaning is made in a subject, what the literacies and conventions are, and how students should be included in the 'hidden game' as they make the learning-to-learn links.
Rosemary Hipkins, Chief Researcher at NZCER, talks about way the key competencies can change both the learning and the subject content. Rosemary emphasises the importance of understanding how meaning is made in a subject, what the literacies and conventions are, and how students should be included in the 'hidden game' as they make the learning-to-learn links.
Indira Neville is a principal at Mulberry Grove School on Great Barrier Island. Two of the most exciting aspects of the New Zealand Curriculum are the possibilities for developing a local school curriculum and the introduction of the key competencies. Mulberry Grove School has grabbed both these possibilities and created a unique vision for teaching and learning at their school with the key competencies at the heart. For Indira she believes that key competencies are kind of like a respectable, pedagogical version of punk rock.
Lisa Smith, Thinking Facilitator at Rototuna School, talks about her school's programme. Rather than the use of thinking tools, Lisa believes thinking as a key competency is about the ability to select the kind of thinking required, and reflect on thinking and learning.
Guy Claxton muses about the 'morally squeamish' nature of education. He challenges us to consider what we value as the desired outcome of education and build a model of knowing that engages students in controversial and contentious issues.
