Key competencies as capabilities

NZC defines key competencies as

"capabilities for living and lifelong learning"

(p.12). The use of the word "capability" cues

a focus on what students are capable of

doing and becoming. This has implications for

how we think about the types of learning

experiences that will really stretch students

as they encounter purposeful key

competency/learning area combinations.

Relating to others: The challenge of

“walking in others’ shoes” 

This disposition and aptitude for being able

to “walk in another’s shoes” is essential for

clear communication, for building responsive

and reciprocal relationships, and for

developing cross-cultural competencies. All

of these abilities make an important

contribution to lifelong learning goals and

skills, where there is always something more

to learn.

Knowing when, and being able to ask for and

offer help, is an important aspect of this key

competency: one that comes into play when

faced with a challenging task, whether this

task is a collective or individual one.

Different subjects provide different types of

opportunities to build students’

competencies in relating to others.

values clarification when dealing with a

societal issue (social studies)

understanding needs for a designed

product or service (technology)

shaping communication with a specific

audience in mind (writing in English,

drawing plans in technology, shaping a

performance in the arts, devising fair and

clear rules for a sports game)

thinking through to consequences for

others of one’s own of behaviours and

choices (as in the statistical inquiry in the 

context of road safety). 

reading and constructing literary texts

(English and the arts) 

http://www.keycompetencies.tki.org.nz/Key-

competencies-and-effective-

pedagogy/Insights-into-the-KCs#relating 

 

Helping students build Positive Relationships in their

world

Over the years, students need to develop a strong sense of security, and they should have

the opportunity to develop a trusting personal relationship with some teachers and

students. For some students, the school’s teams, clubs, and student government projects

contribute to this important sense of belonging. Each student should encounter at least

one teacher or counsellor who is interesting and motivating each day. If this does not

occur, the school will lose the student. Without positive personal relationships, schools

become warehouses for students rather than learning centres.

Self-Worth and self esteem

When schools serve students well, students develop a sense of self-worth and

competence and come to expect to succeed at classroom and social projects. The

curriculum should be planned and presented so that all students succeed each day.

Students who believe themselves competent become more willing to take risks. They

generally feel successful at important tasks and school subjects. Such students are willing

to share their ideas and opinions and to recognize the accomplishments of other students.

Students in supportive environments develop a positive sense of self.

Sense of Belonging

Students strengthen their sense of self-worth when they receive recognition, approval,

appreciation, and respect from their peers. Lessons should promote inclusion and

acceptance of all students.

A Sense of Direction

Although young students often accept the direction of their parents and the school, by

adolescence many students are redefining their roles and their choices. Some students

need repeated lessons on setting goals and establishing their own sense of responsibility

and direction. Students can learn to make decisions and identify consequences.

Experiential education programs and outdoor programmes help students with goal setting

and motivation.

A Sense of Purpose

Students succeed more when they have a sense of purpose to their school life. Essentially,

success at school is their job. School needs to prove its worth to them. Students benefit

from lessons on and experiences with decision making and cooperative problem solving.

Teachers make decisions to structure their classrooms in ways that encourage learning

and cooperation or in ways that produce anxiety, frustration, competition, failure, and

disruption. Students must come to trust that the teacher has their own best interests at

heart, even in difficult times. Teachers achieve this goal by demonstrating their respect for

the fundamental dignity and worth of each student (Valenzuela, 1999).

You can improve your classroom climate by modelling positive, supportive

communications skills and by teaching these skills to students. The great majority of

interactions in classrooms are among students. You can influence and encourage respect

in these interactions by teaching positive skills. Lessons in listening actively, using “I”

messages, and negotiating conflicts show students how to treat each other with respect.

Teaching democratic participation and decision making encourages positive self-esteem.

 Adapted from DE Campbell 2014

Term3 Week 3 2014

DIGIspot!

Have a look at the Google Drive

http://www.teachthought.com/technol

ogy/how-to-create-a-google-drive-