Transcription of LEARNING DISPoSITIoNS and KEY CoMPETENCIES
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LEARNING DISPoSITIoNS and KEY CoMPETENCIES
Set 2, 200623 LEARNING DISPoSITIoNS and KEY CoMPETENCIES : a new curriculum continuity across the sectors?Margaret CarrThis year, 2006, marks an exciting new curriculum development in Aotearoa New Zealand that will affect the early childhood sector as well as primary and secondary schools. Curriculum reform has resulted in proposed changes to the school curriculum that will go out to schools for discussion during this year. One of these changes is to replace the essential skills with five key CoMPETENCIES that parallel the five strands of the early childhood curriculum in Te Wh riki (Ministry of Education, 1996). In this article I begin with a discussion of LEARNING DISPoSITIoNS , briefly introduce the key CoMPETENCIES , and then consider three ways in which a new continuity might be forged between early childhood and primary school curricula when the proposed key CoMPETENCIES are put into DISPoSITIoNS and Te Wh rikiDuring early consultations for the development of Te Wh riki, key contributors were the M ori advisory group contracted by the Te K hanga Reo Trust and led by Tilly and Tamati Reedy.
proposed key competencies are put into place: alignment, connection, and critique. Continuity one: alignment across key competencies and strands The key competencies can be aligned with the strands in Te Whäriki (just as the English titles are aligned with, but are not exactly the same as, the Mäori strands). The Curriculum Stocktake Report ...
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