Copyright Keith Morrison, 2004 CURRICULUM DESIGN AND DEVELOPMENT

Copyright Keith Morrison, 2004 WHAT IS A SKILL? a behaviour knowledge and understanding an ability (e.g. cognitive, affective, psychomotor) a competence a way of thinking an attitude a level of understanding being clever.

Copyright Keith Morrison, 2004 PLANNING FOR SKILLS IN THE CURRICULUM What skills are suggested by, or most appropriate for, the content? What skills do we wish to focus on and develop (cognitive, affective, psychomotor)? How will the skills be framed and described? How will the skills be developed? What content and activities are needed to develop the skills? What is the teacher’s role in developing skills?

Copyright Keith Morrison, 2004 PLANNING FOR SKILLS IN THE CURRICULUM How can students learn to improve their skills? What pedagogical strategies are to be used to develop skills? How will the skills be assessed and reported? How will progression, sequencing and comprehensiveness of skills be addressed? How transferable are the skills from one context to another?

Copyright Keith Morrison, 2004 Skill characteristics Level one (Basic) Level two (Intermediate) Level three (Complex) Quantity of skillsFewModerateMany Handling of skill Order of skill Awareness Receiving (low order) Understanding Interpreting critically (medium order) Production and creation (high order) SpeedHesitantSlow but secureFast and secure PrecisionInaccurateAccurate across a limited range Highly accurate Appropriacy of selection Occasionally appropriate or teacher- selected Usually appropriate, teacher and student input Consistently appropriate, student-chosen Range of application/ specificity Very limited and specific Moderate rangeWide range, general and in complex situations Degree of student autonomy Teacher directed Independent choice teacher selection Autonomous, student-directed

Copyright Keith Morrison, 2004 COMPETENCE-BASED APPROACHES TO THE CURRICULUM What is a competence? a skill an attitude an expression of what a person can understand and do a behaviour a way of thinking an ability to apply knowledge.

Copyright Keith Morrison, 2004 CHARACTERISTICS OF COMPETENCIES They must be enabling and forward-looking. They must not become statements of maximum outcomes (benchmarks), but be starting points (minimum requirements). Competence statement must indicate what a student can understand and do. They must be wide ranging and include attitudes (not just low-level mechanistic skills or behaviours).

Copyright Keith Morrison, 2004 CATEGORIES OF COMPETENCE (Royal Society of Arts) Competencies for learning Competencies for citizenship Competencies for relating to people Competencies for managing situations Competencies for managing information

Copyright Keith Morrison, 2004 CATEGORIES OF COMPETENCE (Royal Society of Arts) Competencies for learning Students would: Understand how to learn, taking account of their preferred learning styles, and understand the need to, and how to manage, their own learning throughout life. Have learned, systematically, to think. Have explored and reached an understanding of their own creative talents, and how to make best use of them. Have learned to enjoy and love learning for its own sake and as part of understanding themselves.

Copyright Keith Morrison, 2004 CATEGORIES OF COMPETENCE Competencies for learning Students would: Have achieved high standards in literacy, numeracy, and spatial understanding. Have achieved high standards of competence in handling information and communications technology and understanding the underlying processes.

Copyright Keith Morrison, 2004 CATEGORIES OF COMPETENCE Competencies for citizenship Students would: Have developed an understanding of ethics and values, how personal behaviour should be informed by these, and how to contribute to society. Understand how society, government and business work, and the importance of active citizenship. Understand cultural and community diversity, in both national and global contexts, and why these should be respected and valued.

Copyright Keith Morrison, 2004 CATEGORIES OF COMPETENCE Competencies for citizenship Students would: Understand the social implications of technology. Have developed an understanding of how to manage aspects of their own lives, and the techniques they might use to do so – including managing their financial affairs.

Copyright Keith Morrison, 2004 CATEGORIES OF COMPETENCE Competencies for relating to people Students would: Understand how to relate to other people in varying contexts in which they might find themselves, including those where they manage, or are managed by, others; and how to get things done. Understand how to operate in teams, and their own capacities for filling different team roles. Understand how to develop other people, whether as peer or teacher.

Copyright Keith Morrison, 2004 CATEGORIES OF COMPETENCE Competencies for relating to people Students would: Have developed a range of techniques for communicating by different means, and understand how and when to use them. Have developed competence in managing personal and emotional relationships. Understand, and be able to use, varying means of managing stress and conflict.

Copyright Keith Morrison, 2004 CATEGORIES OF COMPETENCE Competencies for managing situations Students would: Understand the importance of managing their own time, and have developed preferred techniques for doing so. Understand what is meant by managing change, and have developed a range of techniques for use in varying situations. Understand the importance of celebrating success and managing disappointment, and ways of handling these.

Copyright Keith Morrison, 2004 CATEGORIES OF COMPETENCE Competencies for managing situations Students would: Understand what is meant by being entrepreneurial and initiative-taking, and how to develop their capacities for these. Understand how to manage risk and uncertainty, the wide range of contexts in which these will be encountered, and techniques for managing them.

Copyright Keith Morrison, 2004 CATEGORIES OF COMPETENCE Competencies for managing information Students would: Have developed a range of techniques for accessing, evaluating and differentiating information and have learned how to analyse, synthesise and apply it. Understand the importance of reflecting and applying critical judgement, and have learned how to do so.