1. Key Competencies and Reading

2. Three parts of the workshop Rationales for the interpretation of the key competencies Rationales for the interpretation of the key competencies Developing the key competencies through learning areas (English) Developing the key competencies through learning areas (English) Integrating key competencies and reading: examples of practice Integrating key competencies and reading: examples of practiceAcknowledgement: Reid, A. (2006). Key Competencies: A new way forward or more of the same? Curriculum Matters, 2, 43-62. Reid, A. (2006). Key Competencies: A new way forward or more of the same? Curriculum Matters, 2, 43-62.

3. Time to think and talk about: What is our school’s rationale? What is our school’s rationale? How does our rationale affect the way we understand and teach the key competencies? How does our rationale affect the way we understand and teach the key competencies?

4. Different rationales, different emphases Economic? Economic? Educational? Educational? Cultural? Cultural? Political? Political? Social? Social? Individual? Individual? Local? Local? Global? Global?

5. Key Competencies: capabilities for living and lifelong learning What kinds of rationales are possible/permissible? What kinds of rationales are possible/permissible? What is stated and implied about the place of learning areas? What is stated and implied about the place of learning areas? What is meant by “social contexts”? What is meant by “social contexts”?

6. Developing key competencies through learning areas: why? Knowledge is still essential; but it is no longer a goal Knowledge is still essential; but it is no longer a goal Key Competencies – capabilities for living and lifelong learning – are a goal Key Competencies – capabilities for living and lifelong learning – are a goal With this model both are always present, working together With this model both are always present, working together

7. Developing key competencies through learning areas Key Competencies Learning areas

8. Example 1: Lifelong Literacy Step 1: What do our kids need to learn? (Empathy – a capability for living and lifelong learning) Step 1: What do our kids need to learn? (Empathy – a capability for living and lifelong learning) Step 2: Which key competencies does this relate to? (Relating to Others) Step 2: Which key competencies does this relate to? (Relating to Others) Step 3: Which learning areas might they learn this key competency through? (English) Step 3: Which learning areas might they learn this key competency through? (English) Step 4: Set up the key competency environment Step 4: Set up the key competency environment Step 5: Add content knowledge Step 5: Add content knowledge

9. Step 4 – setting up a key competency environment Kids need to understand that as readers of fiction they: Respond to the narrator’s unfamiliar perspective Respond to the narrator’s unfamiliar perspective Rehearse for later social interaction Rehearse for later social interaction Imagine themselves into the position of characters Imagine themselves into the position of characters Experience at a safe distance Experience at a safe distance

10. Step 5: Add content knowledge Our level of empathy for a character is influenced by components of the text Our level of empathy for a character is influenced by components of the text Appearance Appearance Dialogue Dialogue Action Action Thought Thought

11. Example 2: Lifelong Literacy (see Cinderella resource) Step 1: What do our kids need to learn? (to be part of a literary community – a capability for living and lifelong learning) Step 1: What do our kids need to learn? (to be part of a literary community – a capability for living and lifelong learning) Step 2: Which key competencies does this relate to? (Participating and Contributing) Step 2: Which key competencies does this relate to? (Participating and Contributing) Step 3: Which learning areas might they learn this key competency through? (English) Step 3: Which learning areas might they learn this key competency through? (English) Step 4: Set up the key competency environment Step 4: Set up the key competency environment Step 5: Add content knowledge Step 5: Add content knowledge

12. Step 4 – setting up a key competency environment Kids need to understand that as members of a literary community they: Interpret text in unique ways Interpret text in unique ways Learn from other people’s interpretations Learn from other people’s interpretations Modify their interpretations as a result of listening to other people Modify their interpretations as a result of listening to other people

13. Add content knowledge When we interpret we not only draw on our own and other people’s backgrounds, we also draw on components of the text Appearance Appearance Dialogue Dialogue Action Action Thought Thought

14. Finding Teachers with little content knowledge but who have set up a key competency environment seem to know what to do with content knowledge when it is handed to them. Teachers with little content knowledge but who have set up a key competency environment seem to know what to do with content knowledge when it is handed to them.