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You are here: Wiki-Summaries >> Common Topics & Terms >> Education Equity, Inclusion & Success >> Cross-Curricular Competencies
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Cross Curricular Competencies (Attributes) - Overview
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Cross-Curricular Student Competencies/Attributes
A recent trend in curriculum design and education program planning is the development of statements or descriptions of the essential knowledge, attitudes and skills (often called competencies or attributes) that are to be taught to, learned or acquired by all students across all subjects and in different aspects of their schooling. They represent an attempt by policymakers to define an essential set of learning outcomes for all students within their jurisdiction based on described competencies (knowledge, skills and attitudes) rather than traditionally defined subject content. Often, these frameworks must be superimposed on existing curricula since many curriculum documents are over ten years old and will predate the development of the CCCF. Similar statements or descriptions of over-arching student learning outcomes can be found in the National Curriculum Frameworks or National Education Sector Plans or Strategic Plans (ESPs) of countries or states/provinces. These competencies or attributes are intended to frame or guide the development of intended student learning outcomes (curricula) and the pedagogy (models, teaching and learning strategies), student assessment criteria and practices and the initial education and ongoing development of teachers and other educators. However, the experience and evidence on how countries can effectively use their competency statements to achieve those types of alignments is very new. Globally, there are several versions of these cross-curricular or over-arching competency models and many countries have developed their own statements. Many of these versions draw from different Learning-Behaviour Models (LBMs). The assessment of student acquisition of these competencies is also very new, with most work being focused on evaluating progress on one or a few competencies. These competencies can be developed and assessed within each subject/discipline. However, to date, there has been little effort to do so within subjects and most assessments are being done through stand-alone student assessments. The current crop of competency statements has largely ignored health, personal and social development and have focused on competencies related to employment and the ability to learn, innovate and communicate. This summary was first posted in December 2020 as a "first draft" version. The following individuals or organizations have contributed to the development of this topic. We encourage readers to submit comments or suggested edits by posting a comment on the Mini-blog & Discussion Page for this section or posting a comment below: Text
This summary was first posted in June 2012. Currently it has been posted as an "excerpt/adaptation", "first draft" or "revised draft" and "first or revised edition" version. The following individuals or organizations have contributed to the development of this topic. We encourage readers to submit comments or suggested edits by posting a comment on the Mini-blog & Discussion Page for this section or posting a comment below: Cross-Curricular Competency Frameworks (CCCFS)
Cross-Curricular Competency Frameworks (CCCFs) have been developed by several global organizations and many countries in the last two decades. They represent an attempt by policymakers to define an essential set of learning outcomes for all students within their jurisdiction based on described competencies (knowledge, skills and attitudes) rather than traditionally defined subject content. Often, these frameworks must be superimposed on existing curricula since many curriculum documents are over ten years old and will predate the development of the CCCF. Similar statements or descriptions of over-arching student learning outcomes can be found in the National Curriculum Frameworks or National Education Sector Plans or Strategic Plans (ESPs) of countries or states/provinces. CCCFs cut across all subjects and through extended educational opportunities in the jurisdiction. There is a difference of opinion as to whether the competencies are universal or context dependent. Some say that these competencies cannot be taught, but they can be learned, nurtured or acquired through experience. Others argue that, in school, competencies are more easily taught, learned and measured within established bodies of knowledge (i.e. subjects). Read the complete Handbook Section summary here. Due to the length of Handbook Sections (similar to a book chapter) prepared for this web site and knowledge exchange program, we post these documents as separate documents. Click on this web link to access the draft or completed version on this topic. Please come back to this page to post any comments or suggestions. This summary was first posted in June 2020. Currently it has been posted as a"first draft" version. The following individuals or organizations have contributed to the development of this topic. We encourage readers to submit comments or suggested edits by posting a comment on the Mini-blog & Discussion Page for this section or posting a comment below: Bibliography/Toolbox on
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This Section: Common Topics or Terms
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Mini-Blog on Common Topics &Terms Here is our list of topics for this section: - Introduction & Overview - Education Equity, Inclusion & Success- Multi-component Approaches (MCAs) - Core Components
- Staff Wellness - Student Conduct & Discipline - Engaging/Empowering Youth - Parent Participation - Community Involvement
- Learning/Behaviour Models (LBMs) - Behaviour & Learning Theories - Government/Inter-sector Actions & Levers
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