You are here

Enduring competencies for designing science learning pathways

Rosemary Hipkins, Sara Tolbert, Bronwen Cowie, Pauline Waiti

Science education has an important role to play in supporting our young people to meet the complex challenges of the modern age. Students need a curriculum that can prepare them to work collaboratively, competently and confidently to address the wicked "glocal" problems of our time. 

Rangatahi themselves recognise this - those involved in drafting the Youth Vision statement for the curriculum refresh have asked for a curriculum that will support them to think and act responsibly together, learn and grow through engaging with multiple perspectives, foster wellbeing, honour Te Tiriti, contribute positively to their communities, and be kaitiaki of their environment.

Enduring competencies for designing science learning pathways is a collaborative report addressing the design challenges inherent in meeting this ambitious agenda. It has been produced by Te Whare Wananga o Waitaha / University of Canterbury, Te Wānanga Toi Tangata / Division of Education at Te Whare Wananga o Waikato / University of Waikato, Ahu Whakamua Ltd, and Rangahau Mātauranga o Aotearoa / NZCER, at the request of the Ministry of Education. 

It outlines a framework developed by science curriculum experts, intended to sit alongside the work of the Science Curriculum Refresh and Review of Achivement Standards. The report outlines four "enduring competencies", listed below, that can shape science education and better prepare ākonga to draw on their science learning as they address challenges that confront them in their lives beyond their school years. 

  • Drawing on different knowledge systems 
  • Enacting a range of science inquiry practices 
  • Working with literacy practices of science 
  • Using science for decision making and action
Year published: 
Publication type: 
Research report
Full text download: 
Rose Hipkins