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Each of the twenty Identity concept frameworks expressed below can be broken down into five different levels of conceptual development that may take place over the first 10 years of schooling. The competencies are mapped in much the same way as the learning domains are, such as the science framework presented previously. The identity concept frameworks are represented below. These are provided as a version of what is possible and are not definitive and as such you are encouraged to edit these to align with the contexts that your school and community are comfortable with. The variables in each of the concepts below are underlined.
Identity
Developing our identity requires:
1. a level of authenticity that embodies our uniqueness as a person
2. reflecting on our principles that are derived from our attitudes, qualities and values
3. reflecting on our character that is derived from our morality, ethics and beliefs
4. realizing there can be a tension between our ‘actual self’ and our ‘aspirational self’
5. a level of integrity that comes from being self-aware by aligning virtues with our actions
6. appreciating that our culture and experiences shape our principles and character and, consequently, our identity
7. understanding that our personality traits come from both our inherited genetic traits and our life experiences
Establishing identify requires:
8. awareness that our beliefs shape our purpose
9. applying empathy to enable us to act thoughtfully and compassionately
10. self-discipline to align our actions with our principles and character (being true to self) 11. honest self-reflection allows us to review and potentially change our reactions to situations
12. what we say and do drives how others respond to us
13. wisdom comes from applying our virtues to different contexts and learning from the outcomes
Developing identity dispositions requires:
14. being increasingly self-aware encourages thoughtfulness to others 15. applying humility, kindness and forgiveness that earns others’ trust 16. Being fair requires actions in keeping with beliefs
17. serving others that applies and builds character
18. acknowledging and having difficult conversations to strengthen relationships 19. believing that learning about ourselves helps us understand others
20. learning new concepts requires a range of character traits
The first seven identity concept frameworks are unpacked in the pages that follow.220
*Introductory note: In the tables that follow, the ability of young learners to make predictions is extremely dependent on the context the educator uses/introduces and therefore we cannot provide ‘I can predict’ statements for the ‘starting out’ and ‘building confidence’ levels.
220 What follows is a sample of the competency frameworks. There are an additional 12 pages of background material along with the complete set of concept frameworks and these are available for download from www.MarkTreadwell.com.
Dispositions (personal) Techniques (practical) Understanding (cognitive)