1 A proposed skills framework for all 11- to 19-year-olds.

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A proposed skills framework

for all 11- to 19-year-olds

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Overview

Background

The brief

The framework

What impact do we want the framework to have?

Bringing coherence to the 11-19 reforms

Scope of analysis and development work

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BackgroundEvery Child Matters: Change for Children – Nov 2004

5 outcomes :healthy, safe, enjoy, positive contribution, economic well-being

The 14-19 Education and Skills White Paper – Feb 2005

Develop young people’s personal skills and a set of thinking and learning skills. These skills and attitudes are fundamental to improving young people’s success in learning, employment and life.

Development of these skills is particularly important to delivering the five outcomes.

The Skills White Paper – March 2005

Functional skills of literacy, language and numeracy and develop wider employability skills.

The Youth Matters Green Paper – July 2005

Have access to personal development learning.

Implementation Plan – December 2005

Ref to QCA’s development of a skills framework and advice on how it could be embedded in the curriculum and relevant 14-19 qualifications

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The brief

Remit to develop a single framework

Framework together with functional English, mathematics and ICT will equip young people for success in learning, employment and life

Initial advice given at end of December

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Independent enquirers

Team workers

Self-managersReflective learners

Creative participators

Proposal only

Successful young people are

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Proposal only

Independent enquirersFocus: Young people process and evaluate information in their

investigations, planning what to do and how to go about it. They take informed decisions, recognising that others have different beliefs and attitudes.

Young people

identify questions to answer and problems to resolve

plan and carry out research, appreciating the consequences of decisions

explore issues, events or problems from different perspectives

analyse and evaluate information, judging its relevance and value

consider the influence of circumstances, beliefs and feelings on decisions and events

support conclusions, using reasoned arguments and evidence

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Proposal only

Creative participators Focus: Young people think creatively by generating and exploring

ideas, making original connections. They try different ways to tackle a problem, working with others to find imaginative solutions and outcomes that are of value.

Young people

generate ideas and explore possibilities

ask questions to extend their thinking

connect own and others’ ideas and experiences in inventive ways

question own and others’ assumptions

try out alternatives or new solutions and follow ideas through, when valuable

adapt ideas as circumstances change

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Proposal only

Reflective learners

Focus:

Young people evaluate their strengths and limitations, setting themselves realistic goals with criteria for success. They monitor their own performance and progress, inviting feedback from others and making changes to further their learning           

Young people

assess themselves and others, identifying opportunities and achievements

set goals with success criteria for their development and work

review progress, acting on the outcomes

invite feedback and deal positively with praise, setbacks and criticism

evaluate experiences and learning to inform future progress

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Proposal only

Team-workers

Focus:Young people work confidently with others, adapting to different contexts and taking responsibility for their own part. They listen to and take account of different views. They form trusting relationships, resolving issues to reach agreed outcomes.

Young people

co-operate with others to work towards common goals

reach agreements, managing discussions to achieve results

adapt behaviour to suit different roles and situations

show fairness and consideration to others

take responsibility, showing confidence in themselves and their contribution

provide constructive support and feedback to others

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Proposal only

Self-managersFocus: Young people organise themselves and their learning, showing

commitment to self-improvement. They actively embrace change, responding positively to new priorities and looking for challenges and opportunities.

Young people

seek out challenges or new responsibilities and show flexibility when priorities change

work towards their goals, showing initiative, commitment and perseverance

organise and manage time and resources effectively

prioritise actions, anticipating and overcoming difficulties

deal with competing pressures, including personal and work-related demands

respond positively to change, seeking advice and support when needed

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Proposal only

What impact do we want the framework to have?

Common framework and language for all learners and users

Skills integral to 11-19 reform

•the review of KS3 curriculum

•reform of 14-19 qualifications

Changing the balance of what is taught

Changing how teachers teach

Changing how young people learn

Changing the focus of what is assessed

Changing ways of assessing

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Proposal only

Bringing coherence to 11-19 reforms

Aligning SEBS with the skills framework

Skills framework informing review of three wider key skills

Skills framework informing the future development of the personal development curriculum at KS3 & 4

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Scope of analysis and development work

The framework builds on existing frameworks of skills and personal qualities:

14-19 Reform Working Group’s recommendations on common knowledge, skills and attributes

Every Child Matters -the five outcomes for children

The National Curriculum Handbook for Secondary Teachers in England

The six key skills and five thinking skills embedded in the national curriculum

The frameworks for careers education and work related learning

Qualifications criteria for national curriculum subjects at key stage 4

The key skills qualifications

QCA’s work on aims and outcomes for a future curriculum 

QCA’s international study of the teaching and learning of skills in secondary education

Skills framework from Scotland, Northern Ireland and Wales

QCA’s guidance on Personal development curriculum at KS4 and on Employability

Developing social, emotional and behavioural skills - pilot materials (DfES/Secondary national strategy)

Social and emotional aspects of learning (Primary national strategy)

Vocational and HE skills frameworks13