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

2 Overview Background The brief The framework What impact do we want the framework to have? Bringing coherence to the reforms Scope of analysis and development work

3 Background Every Child Matters: Change for Children – Nov outcomes :healthy, safe, enjoy, positive contribution, economic well-being The 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 qualifications

4 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

5 Independent enquirers Team workers Self-managers Reflective learners Creative participators Proposal only Successful young people are

6 Proposal only Independent enquirers Focus: 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

7 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

8 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

9 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

10 Proposal only Self-managers Focus: 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

11 Proposal only What impact do we want the framework to have? Common framework and language for all learners and users Skills integral to reform the review of KS3 curriculum reform of 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

12 Proposal only Bringing coherence to 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

13 Scope of analysis and development work The framework builds on existing frameworks of skills and personal qualities:  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