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Key skills


		11-16 schools

		6th form schools

		Colleges

The case studies on this page discuss examples of key skills provision in schools and colleges, and ways in which students are encouraged to value key skills. They also provide examples of how schools and colleges can help develop key skills both through the curriculum and through extra-curricular activities.

Providing for key skills

Ensuring key skills are valued by students
Building on a pilot project
A practical approach at Peter Symonds College

Developing key skills

Developing key skills through qualifications
Level 4 key skills in FE
Using the wider key skills
Key skills through the Duke of Edinburgh's Award

Ensuring key skills are valued by students

At one community college, with a sixth form of 180, the key skills coordinator works hard to communicate the value of key skills and to ensure that students attend the key skills lessons they are committed to. The key skills campaign begins at the January Sixth Form Open Evening for year 11 and their parents, when a key skills leaflet is placed on each seat. The campaign continues during induction, with a presentation on key skills backed by a noticeboard with quotations from HE and local business on the value of key skills and reference to HE offers that included key skills. All parents receive a letter outlining how the key skills course works and asking for their support; if students miss two weeks' lessons, an absence letter is sent to their parents.

Where students have attained GCSE grade D or below in English, mathematics or IT, or do not have a qualification in the subject, level 2 key skills are compulsory. The three key skills are timetabled for two 50-minute lessons per week with nine staff, three for each key skill. One member of staff for each key skill takes the students working at level 3. In the lessons, the specific skills are taught, with outside speakers talking about how the skills are used in the workplace. Subject staff provide tracking sheets based on their schemes of work, so that key skills staff and students can see where there is an opportunity to provide key skills evidence for portfolios. Where students do not have sufficient opportunity, the key skills staff have devised special assignments. Lessons continue after the exams to complete portfolio work and a workshop is provided for year 13 students who want to complete their qualifications.

The college has decided to work on portfolios early in the course next year and to use the March test opportunity for the key skills, avoiding main examination periods and ensuring students are ready for the tests.

Building on a pilot project

Bracknell & Wokingham College was involved in a key skills pilot project, so key skills staff were aware of the standards of the specifications and what their students were likely to achieve. As a result, they planned for most of their initial provision to be at level 2 and, in 2001, achieved an 80 per cent pass rate.

The college chose to integrate key skills development within subjects, and the training programme for Curriculum 2000 involved key skills and subject staff. Key skills staff are attached to curriculum areas and develop an understanding that enables them to identify opportunities for producing key skills evidence. Some teachers of advanced level courses have also taught key skills, reinforcing the value of key skills in the eyes of students. There is a designated leader for each of the three key skills and eight full-time equivalent staff for approximately 1,000 full-time students. Space allocated to key skills includes two ICT rooms, one large teaching room and two smaller workshop spaces.

In 2002, all advanced level students worked towards at least one level 3 key skill qualification. All students are assessed during induction and are guided to take a key skill that complements their main programme of study. For example, students on ICT programmes study communication or application of number.

A practical approach to key skills

Peter Symonds College is an A level-based sixth form college of 1,800 students. Teaching time per subject in the first year has gone down from five hours to four hours 40 minutes. Approximately 90 per cent of students are taking four AS and a top-up class in key skills, sometimes two top-up classes. There is also a compulsory enrichment programme. General studies is offered in the sense that students can take the examinations, but no teaching is provided.

In the first year of Curriculum 2000, the lower sixth found the increased workload onerous and staff also found it a challenge. There was great pressure on rooms and examination facilities. Examinations were particularly difficult as there were roughly 20,000 papers completed by college candidates.

Like many other schools and colleges, Peter Symonds College attaches considerable importance to key skills. In the first year of Curriculum 2000, it expected every student to achieve all three key skills by attending additional classes and producing portfolio evidence in every A level subject. A level teaching was adapted to embrace various aspects of the key skills. Some teachers considered that this had an undue influence on schemes of work, including how and when they taught specific topics.

For the second cohort the college adapted its approach to key skills. It remains committed to the value of the key skills and tries to persuade students of their usefulness but only IT is compulsory. Provision comprises:

optional additional classes for 1 1/2 hours a week in blocks of 10 weeks, each covering one of the first three key skills
a drop-in key skills workshop with assignments covering the portfolio requirements, for students who wish to use these rather than evidence produced in mainstream A level studies. The workshop also provides material to help students prepare for the tests
two 40-minute tutorials each week, to provide advice and encouragement.

This arrangement has reduced student and staff workloads. The college hopes that a substantial proportion of students will achieve one or more key skills qualifications.

Developing key skills through qualifications

Integrating key skills into an advanced level course can provide opportunities for key skills development and evidence.

Information and communication technology (ICT)

The AS VCE in ICT is particularly useful for key skills development and evidence. For example:

units 1, 2 and 3 will produce evidence of the key skill of communication
unit 3 will produce evidence of the key skill of application of number and problem solving
units 2 and 3 will produce evidence of the key skill of working with others
unit 2 will produce evidence of the key skill of improving own learning and performance
AS VCE in ICT is a proxy qualification for IT level 3.

Students who achieve units 1, 2 and 3 of the VCE in ICT can therefore achieve all six key skills at level 3 if they:

produce portfolio evidence for the discussion and presentation aspects of communication
pass the external test in communication at level 3
pass the external test in application of number at level 3
demonstrate that the evidence they have produced for units 1, 2 and 3 meets the key skills requirements.

It is essential that the application of number evidence generated in unit 3 is in the context of a 'substantial activity'

Chemistry

Another example is AS/A2 Chemistry. Topics are often dealt with qualitatively at AS level and then considered quantitatively in A2. This means that A2 offers more opportunities for assessment of application of number. Some of the exercises involve sharing of data obtained from experiments or through research, and offer the possibility of assessing working with others.

The students are given a list of research topics from the specification, for example:

trends in the physical properties of elements of period 3 (data search - AS)
determination of molecular formula of an acid by titration (data obtained from experiments - AS)
calculation of pH values of strong and weak acids and bases from Ka values and concentrations (data search - A2)
in chemical kinetics, determination of order of reaction (data obtained from experiments - A2).

Where tasks require the collection of large data sets of statistical information, the students conduct research, using the internet and CD-ROMs in addition to printed material. The data sets are manipulated and presented, and the findings shared with the group.

The research findings and conclusions are presented in the form of a report. The report must include details of the reference documents used, the data used and how the data was manipulated to present findings. Conclusions may be drawn, where appropriate, about any trends and patterns in the data. The reports use spreadsheets, images and charts to show findings clearly.

Other exercises require students to collect data from experiments. They may use IT to collate the data and perform calculations. The required tasks may include sharing results to create a large data set, and then collating and performing calculations. If they have all carried out the same task, they may do a statistical analysis of the group's findings.

The students make a presentation on their findings, to inform others of their work and results, using overhead transparencies or PowerPoint slides. The student who gave the presentation then leads a group discussion.

Students gain essential knowledge, develop their skills and achieve evidence for the key skills of application of number, IT and communication. They will be given the opportunity to achieve up to level 3 in each of these key skills. Wider key skills opportunities can also be made available.

Level 4 key skills in FE

Chelmsford College encourages students following the VCE in ICT to take the opportunity to achieve a level 4 key skill qualification in IT. Students complete a project that draws on the skills developed through specific units of the qualification: systems analysis, database design programming, and communications and networks. Each project focuses on a real-life problem of interest to, and selected by, the student. Topics have ranged from a record-keeping system for a football club to a rock-climbing holiday organiser. The completed projects provide a portfolio of evidence, while the depth of study required for the VCE ensures that students are well placed to take the key skills level 4 test to achieve the whole qualification.

Using the wider key skills

At one school, the wider key skills units are used to provide a ¬different way into key skills'. Students are motivated to think about how they learn and work best, and to set targets for improving their key skills through their main programme of study and other activities. The school used a local outdoor pursuits centre on its sixth form induction day, organising team-building and problem-solving exercises and covering target setting and action planning. This was a very positive start for the students and a useful learning activity for staff.

Since then, students have followed the programme specified in their action plan, including specific key skills/Progress File sessions, AS work, tutorials, and enrichment activities. Attendance has improved in key skills sessions and the take-up of key skills has been encouraging in comparison with the previous year.

Key skills through the Duke of Edinburgh's Award

Awards such as ASDAN, Trident or the Duke of Edinburgh's can be used to develop key skills. This example is of a student using the Duke of Edinburgh's Award, an excellent vehicle for this as well as for providing useful evidence to employers of initiative and breadth of interest. The Award has four sections: skills, service, expeditions and physical recreation. Key skills achievement can be demonstrated through each of them.

For the skills section, the student chooses to develop skills in website design and learn more about money management. She is investigating what she might earn by creating web pages for local small businesses. This will produce portfolio evidence for the key skills of application of number and IT as well as the wider key skills.

For the service section, the student decides to be a volunteer worker at the local Oxfam shop. This will produce portfolio evidence for the communication key skill when she takes part in staff meetings. It will also provide evidence of working with others.

For the expeditions section, the student decides to go on a hiking expedition. The hiking expedition will produce portfolio evidence of communication, as she will consult guidebooks, maps and tourist information to plan the expedition and will prepare a report on it. It will also provide evidence of problem solving.

For the physical recreation section, the student is becoming a member of a line-dancing team. This will produce portfolio evidence of the three wider key skills: working with others, problem solving and improving own learning and performance.

Also see

> Basic and key skills
> Using key skills qualifications