Key skills are an integral part of programmes at key stage 4, post-16 and of modern apprenticeships. Young people may be working towards key skills qualifications, using the wider key skills units to support their learning, or developing their key skills without aiming for qualifications.

Where schools have successfully used key skills qualifications with one age group of students, they have often introduced them to other groups. Key skills can be developed using awards such as ASDAN (at various levels) and programmes using these awards are common at key stage 4. They can be developed and assessed alongside related qualifications, eg by allocating AS mathematics more time so that students can build application of number portfolios at level 3, or sequentially, eg by entering students for GCSE mathematics early and then concentrating on application of number portfolios at an appropriate level (1-3).

Successful approaches

Assessing students' initial key skills level

Aiming for the right key skills level

Helping students to see the value of key skills

Successful approaches

Institutions that are most satisfied with their approach have established a clear policy and designated staff responsible for working with subject teachers and acting as internal moderators. Some institutions have key skills centres to support students with all aspects of key skills.

Where subject teachers have integrated key skills development into their schemes of work, staff and students find the key skills work relevant. Mapping the key skills requirements against those of a subject specification identifies where key skills teaching will enhance subject teaching. Where general studies is used to provide key skills development, the relationship between the skills and the AS/A level needs to be very clear to students.

Skills that are not developed as a natural part of students' subject learning can be developed in discrete classes or a drop-in key skills workshop. These classes and workshops can also prepare students for tests. In one sixth-form college, subject teachers were asked to estimate, on a ten-point scale, the exposure to key skills that they could give their students. The result showed that most students were exposed to all three main key skills across their programme. IT was the skill least often covered by subject departments, so 24 hours of IT teaching was provided, with 12 hours each of communication and application of number.

The Key Skills Support Programme has identified ten critical success factors for managing key skills, which can be found on their website.

Assessing students' initial key skill level

Students on advanced level programmes cannot be assumed to be able to work at level 3 in all the key skills, particularly at the beginning of their two-year programme. GCSE grades are not necessarily a good indicator of key skills level. Initial assessment to determine the appropriate level for each skill is important and most colleges use diagnostic screening tests, produced commercially or in-house. The Key Skills Support Programme provides guidance on initial assessment.

While the key skills tests are not necessarily end-of-course tests, it is advisable not to enter students for tests until they are least halfway through their programmes. There are four sets of tests on the QCA website that can be used as mock examinations or given to students to practise in their own time.

Aiming for the right key skills level

There is an expectation that students who have not already achieved A*-C grades in GCSE English, mathematics or ICT will take programmes leading to the relevant qualifications at level 2, including key skills qualifications. This expectation will become an entitlement for students in August 2004. Many advanced level learners who have already attained GCSE A*-C in English and mathematics are taking the IT key skill at level 2, as they see it as support for both current study and future plans.

Students starting advanced level programmes with the aim of pursuing a professional or higher qualification post-19 should be supported in gaining at least one relevant key skills qualification at level 3.

In deciding which key skill(s) to pursue to level 3, students should be encouraged to consider:

their prior experience and attainment

What subjects, levels and grades have they attained? Are any of these qualifications proxies for some or all key skills assessment? Are there opportunities to build on experience, or to use as evidence work originally produced for GCSE?

their current programme

Are any qualifications proxies for all or some key skills assessment? How will the subjects be assessed - will assignment or coursework provide key skills evidence? Will the presentation of subject coursework be enhanced by using and providing evidence of the skills? Which key skills are signposted in the subject specifications?

the teaching styles they will encounter

Will they have the opportunity to work in a group, to produce a presentation, or to use images to communicate meaning?

their future plans

What skills will they need in HE and in their chosen career? How do their skills and experience match the UCAS entry profiles for courses they are considering?

Some students will want to add depth by working towards a key skill that supports the knowledge in their other qualifications (for example communication key skill to support A level English). Others will want to add breadth by adding a key skill that supports the presentation of their other qualifications (for example IT key skill to help them develop a portfolio for VCE health and social care). Researching higher education opportunities is a common level 3 IT assignment. The revised Progress File publication Widening Horizons (also available on CD-ROM) includes a section on making applications to HE that may be useful in this context.

Helping students to see the value of key skills

To help students understand the value of developing their key skills and taking key skills qualifications, schools and colleges are:

• creating a clear expectation that all students will develop their key skills
• ensuring that all staff promote the value of key skills
• encouraging staff to develop their own key skills
• assuring students that appropriate key skills acquisition will support their subject work, improve grades and not prove an extra burden
• offering a choice of key skills and approach
• pointing out that even when key skills are not stated as a requirement for an HE course, an applicant with evidence of key skills may have an advantage
• emphasising that students who have completed one or more key skills qualifications at the end of year 12 have UCAS points to declare on their application forms alongside AS. (the UCAS tariff recognises key skills achievement at levels 2, 3 and 4)
• pointing out that HEIs are also involved in key skills development.

Also see

> Higher education and Curriculum 2000
> Basic and key skills

Case studies

> Using qualifications
> Key skills

QCA web links

> Basic skills
> Key skills

DfES publications

> Widening Horizons

Other web links

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