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Key skills

There are six key skills, each available at levels 1 to 4.

3 main key skills:

  • Communication
  • Application of Number
  • Information Communication Technology.

3 wider key skills:

  • Improving Own Learning and Performance
  • Working with Others
  • Problem Solving.

 

Key skills standards and guidance

The standards and guidance documents for all six key skills can be found on the QCA website. These standards are used by all awarding bodies when portfolios are moderated.

The QCA website also gives examples of completed portfolios; see www.qca.org.uk/qca_6551.aspx

For a learner to achieve a key skills qualification in Application of Number, Communication or ICT they must pass thenational test at that level (or above) and produce a portfolio of evidence which is successfully externally moderated at that level (or above) i.e. the portfolio must fulfil the requirements as laid out in Part B of the standards.

For a learner to achieve a key skills qualification in Improving Own Learning and Performance, Working with Others or Problem Solving they must produce a portfolio of evidence which is successfully externally moderated at that level (or above) i.e. it must fulfil the requirements as laid out in Part B of the standards and answer the Part A questions. Questions for Part A of the wider key skills are produced by individual awarding bodies.

Hints and tips for centres new to key skills

Read the introduction in the QCA standards and guidance documents – this outlines the structure of the standards.

See the 'Using key skills qualifications' page on the QCA website for advice on implementing key skills. .

The awarding bodies

There are sixteen awarding bodies offering key skills. For a full list and links to the website for each awarding body, see http://www.keyskillssupport.net/assessme/awarbodi/

All of the awarding bodies

  • use the QCA standards and guidance for the six key skills to make their moderation decisions
  • use the same tests but have different arrangements for when tests can be taken and whether they are available on-screen or paper based
  • have different arrangements for postal moderations and visits. Some offer moderation at any time of the year; others offer windows during the year for moderation. Some offer one or more moderations to centres per year
  • have slightly different ways of charging centres – check their websites and find out what they are offering within the package of support they offer
  • have sample portfolios for you to look at
  • produce a range of documentation to structure portfolios and present evidence.

 

Moderation and internal moderation/verification

Unlike many other qualifications, key skills can be externally moderated at any time during the year (depending on what your awarding body has in its offer). For more information about moderation, see: http://www.keyskillssupport.net/qualproca/stanmode/

It is crucial that portfolios are internally moderated. This moderation should ensure assessment meets QCA standards and is consistent across key skills, levels and assessors. This process on internal moderation should be documented (most awarding bodies produce documentation to support this).

The awarding body will choose a sample of the portfolios to look at. This sample will represent the range of key skills, levels and assessors put forward for moderation by a centre. The sample should be made available for the external moderation; hence the storage and organisation of the portfolios should be considered carefully.

 

Hints and tips for centres new to key skills

"There should be clear procedures for quality assurance, including an internal standards moderation process, and, where applicable, for cooperating with an awarding body on arrangements for external assessment and moderation." (QCA standards and guidance page 11)

Organising the tests

The Communication and Application of Number tests also act as the tests for adult literacy and adult numeracy. Examples of the tests can be found on the QCA and awarding body websites.

Most awarding bodies offer on-demand tests. See the QCA website and your awarding body website.

The ICT datafiles for the level 3 and 4 ICT tests can be found on the QCA website on from this page: www.qca.org.uk/qca_13459.aspx

Practice tests can be found on the QCA website, awarding body websites and from DCFS: www.dfes.gov.uk/readwriteplus/learning

Learners need support in achieving key skills qualifications. See www.keyskillssupport.net/assessme/ for futher information.

 

 

Hints and tips for centres new to key skills

  • Ensure that your learners are familiar with the format and requirements of the tests
  • Use the Principal Examiner reports from awarding bodies to get a flavour of how learners perform in the tests
  • Have a go at one of the tests yourself – put yourself in the position of the learner
  • Check carefully the rules on reading time
  • Use your centre processes and procedures as available for other tests and examinations.

 

Portfolio management

A portfolio is usually a file of evidence, which may be hard copy or electronic.

The production of a portfolio, which covers the requirements of the standards, forms one of the two elements of the assessment requirements. The other element is passing the test for Communication, Application of Number and ICT, or answering the Part A questions for Improving Own Learning and Performance, Working with Others and Problem Solving.

The portfolio should be internally moderated before it is put forward to your awarding body for external moderation.

The portfolio should be easy to navigate (the moderator must be able to find the evidence) and be cross-referenced against the requirements. All awarding bodies produce a range of recording documents to support portfolio development (portfolio building).

Consider where to store your learners’ portfolios. It is important to balance security with accessibility.

Within your systems and processes ensure that staff are clear about their responsabilities in generating and storing portfolios. Your awarding body will select a sample for moderation – it is essential that portfolios chosen for moderation are available.

For futher information, see www.keyskillssupport.net/assessme/portfoli/ or the Good Practice Guide: Portfolio Assessment:

Hints and tips for centres new to key skills

"Candidates will need training to plan and organise their work from the outset, and guidance on the forms that evidence might take."

(QCA standards and guidance page 14)

 

Teaching and learning

As the tests for levels one and two are the same for communication and literacy, application of number and numeracy, many centres are using the Core Curriculum and Access for All to support their learners. For more information, see the Core Curriculum page of the DCFS website.

The KSSP have produced a range of teaching and learning materials including a teaching and learning guide for each of the six key skills. The guides are available from the 'Publications' page of the KSSP website. The 'teaching and learning' section of this website provides in-depth information on each of the six key skills.

Your learners need to:

  • Build the full range of skills
  • Practise in a range of contexts
  • Demonstrate they can apply their skills (i.e. produce a portfolio, pass the test or answer the part A questions).

“One of the most important points about key skills is that they are not applicable to any one particular programme, age, ability range or context. They are required for success in all aspects of education, training, work and life in general……. They serve to support the effectiveness of learning and performance both in education and at work by encouraging the individual:

  • To think about their intentions and purposes
  • To plan a course of action
  • To implement the plan.
  • To reflect on their progress towards the plan
  • To review the plan to suit changing circumstances or to overcome problems
  • To devise a new plan when the original one has been fulfilled"

(QCA standards and guidance 1272 page 10)

Hints and tips for centres new to key skills

  • Ensure that your processes for observation of teaching and learning includes key skills support.

Staff training

Staff need to understand:

  • Their roles and responsibilities relating to key skills
  • The requirements of the standards
  • The processes within the centre e.g. routines for internal moderation
  • How to support learners to develop their key skills.

If you have a team of staff working on key skills then it is crucial that they understand their roles and responsibilities. Consider how you can ensure this. Also consider the wider team e.g. the examinations officer, the learning assistant and administrative support. The Key Skills Handbook for Coordinators can help you plan staff development: see section 1.7.

Staff working with the key skills must understand the requirements of the standards. The first port of call for this is the QCA standards and guidance document. It may also be useful to look at the example portfolios produced by QCA.

Many centres now ensure that the timescales and important dates for key skills are on the centre calendar for the year. How are your team to be informed of:
moderation dates, deadlines for internal moderation and dates for test entries?

If you or your centre are new to key skills, find out what support is already available in your centre or area. Which members of staff have experience of key skills (perhaps when working in other centres – there may be some hidden expertise)?

  • Which centres close to you have staff who have experience of key skills?
  • Consider organising joint internal moderation meetings across organisations to share good practice?
  • How can your awarding body support you?
  • Use the critical success factors to support your planning?
  • Is there a local key skills network e.g through your local authority, work based learning partnership or school or diploma network etc?
  • Is there someone with key skills experience who would support you via coaching and mentoring?
  • Who could be your critical friend?

Hints and tips for centres new to key skills

  • Use your moderation report to improve your systems and support staff in the development of their understanding of the requirements
  • Use your centre CPD requirements to your personal key skills development. Use the critical reflection required to develop your understanding and practice.
  • If you teach within the learning and skills sector key skills CPD can be used within your 30 hour (pro rata) requirement. See the Institute of Learning website for futher information: www.ifl.ac.uk

Resources to support you from the Key Skills Support Programme

The KSSP produce a range of free support materials. These are available as hard copy or to download.from www.keyskillssupport.net/publicata/

You can register your interest in key skills and receive regular updates.

For centres or individuals new to key skills Getting Started with Key Skills is a useful resource.

 

Hints and tips for centres new to key skills

  • Set up a resource base of KSSP and other support materials for your staff to use.
  • Encourage staff to add any resources they have developed to the resource base.
  • Put the standards and guidance documents, KSSP materials and other resources on your centre's intranet.


A positive message

A positive message about the value of key skills is crucial for their success. The 'Using key skills qualifications' page of the QCA website will give you ideas as to how to help your students see the value.

For learners who plan on progressing into further education, the achievement of key skills is recognised in the UCAS tariff for admissions to higher education. Further details can be found in the progression section of the website.

 

Functional skills

"Functional skills will provide individuals with the essential knowledge, skills and understanding that will enable them to operate confidently, effectively and independently in life and work." (14-19 education and skills: implementation plan, DfES 2005)

“Key skills are the skills most commonly needed for success in a range of activities at work, in education and training and life in general. They focus
candidates’ attention on where and how they are using skills for the purpose of improving the quality of their learning and performance.” (QCA September 2004)

The Good Practice Guide: Leading from the Middle has been designed to support managers and coordinators to lead the transition from key to functional skills

“While there are some distinct differences between functional skills and key skills, many of the same solutions will apply in the transition to functional skills” Leading from the Middle.

 

Advice for centres:

  • Key skills will continue until at least 2010, with final certification in 2012
  • Continue with current effective practice, such as embedding/integrating key skills in main study areas
  • Continue with whole organisation approach to delivery of key skills
  • Build on existing models of delivery, such as apprenticeship frameworks
  • Ensure good practice in teaching and learning continues.

Keep informed about:

  • development of the qualifications
  • progress of the pilots
  • developments in assessment methodologies
  • development of the draft standards.

Updates are available from the QCA website - www.qca.org.uk/functionalskills - and awarding bodies.

More on Preparing for Functionality here.

 

Personal Learning and Thinking Skills (PLTS)

QCA is developing a single framework for personal, learning and thinking skills for all learners aged 11-19. This framework, together with functional English, mathematics and ICT, will equip young people with the skills they need for employability and success in life. .

The Personal Learning and Thinking Skills are:

  • team working
  • independent enquiry
  • self-management
  • reflective learning
  • effective participation
  • creative thinking.

For further information on the new qualifications and credit framework, see www.qca.org.uk/qca_10327.aspx

A framework for the PLTs can be found at www.qca.org.uk/libraryAssets/media/PLTS_framework.pdf

Links between PLTS and the wider key skills

There are links between the PLTs framework and the wider key skills but they are not the same. Good practice in supporting the development of wider key skills will help to support the development of some the skills and personal attributes required within the PLTS framework.

PLTS Wider key skills
Independent enquirers PS / IOLP
Creative Thinkers PS
Reflective Learners IOLP
Team Workers WWO
Self Managers IOLP
Effective participators PS / WWO

 

The skills agenda

Keeping up with developments is a challenge for all educational professionals.

In 2004, the government commissioned Sandy Leitch to undertake an independent review of the UK's long term skills needs. The interim report, Skills in the UK: The long term challenge was published in December 2005. It committed the review, in its final report, to identify the UK’s optimal skills mix for 2020 to maximise economic growth, productivity and social justice, set out the balance of responsibility for achieving that skills profile and consider the policy framework required to support it.

The final report of the Leitch Review of Skills, Prosperity for all in the global economy - world class skills, was published in December 2006.

The review sets out a compelling vision for the UK. It shows that the UK must urgently raise achievements at all levels of skills and recommends that it commit to becoming a world leader in skills by 2020, benchmarked against the upper quartile of the OECD. This means doubling attainment at most levels of skill. Responsibility for achieving ambitions must be shared between Government, employers and individuals.

Download the final report

In response to Leitch, the DCSF have undertaken a series of reforms. Crucial to the success of these reforms is that every young person, no matter what route they are on, should achieve mastery of the basics needed for life and work. This includes “toughening GCSE by incorporating functional skills so that, a grade C is a guarantee that young people have the functional skills they need”. See the DCSF website for more details.

 

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