1. Critical Skills

2. To know what is meant by Critical Skills To understand how to develop Critical Skills in the classroom Pace and Challenge Objectives

3. Critical Skills – Why ‘Critical’? Skills that will allow students to develop as more independent learners Skills that can be transferred between subjects Skills that can be utilised in a business context (life long learning) Skills that are not subject specific or related to one occupation

4. Challenge In the early 1980s a review of American Education occurred: the results showed that many students did not have the skills employers wanted. To remedy this, businesses started to work with educators to define the skills that they considered ‘Critical’ for the wider world of work. Subsequently strategists in New Zealand have taken these skills on board and developed a programme along side Network Educational Press to deliver Critical Skills training. In essence a Critical Skills approach aims to get students involved in their own learning, rather than being passive spectators, thus arming the students with these readily transferable skills. The Background to Critical Skills (The Past)

5. Challenge DFES / QCA Literature. Published Key Stage 3 review ( 5 Feb 2007) Less emphasis on the content and prescribed factual ‘information’ Main aim – ‘Strengthen the teaching of personal development’ More emphasis on using the whole curriculum to develop skills e.g. working in teams, learning independently. Onus on schools to develop a skill set that they want to develop. There will be no prescription on how to do it, schools will have the autonomy to do this themselves. The Background to Critical Skills (The Present)

6. Pace. What are the skills? Collaboration Problem solving Creative thinking Decision making Self assessment Project management Communication Critical Skills

7. Challenge Learn to Learn Vs Critical Skills Students will not necessarily be aware they are being taught individual critical skills, it is more a language for staff. Learn to Learn is more about the behaviours of students, rather than the skills required. For example to be responsible you will need to use a variety of critical skills. ResponsibilityResourcefulnessResilienceReasoningReflection Collaboration Decision Making Project Management Problem Solving Creative thinking Decision making Self Assessment Problem Solving Communication Self Assessment

8. Challenge Curriculum Review Results of Review: KS3 – too long – too content driven Few cross curricular links made KS2 to KS3 transition difficulty Lack of focus at end of Year 9 Increasing support for vocational skills in KS3 Support for collapsing timetable to facilitate project work

9. Term 1Term 2Term 3 Year 8 Year 7 Year 9 The Future…

10. Outdoor Education.

11. Overview Model Year 9 student. Learn to Learn Outdoor Educational Programme Transferable skills CAVES Work Experience Themed units