Meeting The Skills Agenda Jeff Moses Wednesday, 4 July 2007 ‘ We do not have qualifications deficits, we have skills deficits’. Ken Boston, Chief Executive, QCA

Skills At the Forefront Key Stage 3 – too academic Key Stage 4 – poor attainment rates Key Stage 5 – too narrow

The Challenge Ahead To create a learner-centred school system that better recognises the different learning needs of our young people. McGowan Schools must continue to develop as learning environments not teaching environments. Leitch Provide engaging, stimulating, and flexible learning programmes and pathways. ‘Vision Into Action’ ‘It is not the strongest of the species that survives, nor the most intelligent, but the ones most responsive to change’ Charles Darwin; Theory of Evolution

Skills and HE – The Future Critical thinking Autonomous Learning Skills More Reflective Learners Skills not a volume and content-led curriculum Key Skills as the driver for developing inter personal skills Curriculum breadth Dr Hywel M. Davies Head of Admissions and Recruitment University of Wales, Aberystwyth

Target year-old pupil –The average points score per 15-year-old pupil for all qualifications approved for pre-16 use in Wales to improve year on year –The percentage of 15 year olds achieving the equivalent of GCSE grade A* to C to reach 60% by 2010 (2007 milestone 53%) –By 2010, no pupil to leave full-time education without an approved qualification year olds. - The percentage of year olds in employment, education or training to reach 93% by 2010 (2007 milestone - 90%) 25 year olds. - 95% of young people, by the age of 25, to be ready for high skilled employment and/or further or higher education by 2015 Vision Into Action

Growth in Key Skills in Wales

Students view of Key Skills Source: Greatbatch, David, Wilmut, John and Bellin, Wynford. External Evaluation of Welsh Baccalaureate Qualification Pilot, University of Nottingham, published August 2006.

The Journey Ahead In groups identify where ……. school should be in 2012 to meet these challenges –Skills based curriculum –Raising achievement levels –Achieving demand based learning Focus on one of the following: –Key Stage 3 –Key Stage 4 –Key Stage 5

WBQ Widening participation and entitlement Challenging entrenched thinking/parochialism Promoting learning by doing and transferable skills Developing critical thinking skills - PS & IOLP Extending individual Learning Pathways THE WBQ AND THE SKILLS AGENDA Curriculum breadth

KS4WBQ COREKEY STAGE FOUR OPTIONS WJEC LEVEL 1 Welsh Baccalaureate Foundation Diploma Core Certificate at level1  Four key skills at level 1, which must include one from the ‘first three’ I.e. Communication, AON and ICT, and evidence of having pursued all six key skills  Work Related Education, Team Enterprise Activities and Community Participation.  Produce a short Individual Investigation from topics already included in the Science programme.  NVQ Level 1 and other GCSE courses. Four grades D-G at GCSE or equivalent FOUNDATION BAC. SUMMARY

KS4WBQ COREKEY STAGE FOUR OPTIONS WJEC LEVEL 2 Welsh Baccalaureate Intermediate Diploma Core Certificate at level 2  Four key skills, two at level 2, and two at level 1,including the first three i.e. Communication, AON and ICT. There must be evidence of having pursued all six key skills.  Team Enterprise, Citizenship and Community Participation.  Individual Investigation at level 2.  Other minimum requirements: English, Mathematics, Science (single), P.E. + Religious Education, Work-related Education, Careers Education and Guidance, PSE and Sex Education. Learners require at least four GCSE grades A* - C to be accredited with the Diploma. INTERMEDIATE WBQ SUMMARY

THE WBQ AT KEY STAGE FIVE WELSH BAC.CORE ACCRUES WJEC LEVEL 3 Welsh Baccalaureate Advanced Diploma Core Certificate at level3  Six Key Skills, three at level 3, one at least from - Communication, AON and ICT, with the other three key skills at level 2.  Work Related Education, Team Enterprise Activities and Community Participation, Language Module.  Produce a succinct Individual Investigation or project from the Wales, Europe and the World segment.  Two GCE Advanced Levels. GCE Grade A+ 120 UCAS Points

Wales, Europe and the World  Carousel programme ( 5 X 1 hour sessions) delivered by subject specialists. Small teaching groups – informality.  Other inputs such as guest speakers, whole cohort debates, organised visits and student exchange programmes, e-learning projects – e.g. I-EARN THE FIVE ELEMENTS: 1)Political issues 2)Social challenges and responses 3) Heritage cultural perspectives 4)The impact of economic and technological change 5)PSE Issues such as – positive relationships, good health, active citizenship and global sustainability. Individual Investigation titles and themes derived from GCE and Intermediate Level programmes

The Language Module Weekly 30 minute whole cohort on-line sessions in ICT rooms. Link in to on-line diary. Problem Solving Whole cohort sessions linked to Higher Education choices. Can be done after June AS exams and finished November. WBQ Diaries Regular tracking and monitoring by Year 12 Tutors. Student finds the evidence for all the components such as the ‘Work Related Journal’. Intranet raises quality of outcomes, diversity, monitored, efficient for updating. Work Related Education Self-arranged and mainly drawn from existing part-time work. IOLP into Options Portfolio evidence generated from AS level option programmes. Aims and specific targets confirmed with subject specialists. Training and organisational implications are significant. Community Participation - Duke of Ed., e-learning projects, Sports Leadership, concerts/performances,. ‘ WORKING SMARTER, NOT HARDER’

WBQ CORE Four Term Teaching Programme Core Enrichment Opportunities Six Key Skills 60 Hrs (Main Key Skills predominantly integrated in English, Welsh, Mathematics, ICT & Science (Problem Solving) IOLP from selected GCSE Options. WWO – whole cohort programmes such as ‘Sports Leadership’ and transition projects. Wales, Europe and the World + Language Module 60 hrs – 75% all elements taught via 1 hour weekly group mentoring programme on carousel cycle. (The impact of economic and technological change element via GCSE Science). Language Module 20 hrs – MFL. Supplemented by online programme. The Individual Investigation Theme based on Sustainability issues via Science – bank of titles. Assessment by Science Faculty. Integrated into GCSE Science. Work Related Education Team Enterprise + work placements 15 hrs Existing Work Placement programme 30 hrs PSE ProgrammeMentoring groups (30 hours)WBQ Diaries - Mentors Example: Intermediate WBQ plan

Vision into Action - IOLP  Implement revised curriculum and assessment arrangements to further raise standards, skills and personal development  Assessment for learning emphasis:  Active involvement of students in their own learning  Raise standards of attainment  Recognition that assessment has profound impact on the motivation and self- esteem of young people – two crucial influences on learning  Impact positively on teachers’ teaching and students’ learning  Strengthen the embedding of key skills through collaborative student centred learning

Mapping Whole school approach required Identify appropriate and manageable opportunities for evidence across full range of courses Some programmes of study can contribute more to specific key skills than others. For instance, History linking well with aspects of Communication or Science with Problem Solving Critical that teachers and their students understand fully Part A before selecting opportunities to evidence Part B

Death By Mapping!

MAPPING ACROSS THE OPTIONS C3.1a Take part in a group discussion Topic FocusDate Geography – role of government in planning and housing policy Jan. 08 HSC - Healthy lifestyle debate Dec. 07 History – Nazi Racial Policy Feb. 08 Iaith Gyntaf – Discuss Siwan and other contemporary poets Nov. 07 Chemistry – Elements of Life debate Nov. 07 Business – Government servant or master? Feb. 08 LEVEL THREE COMMUNICATION

C3.1b Make a formal presentation of at least eight minutes, using an image or other support material. WBQ Individual Investigation: Biology: Causes of different cancers in Wales MFL: ‘Wales, one of the unhealthiest nations in Europe’. ICT: How ICT has changed the way we work. Spring 2008 History: The role of women in National Socialist Germany. Mathematics – Newton and the Law of Motion. D&T – Project design brief presentation. Travel & Tourism – Customer Care LEVEL THREE COMMUNICATION WITHIN THE WBQ CORE AND OPTIONS

EMBEDDED LEVEL THREE ICT MODEL IN HEALTH AND SOCIAL CARE ICT Component Assignment 3.1 Search for information using different sources and multiple search criteria in at least one case. Unit 3 Research immunisation against diseases 3.2 Enter and develop the information, and derive new information Unit 3 Development of immunisation report. 3.3 Present combined information such as text with image, number and image with number. Unit 3 Report on immunisation against diseases.

COMBINED LEVEL THREE ICT, COMMUNICATION & IOLP

AN IOLP CASE STUDY APPROACH  Derive IOLP from specific A/S subjects  IOLP Coordinator and Team  Train Heads of Faculty/Department specialists and Form Tutors  Train subject specialists  Identification of specific and meaningful learning targets within programmes of study  Balanced workload strategy I.e. shared distribution of students across subjects to avoid overload  Agree timeline for implementation  Agree portfolio assessment calendar IMPLEMENTATION  Students acquire grasp of IOLP (Part A) in weekly 30 minute sessions.  Focus on issues such as learning styles and techniques  Identify learning skill weaknesses  Student chooses subject for IOLP focus in conjunction with subject tutor  Aim & targets agreed. Deadlines set (3/4 months)  Targets incorporated within student learning programme  Assessment and Internal Verification

Level Three IOLP Subject Specific Targets IOLP AIM: To improve in Unit HI3 Target 1: Raise performance in single and multi- source assignments. Target 2:Develop and demonstrate active learning techniques during lessons. Target 3:Improve source interpretation skills

1.Quality of management 2.High quality tutorial support and teaching 3.Effective provision of Key Skills 4.Sound curriculum planning/organisation Critical Success Elements

MANAGEMENT  Proactive Leadership  Regular WBQ management meetings  Effective communications links  Commitment to WBQ principles and programme/s  Efficient systems

EFFECTIVE TUTORIAL SYSTEM  Small tutorial groups work best  Sufficient contact time built into programme from outset – do not compromise. A worthwhile investment!  Meaningful tutorial sessions  Key Skills that are taught well  Articulate Welsh Bac. students  High quality staff inputs to Core  Ongoing staff CPD  Tailored curriculum planning

KEY SKILLS  Raising provision and quality of delivery  Comparisons with national results  Purposeful/meaningful key skills assignments  Considering what was taught at earlier Key Stages and avoiding repetitive practices  Ensuring that students are proficient at Part A of the key skills standards before embarking on portfolio building  Curriculum collaboration to reduce assessment burden  Effective mapping  Regular meetings

CURRICULUM PLANNING  Ensuring continuity and progression opportunities for all learners  Including WAG priorities within the WBQ programme e.g. healthy lifestyles, extending international links – iEARN DYSG Learning Circles for WBQ centres 2007/08.  Ensuring that learners are not faced with the same activities at Key Stages Three, Four and Five  Awareness of completion levels

For Information Jeff Moses Key Skills and WBQ Project Officer Dysg, Department for Education Lifelong Learning and Skills, WAG 11 Ty Nant Court, Morganstown, Cardiff CF15 8LW Tel: Key skills support programme: