1. Presentation on the draft framework for Personal, employability, learning and thinking skills for all 11- to 19-year-olds October 2005

2. 2 The brief Following the 14–19 Education and Skills White Paper (February 2005) the Secretary of State asked QCA to design a single framework for personal, employability, learning and thinking skills for 11- to 19-year-olds. This single framework, together with functional English, functional mathematics and functional ICT, will equip young people with the skills they need to be employable and to achieve success in life.

3. 3 Initial advice to the Secretary of State QCA has been asked to give initial advice to the Secretary of State in December 2005 on:  a single framework for 11- to 19-year-olds  the approach to embedding the framework in the curriculum at key stage 3 and across 14–19  the approach to assessing skills 11–19  any potential disjuncture with the national curriculum at key stages 1 and 2  coherence with skills frameworks for adults.

4. 4 Background Every Child Matters: Change for Children (Nov 2004) set out five outcomes for young people: be healthy; stay safe; enjoy and achieve; make a positive contribution; achieve economic well-being. Subsequently, three government documents made reference to the development of learning and employability skills. The 14-19 Education and Skills White Paper – Feb 2005 ‘Young people also need to develop their personal skills and a set of thinking and learning skills. These skills and attitudes are fundamental to improving young people’s employability as well as their learning...We believe the development of these skills is particularly important to delivering the five outcomes...There are some basic skills, knowledge and understanding that everyone needs in order to succeed in learning, employment and life. [These basic skills include functional English, mathematics and ICT.]’ The Skills White Paper – March 2005 ‘To help all adults gain the functional skills of literacy, language and numeracy and develop wider employability skills…going as far as their talents and drive can take them.’ The Youth Matters Green Paper – July 2005 ‘All young people should have access to personal development learning, delivered through the curriculum, covering careers education, personal, social and health education (PSHE), citizenship, work- related learning, financial capability, fitness and healthy living…’

5. 5 Starting point for designing the single framework for personal, employability, learning and thinking skills The framework builds on existing frameworks of skills and personal qualities:  14-19 Reform Working Group’s recommendations on common knowledge, skills and attributes  The National Curriculum Handbook for Secondary Teachers in England  The six key skills and five thinking skills embedded in the national curriculum  The frameworks for careers education and work related learning  qualifications criteria for national curriculum subjects at key stage 4  the key skills qualifications  QCA’s work on aims and outcomes for a future curriculum  QCA’s international study of the teaching and learning of skills in secondary ed.  QCA’s guidance on Personal development curriculum at KS4 and on Employability  Developing social, emotional and behavioural skills - pilot materials (DfES/Secondary national strategy)  vocational and HE skills frameworks.

6. 6 Principles The single framework sets out the essential skills and personal qualities that all 11- to 19-year-olds need to be employable and succeed in life. The skills and personal qualities are designed to:  make sense and be useful to all young people whatever their learning environment  meet the needs of all young people, employers and HE  support engagement and raise achievement  promote access to the full range of curriculum opportunities and learning pathways  support progression, breadth and depth in young people’s learning.

7. 7 Active investigators Confident collaborators Practical self- managers Reflective learners Creative contributors What personal, employability, learning and thinking skills do all young people need to be successful? Successful young people are

8. 8 Active investigators  identify questions to answer and problems to resolve  plan and carry out research  analyse information and judge its relevance  synthesise information, make decisions and form their own view  support their conclusions, using reasoned arguments and evidence  present and share information effectively, acknowledging sources

9. 9 Creative contributors  generate ideas, keeping options open  ask questions to extend their thinking  connect their own and others’ ideas and experiences in inventive ways  challenge conventions and their own and others’ assumptions  try out alternatives or new solutions and follow ideas through  adapt their ideas as circumstances change

10. 10 Reflective learners  assess their skills and needs, and recognise their achievements  set clear objectives with success criteria for their development and work  review progress against success criteria  invite feedback and deal positively with praise and criticism  evaluate learning and make changes to achieve success

11. 11 Confident collaborators  contribute openly, working with others to common objectives  try out different roles within a group  progress ideas, building on or challenging others’ contributions, as appropriate  take responsibility for their contribution to the outcome  provide constructive support and feedback to others  manage conflict to achieve results

12. 12 Practical self-managers  realise their goals, showing initiative, commitment and perseverance  manage time and resources effectively  prioritise actions, anticipating and overcoming difficulties  deal with competing pressures, including personal and work-related demands  respond positively to change by taking on new responsibilities and learning new skills  show flexibility when priorities change

13. 13 How do learners apply these skills? Each group of skills and qualities is distinct. Young people will need to apply the range of skills and develop the qualities in each group in a rich variety of contexts. Learners will use skills from several groups at the same time. The development of specific skills and personal qualities will be more, or less challenging for individual learners depending on their strengths, needs and abilities.

14. 14 The skills framework Active investigator Creative contributor Reflective learner Confident collaborator Practical self-manager Knowledge Understanding Skills and personal qualities Education and training aims to develop confident individuals and successful learners who are able to lead fulfilling lives and make a positive contribution to society, the environment and the economy. Embedded in curriculum and qualifications Skills Content Lessons/training, routines and events The context for the framework

15. 15 Apr to Aug 2005Research, analysis and rationalisation of current skill frameworks, including international survey Aug to Sep 2005Development of the single framework Meetings with partners Oct to Nov 2005Series of meetings with partners and stakeholders, including students Online survey End Dec 2005Initial advice to the Secretary of State Timeline

16. 16 Please contribute to the online survey on the draft framework for personal, employability, learning and thinking skills for all 11- to 19-year-olds. Closing date for submitting your views: 18 November 2005. Website link: www.qca.org.uk/skills-framework Let us know your views