Key Skills Professional Development Planning and Delivering Key skills

1. Key Skills Professional DevelopmentPlanning and Delivering Key skills The wider key skills

2. The wider key skills • Working with Others • Improving Own Learning and Performance • Problem Solving

3. Pilot qualifications • Until 2004, the wider key skills were available only as certificates, assessed by portfolio • Piloted as qualifications from September 2004 • Require external assessment as well as portfolio

4. Tomlinson report • Recommended a system of diplomas at four levels from Entry to Advanced • Core of 'functional mathematics', 'functional literacy and communication' and 'functional ICT' • All 14–19 programmes to develop common knowledge, skills and attributes (CKSA), such as personal awareness, problem solving, creativity, team working, and moral and ethical awareness

5. How are the standards presented? What candidates will need to know how to do. They may need to learn and practise some new skills before they are ready to be assessed. Introduction to the standard. Details of what candidates must show they can do. Everything in this Part will be assessed. Evidence must cover all the criteria. Further guidance and examples of the techniques and knowledge in Part A.

6. Working with Others Reference Component 2.2.1 organise and carry out tasks safely using appropriate methods, to meet your responsibilities 2.2.2 support cooperative ways of working to help achieve the objectives for working together 2.2.3 check progress, seeking advice from an appropriate person when needed WO2.2 Work cooperatively towards achieving the identified objectives. Assessment Criteria Note: The assessment criteria for a component must always be treated as a group.

7. Assessment • Assessment is by portfolio, as for the first three key skills. • There are no written tests but, where candidates’ knowledge and understanding of Part A cannot be inferred from the portfolio, assessors will ask questions to 'fill the gaps‘.

8. A continuum of key skills development Teacher-led Teacher-guided Independent learner Assessed by questioning Internal formative assessment Portfolio evidence: internally assessed; internally verified; externally moderated Relates to Part A of the key skills standards Relates to Part B of the key skills standards WHAT LEARNERS MUST BE ABLE TO DEMONSTRATEThe ability to apply skills in different contexts WHAT LEARNERS NEED TO KNOWBasic techniques and underpinning knowledge WHAT LEARNERS NEED TO DOPractise and build skills

9. Teaching and learning the wider key skills • All three wider key skills require students to demonstrate 'process skills' and 'interpersonal skills‘. • These skills are best developed through active learning that takes account of students’ varied learning styles.

10. Teaching and learning the wider key skills Centres have delivered the wider key skills in the contexts of: • main programmes • tutorials • enrichment programmes • work experience • students’ part-time jobs • students’ leisure activities.

11. Increasing knowledge and ‘know- how’ Increasing responsibility for managing own development The learning cycle Independent learner Review Plan Reflect and apply Do Emerging learner

12. Activity 3 – Part A • Work with a colleague or in groups. • Choose a key skill and a level that is most relevant to you and your learners. • Study Part A of the standard and: • stick red dots against the points that learners will find most challenging • stick green dots against those that they will find least challenging.

13. Portfolio evidence • The emphasis should be on evidence of the process rather than the product. • Process evidence: action plans, minutes, notes, learning logs, diaries, recordings, assessor observation, peer assessment, witness statements, records of questioning • All evidence must be authenticated. • Product evidence: documents, artefacts, videos, presentations, photographs

14. Focus of assessment Focus of assessment Process skills Interpersonal skills Personal qualities Working with Others: Overview plan, set targets, organise tasks, review progress teamwork, listening, supporting others, asking for help, assertiveness, handling conflict Take care Assessment is not a judgement of worth, personality or value of the individual confidence, empathy, persistence, reliability

15. Activity 2 Progressing through the levels: WWO • The handout is in three columns. The middle column presents the portfolio requirements in Part B at Level 2. • Study the standards at Levels 1 and 3 and write the key differences from Level 2 in the appropriate columns. Refer to Part A where necessary.

16. Working with Others: Progression Level 1 Evidence must show you can: WO1.1 Confirm you understand the given objectives, and plan for working together. WO1.2 Work with others towards achieving the given objectives. WO1.3 Identify ways you helped to achieve things and how to improve your work with others. Level 2 Evidence must show you can: WO2.1 Plan work with others. WO2.2 Work cooperatively towards achieving the identified objectives. WO2.3 Review your contributions and agree ways to improve work with others. Level 3 Evidence must show you can: WO3.1 Plan work with others. WO3.2 Seek to develop cooperation and check progress towards your agreed objectives. WO3.3 Review work with others and agree ways of improving collaborative work in the future.

17. Working with Others Level 1 – Part B You must: • provide at least two examples of meeting the standard for WO1.1, WO1.2 and WO1.3. One example must show you can work in a one-to-one situation and one example must show you can work in a group or team situation. ?

18. Working with Others Level 1 – Part B WO1.1 Confirm you understand the given objectives, and plan for working together. Amplification Eg must understand meaning of ‘objectives’ which are given and checked; identify tasks, resources, deadlines, responsibilities, working arrangements (where, when, with whom, etc)

19. Working with Others Level 1 – Part B WO1.2 Work with others towards achieving the given objectives. Amplification Eg get materials, tools, resources; work safely and cooperatively; follow correct techniques and approaches; ask for help/support when needed (candidate makes the judgement); offer help/support to others

20. Working with Others Level 1 – Part B WO1.3 Identify ways you helped to achieve things and how to improve your work with others. Amplification Eg identify what’s gone well/less well; understand why; think about what to do to improve; identify own contributions; understand basic team roles and group dynamics; suggest improvements for future

21. Working with Others Level 2 – Part B ? You must: • provide at least two examples of meeting the standard for WO2.1, WO2.2 and WO2.3. One example must show you can work in a group or team situation.

22. Working with Others Level 2 – Part B WO2.1 Plan work with others. Amplification Eg understand how groups/teams work effectively; objectives may be suggested by candidate, or others; planning techniques; share information/ suggestions; roles and accountability; know who to consult; confirm arrangements, timescales, etc

23. Working with Others Level 2 – Part B WO2.2 Work cooperatively towards achieving the identified objectives. Amplification Eg meet responsibilities in group; safety; techniques and approaches for the work; support co-operative working; learn about discrimination; rights and feelings of others; assertiveness; protect own rights; check progress; decide when necessary to seek advice

24. Working with Others Level 2 – Part B WO2.3 Review your contributions and agree ways to improve work with others. Amplification Eg assess the quality of the work; give balanced account of what happened; identify own role; give and accept constructive feedback; make and listen to suggestions for improvement

25. Working with Others Level 3 – Part B You must: • provide at least one example of meeting the standard for WO3.1, WO3.2 and WO3.3, to include work in a group or team situation. You must check progress on two occasions (for WO3.2). ?

26. Working with Others Level 3 – Part B WO3.1 Plan work with others. Amplification Eg understand need for different roles; importance of interpersonal skills; link roles to individual skills; active listening; make suggestions; be realistic; use planning techniques; agree timescales, etc; safety

27. Working with Others Level 3 – Part B WO3.2 Seek to develop cooperation and check progress towards your agreed objectives. Amplification Eg obtain and make best use of resources; organise and pace the work; quality and schedule; know where to get support; health and safety; techniques and approaches to task; actively support cooperative working; understand effect of individual behaviour; methods of resolving conflict; motivation, assertiveness; discrimination, harassment; rights and feelings of self and others; inform others of progress, show initiative; be alert to need to change plans

28. Working with Others Level 3 – Part B WO3.3 Review work with others and agree ways of improving collaborative work in the future. Amplification Eg give and receive constructive feedback; provide a balanced account of own contribution; identify factors that influenced the outcome; agree ways of improving work in future (both interpersonal and work related)

29. Working with Others – some key issues Identifying individual contributions to the work of the group. • Individual logs and diaries • Careful observation • Willingness to differentiate

30. Working with Others – some key issues 'Care needs to be taken that the assessment is not a judgement of worth, personality or value of an individual, or to imply that candidates are failing as people if they do not yet possess certain qualities.' QCA Guidance page 20

31. Working with Others – some key issues The wider key skills as qualifications: • External assessment and questioning

32. Process skills Focus of assessment Interpersonal skills Personal qualities IOLP: Overview set targets, plan learning, review progress communicate own needs, accept constructive feedback, negotiate opportunities for learning and support Take care Assessment is not a judgement of worth, personality or value of the individual confidence, motivation, persistence

33. Activity 2 Progressing through the levels: IOLP • The handout is in three columns. The middle column presents the portfolio requirements in Part B at Level 2. • Study the standards at Levels 1 and 3 and write the key differences from Level 2 in the appropriate columns. Refer to Part A where necessary.

34. IOLP: Progression Level 1 Evidence must show you can: LP1.1 Confirm your targets and plan how to meet these with the person setting them. LP1.2 Follow your plan, to help meet targets and improve your performance. LP1.3 Review your progress and achievements in meeting targets, with an appropriate person. Level 2 Evidence must show you can: LP2.1 Help set targets with an appropriate person and plan how these will be met. LP2.2 Take responsibility for some decisions about your learning, using your plan to help meet targets and improve your performance.  LP2.3 Review progress with an appropriate person and provide evidence of your achievements. Level 3 Evidence must show you can: LP3.1 Set targets using information from appropriate people and plan how these will be met. LP3.2 Take responsibility for your learning, using your plan to help meet targets and improve your performance.  LP3.3 Review progress and establish evidence of your achievements.

35. IOLP Level 1 – Part B You must: • provide at least two examples of meeting the standard for LP1.1, LP1.2 and LP1.3 (each example should cover at least two targets). Overall, show you can use at least two different ways of learning to improve your performance. ?

36. IOLP Level 1 – Part B LP1.1 Confirm your targets and plan how to meet these with the person setting them. Amplification Eg understand what is meant by SMART targets, action points, deadlines, reviews, different ways of learning; develop an ILP, with targets etc; know how/when/where to get help and support, and from whom

37. S M A R T njoyable E R ewarding Targets pecific easurable Targets should be: chievable ealistic ime-bound

38. IOLP Level 1 – Part B LP1.2 Follow your plan, to help meet targets and improve your performance. Amplification Eg work through the action plan; use different ways of learning (eg visual, verbal, aural, physical); make changes suggested by tutor/supervisor; use support

39. IOLP Level 1 – Part B LP1.3 Review your progress and achievements in meeting targets, with an appropriate person. Amplification Eg reflect on and review progress; identify knowledge and skills learned; identify targets met and achievements; accept constructive feedback; clarify what needs to be done to improve

40. IOLP Level 2 – Part B You must: • provide at least two examples of meeting the standard for LP2.1, LP2.2 and LP2.3 (each example should cover at least two targets). Overall, show you can use at least two different ways of learning to improve your performance. ?

41. IOLP Level 2 – Part B LP2.1 Help set targets with an appropriate person and plan how these will be met. Amplification Eg understand how planning and reviewing can improve performance; different learning styles; develop an ILP; provide information to help set SMART targets; 'a few weeks or less’; identify/write action points; plan time; know when/where to seek help, and from whom

42. IOLP Level 2 – Part B LP2.2 Take responsibility for some decisions about your learning, using your plan to help meet targets and improve your performance. Amplification Eg use action points to manage time; revise plan if necessary; choose and try different ways of learning (visual, verbal, aural, physical); identify who/when/where to ask for help/support; work for short periods without supervision

43. IOLP Level 2 – Part B LP2.3 Review progress with an appropriate person and provide evidence of your achievements. Amplification Eg identify knowledge and skills learned; check that targets have been met; identify and provide evidence of achievement; identify preferred ways of learning; accept constructive feedback; ask questions for clarification

44. IOLP Level 3 – Part B You must: • provide at least one example of meeting the standard for LP3.1, LP3.2 and LP3.3 (the example should cover at least three targets). Overall, show you can use at least two different ways of learning to improve your performance. ?

45. IOLP Level 3 – Part B LP3.1 Set targets using information from appropriate people and plan how these will be met. Amplification Eg develop ILP; write action points and timescales; set own targets; seek information from appropriate people; use variety of sources; plan use of support and reviews; be aware of factors that might affect outcome

46. IOLP Level 3 – Part B LP3.2 Take responsibility for your learning, using your plan to help meet targets and improve your performance. Amplification Eg identify priorities; manage time; choose ways of learning (visual, aural, verbal, etc); health and safety; work at times independently; reflect on progress; seek feedback and support

47. IOLP Level 3 – Part B LP3.3 Review progress and establish evidence of your achievements. Amplification Eg focus on quality of own learning and performance; use learning to meet new demands; identify targets met and gather evidence of achievements from at least two different ways of learning; present own views on how to improve, take advice, and agree with others

48. IOLP – some key issues IOLP can provide structure for: • a tutorial programme of any length • building a portfolio for one or more of the first three key skills • completing a project or coursework in any subject in a learner’s main programme.

49. IOLP – some key issues • It is essential that an IOLP action plan is started at the beginning of a programme. It cannot be completed in retrospect.

50. IOLP – some key issues • As with all the wider key skills, candidates’ portfolio evidence will need to be authenticated, internally assessed and internally verified. • Where complete coverage of Part A cannot be inferred from the portfolio, candidates must be asked questions from the list supplied by the awarding body.