Key Skills Support Programme

Key Skills
Support Programme

Library

The library contains the further reading associated with the modules and other documents about key skills policy and delivery. To browse the references and further reading, click on the links. To download, click on the document title.

> Key skills induction
- > Reference
  - > Managing key skills - Induction
    This one-page extract from 'Managing key skills in work-based learning' expands on the good practice points for introducing key skills to learners included in the module 'Key skills induction'.
  - > Managing key skills – The role of assignments
    This extract from 'Managing key skills in work-based learning' discusses the role of assignments. It includes a handy seven-stage checklist of proven good practice in developing and using assignments.
  - > Managing key skills – Planning a teaching session
    This extract from 'Managing key skills in work-based learning' includes guidance on the stages in planning a teaching session, a planning checklist and a couple of sample session plans.
  - > Employers and the wider key skills
    by Peter Clitheroe
    A short article that asks: 'So what skills do employers say are lacking and cause them real problems?' An excellent start to get you thinking, with interesting links to further reading.
  - > Introducing key skills to learners
    by Cathy Hodnett
    An overview of one provider's induction programme, showing how key skills form an integral part of the induction process.
  - > How do we turn our learners on?
    by Margaret Ferguson
    Margaret is a key skills lecturer from Birmingham who received the City & Guilds President’s Award from the Duke of Edinburgh. Margaret has worked in the construction, retail and customer service sector for 25 years.
    
    This excellent article focuses on answering the question 'Just how do we switch our learners on, hold their interest and support them through to successful achievement of their qualifications?'
- > Further reading
  - > Getting started with key skills and Skills for Life
    by Key Skills Support Programme
    This good practice guide focuses on introducing key skills and Skills for Life successfully to learners during the early stages of their programmes. It draws on the work of a research project that looked at providers who had addressed their apprentices’ Skills for Life and key skills needs from the start and contains examples from their experience.
> Coaching learners for key skills
- > Reference
  - > Should we be using learning styles?
    by Frank Coffield et al
    Learning style instruments are widely used, but are they reliable and valid? Do they have an impact on pedagogy? This lengthy report describes a significant piece of research which examined 13 models of learning style, and concluded that most instruments are unreliable and that labelling learners with particular learning styles may do more harm than good.
  - > A guide to coaching
    by Australian National Training Authority (ANTA)
    This is a chapter from the book 'Framing the Future - A Ready Reference'. Framing the Future is a major staff development initiative of the Australian National Training Authority (ANTA).
    
    We've found this to be the most useful text on the topic of coaching. Although from Australia, it is directly relevant to work-based contexts in Britain. It gives definitions of coaching as well as a guide to the coaching process and the qualities of an effective coach.
  - > Why and how people learn
    This article looks at a number of factors that are related to how and why people learn – and what factors can inhibit learning. The purpose of this is to help you consider how you can enhance the learning of others and minimise things that might act as barriers to the development of learners’ key skills.
  - > Fashion victims
    by Peter Kingston
    Could tests to diagnose 'learning styles' do more harm than good, asks Peter Kingston of the Education Guardian Weekly. This is a link to another website – KSSP is not responsible for the content or functionality of the link.
- > Further reading
  - > The learning process
    This extract from the KSSP good practice guide 'Supporting improving own learning and performance' briefly explores how learning takes place and looks at how IOLP skills are linked to the way people learn in the workplace.
> Reviewing key skills progress
- > Reference
  - > Assessment for Learning: beyond the black box
    by Paul Black and Dylan Wiliam
    The Assessment Reform Group (ARG) has played a key role in bringing the research evidence about assessment for learning to the attention of the education community through the commissioned work, 'Inside the Black Box', and the follow-up, 'Assessment for Learning: beyond the black box'. In continuing its endeavour to improve practice in assessment, the ARG has developed the 'Principles of assessment for learning'.
  - > Formative and summative assessment
    A brief outline of the what and how of formative and summative assessment.
  - > Assessment for Learning – the 10 principles
    by Patricia Broadfoot
    The 10 principles of assessment for learning presented here have benefited from comments from a wide variety of individuals and associations, whose help is gratefully acknowledged. This leaflet/poster is a further step towards changing assessment practice to safeguard the necessary quality of learning experiences needed for achieving the goals of education.
- > Further reading
  - > What makes the difference to learning?
    by John Hattie
    John Hattie is Professor of Education at Auckland University, New Zealand. Over the years he has analysed hundreds of different research projects to find out what makes the difference to learning.
    
    Some quotes from this short paper: 'If we are to have an impact on learning, then we must come to know what our learners are thinking so that we can provide more feedback, task information, encourage trial and error, and develop deep understanding and transformations.'
    
    'A combination of goal setting plus feedback is most effective. Goals and challenging goals are mutually supportive. The greater the challenge the higher the probability of the learner seeking, receiving, and assimilating feedback information.'
    
    And he has statistics to prove it!
  - > Active listening
    by Eddy Knasel
    A summary of the skills involved in active listening. Relevant to both the coaching and reviewing modules.
> Creating integrated learning materials
- > Reference
  - > Teaching and learning resources
    by Cathy Jones
    An article from issue 17 of 'Key Skills Work', the KSSP newsletter for work-based providers. It describes the benefits of developing learning resources that place key skills at the heart of workplace activity. It also outlines the process used in the development of sector-based resources for Care, Travel, Wood Occupations, etc.
  - > Managing key skills – Integrating the key skills
    A short extract from the KSSP publication 'Managing key skills in work-based learning', which describes how the integration of the key skills into other aspects of learners' work can help make key skills seem more relevant. It also discusses when integration can help, and includes a useful integration checklist.
  - > Teaching and learning key skills
    by Key Skills Support Programme
    This booklet brings together the outcomes of the two research projects. It summarises the main findings of the research and illustrates these with examples of practice from the development centres.
    
    The booklet is written for both practitioners and managers in work-based providers. It should help you examine your own arrangements for teaching and learning key skills – vital for meeting the requirements of questions in the Common Inspection Framework as well as for helping learners achieve their potential.
- > Further reading
  - > Rethinking the process – strategies for integrating on- and off-the-job training
    by Lesley Natrins and Vikki Smith
    How can providers in the work-based learning (WBL) sector increase the number of full framework achievements?
    
    This report suggests practical ways of promoting greater integration of on- and off-the-job training as a way to increase full framework achievements in WBL. Illustrated with case studies, it shares the lessons learnt from a number of research projects. Particular attention is paid to increasing employer involvement in WBL, integrating key skills and whether technology can provide one response to this challenge.
> Staff development for key skills
- > Reference
  - > Staff development case studies
    Descriptions of four different providers and the varied approaches to staff development that they are adopting. Not an exhaustive list of strategies but the case studies could give you some useful ideas about ways in which you could help develop staff.
  - > Introduction to teamwork
    This short reference looks at the value of teams, what makes them effective and suggests nine really important ‘building blocks’ that contribute to team effectiveness.
    
    Well worth a look if you want to help improve your team's effectiveness.
> An introduction to the key skills standards
- > Reference
  - > Communication level 1
    The 2004 key skill standards for Communication at level 1.
  - > Key skills guidance 2004
    The QCA guidance document for communication, application of number and ICT
  - > Managing key skills - teaching and learning
    This section of the KSSP guide to managing key skills looks at delivering key skills learning in the work-based route.
    
    It focuses on designing learning programmes and schemes of work, and introduces the range of teaching methods that can be used.
  - > Working with others - level 2
    The 2004 key skill standards for Working with others at level 2
> Teaching number skills
- > Reference
  - > Supporting application of number
    by Key Skills Support Programme
    This guide is primarily intended for practitioners in training provider organisations who are experienced in working with learners. You may work in any vocational area but it is not expected that you are a number specialist. The guide will also be of use to managers and coordinators in planning strategies to support the application of number. It may also be relevant to workplace supervisors.
  - > ‘How to...’ sheets for number
    A selection of very practical resources for you to use with your learners.
    
    These sheets can be used as handouts for learners to refer to whenever they are ‘stuck’ with decimals, fractions, percentages, ratio, conversions and estimation.
    
    The sheets are compiled into one file for ease of download and can be printed as separate documents as needed.
  - > Number factsheets
    by Michele Snellgrove
    A collection of various and fascinating factsheets about number including:
    - Nine times table
    - Egyptian multiplication
    - Russian multiplication
    - Subtraction by decomposition
    - Subtraction by equal addition.
> An introduction to the wider key skills
- > Reference
  - > Exploring the wider key skills standards
    A handout from the Key Skills Support Programme course ‘Exploring the wider key skills’ which encourages you to think about progression between the levels of the wider key skills.
    
    The handout refers you to the key skills guidance – this is also to be found in this library as ‘The key skills qualifications standards and guidance (WWO, IOLP, PS)’.
    
    You'll find it in the ‘General key skills information’ section.
> Developing learners' communication and literacy skills
- > Reference
  - > Supporting communication
    by Key Skills Support Programme
    The focus of this KSSP guide to good practice is on your role in helping people to learn and develop communication skills, so that they can read, write and speak effectively in their work and in other aspects of their lives.
  - > Teaching and learning - Communication
    by Key Skills Support Programme
    This KSSP guide is designed to provide practical advice and support for teachers who are delivering and assessing the Communication key skill at Levels 1 to 3 in schools and colleges.
- > Further reading
  - > How to ... skim read
    One of a set of How to... sheets designed to support learners. Further sheets, contextualised to a variety of of sectors, are available from the KSSP website as pdf documents.
  - > How to... scan documents
  - > How to... use commas
  - > How to... use inverted commas for quotations
  - > How to ... use inverted commas for speech
  - > How to... use the possessive apostrophe
  - > How to... use parts of speech
  - > How to... write in sentences
  - > How to... avoid sentence errors
  - > How to,,, join sentences using conjunctions
  - > How to... select the main points
  - > How to ... write in paragraphs
> Teaching and learning: theoretical perspectives
- > Reference
  - > Improving learning in mathematics: challenges and strategies
    by Malcolm Swan
    For many learners, mathematics is something that is ‘done to them’, rather than being a creative, stimulating subject to explore. It has become a collection of isolated procedures and techniques to learn by rote, rather than an interconnected network of interesting and powerful ideas to actively explore, discuss, debate and gradually come to understand.
    
    Our first aim in designing this resource is to make mathematics teaching more effective by challenging learners to become more active participants.
  - > Learning and teaching: A strategy for professional development
    by DfEE
    The strategy set out in this 2001 paper was a key part of the broader plan for the future described in the Green Paper, ‘Schools – Building on Success’.
    
    The paper argued that, as with that broader plan, the strategy was able to build on an increasingly strong base.
    
    ‘In many ways, teaching is already a 21st century profession – accepting accountability, open to the contributions that others can make and keen to seek out best practice.
    
    There are schools all over the country that are an absolute inspiration in how they operate and what they achieve, and many of the best have put the professional development of all their staff – Head, teachers and support staff – at the heart of their approach to school improvement.’
> Building key skills portfolios
- > Reference
  - > Developing and managing portfolios
    by Key Skills Support Programme
    This publication is one of a series of good practice guides produced by the Key Skills Support Programme.
    
    It offers advice and guidance on developing and managing the portfolios of evidence that students submit for assessment of Part B of the key skills standards.
- > Further reading
  - > Improving initial assessment
    by Key Skills Support Programme
    This guide is aimed at anyone in work-based training who is responsible for learners during their first few weeks. It will help you to:
    • understand the value and purpose of initial assessment in key skills and Skills for Life
    • become familiar with a range of techniques for the initial assessment
    • plan an initial assessment system that is accurate, consistent and fair
    • check whether your organisation has all the necessary skills and resources.
> Key Skills Journal
> General key skills information
- > The key skills qualifications, standards and guidance (Comms, AON & ICT)
  
  QCA publishes the most authoritative source for key skills standards. This definitive document lays down exactly what the standard is for:
  * communication
  * application of number
  * ICT.
  
  A companion document (also in this library) covers the key skills of working with others, improving own learning and performance and problem solving.
- > The key skills qualifications, standards and guidance (WWO,IOLP, PS)
  
  QCA publishes the most authoritative source for key skills standards. This definitive document lays down exactly what the standard is for:
  * working with others
  * improving own learning and performance
  * problem solving.
  
  A companion document (also in this library) covers the key skills of communication, application of number and ICT.
- > Application of number standards: levels 1-4
  
  The current key skill standards for Application of number. The standards for levels 1 to 4 are combined in one document. Last updated in 2004, these are the definitive standards from QCA.
  
  At each level, Part A describes the techniques and knowledge associated with the skill and Part B describes the skills that must be shown and evidenced. For each level there are also examples and guidance.
  
  For detailed analysis, the standards can usefully be read in conjunction with the relevant guidance booklet listed above.
- > Communication standards: levels 1-4
  
  The current key skill standards for Communication. The standards for levels 1 to 4 are combined in one document. Last updated in 2004, these are the definitive standards from QCA.
- > ICT standards - levels 1-4
  
  The current key skill standards for ICT. The standards for levels 1 to 4 are combined in one document. Last updated in 2004, these are the definitive standards from QCA.
- > Problem solving standards: levels 1-4
  
  The current key skill standards for Problem solving. The standards for levels 1 to 4 are combined in one document. Last updated in 2004, these are the definitive standards from QCA.
- > Working with others standards: levels 1-4
  
  The current key skill standards for Working with others. The standards for levels 1 to 4 are combined in one document. Last updated in 2004, these are the definitive standards from QCA.
- > Improving own learning and performance standards: levels 1-4
  
  The current key skill standards for Improving own learning and performance. The standards for levels 1 to 4 are combined in one document. Last updated in 2004, these are the definitive standards from QCA.
- > National standards for adult literacy
  
  Literacy standards covering speaking and listening, reading and writing from Entry level 1 to level 2.
- > National standards for adult numeracy
  
  Numeracy standards covering understanding, using, calculating, manipulating, interpreting and communicating mathematical information. The standards progress from Entry level 1 to level 2.
- > Adult literacy core curriculum
  
  The literacy core curriculum describes the content of what should be taught in literacy programmes in: further and adult education; the workplace and programmes for the unemployed; prisons; community-based and family literacy programmes.
  
  It has been written primarily for use by adult literacy teachers and tutors.
  
  The core curriculum is based on the national standards for adult literacy developed by the Qualifications and Curriculum Authority (QCA) in 2000.
- > Adult numeracy core curriculum
  
  The numeracy core curriculum describes the content of what should be taught in numeracy programmes in: further and adult education; the workplace and programmes for the unemployed; prisons; community-based and family numeracy programmes.
  
  It has been written primarily for use by adult numeracy teachers and tutors.
  
  The core curriculum is based on the national standards for adult numeracy developed by the Qualifications and Curriculum Authority (QCA) in 2000.
- > 14-19 Education and Skills (Feb 05 White Paper)
  
  by DfES
  Government response to the report of the Working Group on 14-19 Reform chaired by Sir Mike Tomlinson.
  
  The White Paper proposes measures to:
  • tackle low post-16 participation
  • ensure a sound grounding in the basics of English, maths and the skills needed for employment
  • provide better vocational routes
  • stretch all young people
  • re-engage the disaffected
- > Getting started with key skills and Skills for Life
  
  by Key Skills Support Programme
  This good practice guide focuses on introducing key skills and Skills for Life successfully to learners during the early stages of their programmes.
  
  It draws on the work of a research project that looked at providers who had addressed their apprentices' Skills for Life and key skills needs from the start and contains examples from their experience.
> Useful weblinks
- > Key Skills Support Programme
  The website for everything to do with key skills, with news and downloadable resources.
- > QCA
  The key skills part of the QCA website. It contains news, views and downloadable standards, tests and example portfolios.
- > Example portfolios
  Combined key skills example portfolios that major awarding bodies agree meet the standards.
- > Institute for Learning
  The Institute for Learning (IfL) is the professional body for teachers, trainers, tutors and student teachers in the learning and skills sector. It handles the registration of teachers and monitors the CPD requirement.
- > Lifelong Learning UK
  Lifelong Learning UK (LLUK) is the Sector Skills Council responsible for the professional development of all those working in the learning and skills sector.
- > Progress Files
  Progress File materials were designed to help young people and adults manage their own learning and career development. Although the Department no longer provides Progress File materials, they continue to provide links to some of the materials, which can be used as part of a toolkit to support the production and ongoing review of Individual Learning Plans (ILPs).