Key Skills in Wales: A Policy Guide

UPDATED August 07  

Educational initiatives incorporating key skills

• Learning Country: Vision into Action
• Key Skills in National Curriculum in Wales
• 14-19 Learning Pathways
• Welsh Baccalaureate Qualification
• Key Skills and Higher Education
• Work based learning
• Future Skills Wales
• Modern Apprenticeship programmes
• Leitch Review
• Converged Basic and Key Skills (Wales)

 In addition, GCSEs in English, Welsh, mathematics and ICT, with an enhanced emphasis on the ‘basics’ in these subjects, are being piloted in Wales.   In England, a somewhat different approach is being trialled, involving ‘functional skills’.   Final decisions on the future of these GCSEs will be made in the light of the outcomes of these pilots and trials.  

Introduction – What are Key Skills? Key Skills are defined as

• Communication: speaking, listening, reading and writing skills

• Application of Number: interpreting information involving numbers, carrying out calculations, interpreting results and presenting findings

• Information Communication Technology: finding, exploring, developing and presenting information including text, images and numbers

• Working with others: includes process and interpersonal skills to support working cooperatively with others to achieve shared objectives, work cooperatively and have regard for others

• Improving own learning and performance: developing independent learners who are clearly focused on what they want to achieve and able to work towards targets that will improve the quality of their learning and performance. The standards include process skills, e.g., target-setting, planning, learning, reviewing and interpersonal skills, e.g., communicating own needs, accepting constructive feedback, negotiating learning opportunities and support

• Problem solving: encouraging learners to develop and demonstrate their ability to tackle problems systematically, for the purpose of working towards their solution and learning from this process. Three types or combinations of problems are dealt with: diagnostic problems that depend primarily on analysis to arrive at conclusions, design problems that depend mainly on synthesis to create a product or process, and contingency problems that typically involve resource planning and gaining the cooperation of others, eg when organizing an event

The first three Key Skills are sometimes referred to as the 'main' Key Skills. They incorporate the basic skills of literacy and numeracy. The remaining three Key Skills are often referred to as the 'wider' or 'soft' Key Skills.  Currently, work is underway in Wales to converge the Basic and Key Skills standards for the ‘main’ Key Skills along with literacy, numeracy and ICT Basic Skill into one set of standards.   

Key skills are those transferable skills which are most commonly needed to succeed in a range of activities in education and training, at work and in every day life. Opportunities and support for the development of key skills are crucial for students of all ages.  They form the foundation for active student centred learning.   Primary aged learners learn and practice their key skills through activities within the National Curriculum.  While able and talented learners may begin to accredit Key Skills in Key Stage 3, the majority of learners begin to accredit their Key Skills after age 14.    All providers are cautioned that key skills must be named, developed/taught, practiced and applied.  It is only when learners are competent in a particular level of each skill that they should be formally assessed for certification in the qualification.  

Key Skills are accredited at Levels 1 to 4 in the National Qualifications Framework. For those at entry or pre-entry levels, a range of other qualifications is available.  Common standards apply across Wales, England and Northern Ireland. They are available on (QCA: English medium standards), (DCELLS/ACCAC: Welsh medium standards)  Progression to a higher level is characterised by:-         

• greater autonomy from the individual in deciding how they will apply their skills to suit different tasks and problems

• greater demands made by the situation in which the skills are applied

• use of a wider range and more complex techniques.

Key Skills Level 1 helps candidates to develop the basic skills that are important for key skills competence, and recognizes their ability to apply these skills in meeting given purposes within routine situations.

Level 1 Key Skills are regarded as skills needed for entry into employment.

Key Skills Level 2 builds on level 1 by requiring candidates to extend their basic skills. It recognizes their ability to take responsibility for some decisions about how they select and apply these skills to meet the demands of largely straightforward tasks. Level 2 can be broadly related, in terms of level of demand, to GCSE grades A*–C. Level 2 Key Skills are often required as part of Modern Apprenticeship programmes.  They are regarded as skills needed for sustainable employment.

Key Skills Level 3 marks a shift from straightforward tasks to being capable of responding to the demands of more complex activities. Candidates need to demonstrate more explicit reasoning ability and personal responsibility in making decisions about how tasks are organized. Level 3 can be broadly related, in terms of level of demand, to an A grade at A level.  Team leaders and managers often require Key Skills Level 3 to be successful in their jobs.

The higher level, level 4 describes those skills relevant to technical and professional situations and higher level study. Key Skills Level 4 requires candidates to have substantial autonomy and responsibility for managing activities and for identifying how the key skills relate to their situation. It recognizes ability to develop a strategy for using key skills over an extended period of time, monitor and critically reflect on progress and adapt strategy, as necessary, to achieve the quality of outcomes required. They are often built into Masters Level and Senior Management courses.

Assessing Key Skills

Key Skills are based on a competency model and demonstrated through a portfolio of evidence linked to the key skills performance criteria. Key Skills must be taught/developed, practiced and applied to different situations before learners can be judged competent.  After a teacher/tutor/ determines that a learner has become competent in a key skill, the learner prepares a portfolio of evidence to demonstrate this competence and meets the Key Skills standards performance criteria.  All evidence must be internally assessed and quality assured in every centre.  External quality assurance is undertaken by a recognised Key Skills Awarding Body. Further information on assessment is available on KSSPC website and from awarding bodies  

Learning Country - Vision into Action:   

Key Skills objectives

1. Tackle poverty of educational opportunity and raise standards in schools through enriching non-formal learning and helping to raise standards in basic and key skills as well as in curriculum areas and personal, social and emotional development by promoting Out of School Hours Learning
2. Provide engaging, stimulating and flexible learning programmes and pathways by providing a Learning Core aligned with the Welsh Baccalaureate where wider skills and experiences will be developed, whichever pathway young people follow
3. Equip young people to be able to respond to changing employment markets by extending the Welsh Baccalaureate, which brings breadth to studies and develops the key skills that are important in employment and learning, to be available to 14-19 year olds from September 2007
4. Drive up standards of teaching and attainment in all learning settings, valuing and supporting practitioners to achieve this by providing a range of Basic and Key Skills support to practitioners through Words Talk, Numbers Count and the Key Skills Support Programmes
5. Develop the skills and knowledge of our learning workforce by strengthening the practitioner base in knowledge and application of embedding key skills through collaborative student centred learning
6. Strengthen the contribution of education and training to economic development.  We want to raise the skill level of our working age adults
1. The percentage of working age adults with level 1 or above basic skills in literacy to be 80% by 2010
2. The percentage of working age adults with level 1 or above basic skills in numeracy to be 55% by 2010
3. The percentage of adults of working age with a qualification equivalent to level 2 or above to be 70% by 2010 (2007 milestone  67%)
4. The percentage of adults of working age with a qualification equivalent to level 3 or above to be 50% by 2010 (2007 milestone  48%)
5. The percentage of adults of working age with a qualification equivalent to level 4 to be 30% by 2010 (2007 milestone – 27%)

 Key Skills in the National Curriculum in Wales

 All schools are required to develop young peoples’ abilities in communication, mathematics, ICT, problem solving and creative skills. The 5-16 National Curriculum review includes the following points about key skills in Wales

• Underpinning framework includes: the three main Key Skills (Communication, Application of Number, ICT) along with  thinking skills (incorporating the wider key skills of Improving own Learning and Performance, Working With Others and Problem Solving)
• Framework based on Key Skills standards at level 1 & 2

Key Stage 3: There is generally good alignment between the Key Stage 3 expectations in Literacy, Numeracy and ICT and the Level One Key Skills.  Key Skills Level 1 is considered to be commensurate with the National Curriculum Level 5.  Schools need to consider Key Skills level 2 as a progressive link for able and talented pupils at key stage 3.  ICT Key Skills is used where appropriate as a measure of attainment at key stage 3.  Improving own learning and performance (IOLP) standards and guidance are useful tools to support Assessment for Learning.  Finally, key skills activities and projects have often been successfully used to strengthen transition programmes between primary and secondary schools. 

14-19 Learning Pathways:   

Key Skills are one of the four components of the Learning Core within the 14-19 Learning Pathways. The Learning Core includes wider learning consisting of the skills, knowledge, understanding, values and experiences that all 14-19 year olds will need, whatever their Learning Pathway 

General points: All 14-16 year olds should learn and develop all 6 Key Skills at levels appropriate to their learning programmes

• Opportunities for teaching Key Skills should be embedded throughout curriculum
• Opportunities for accrediting Key Skills should be available to learners post 14

 Minimum Key Skills requirements

All 14-16 year olds should develop all 6 Key Skills (or follow appropriate entry/pre-entry level programmes for learners working below level 1 in the National Qualifications Framework) at the level appropriate to the learner. 

Post-16, communication plus a minimum of 2 other Key Skills (or appropriate entry/pre-entry programmes) should be required at the level appropriate to the programme.

Enhancements

All post-16 learners should have access to the remaining Key Skills as enhancements. For some learners, additional Key Skills will be required within their programmes e.g. the WBQ and some modern apprenticeships. 

Progression

At Key Stage 4, the opportunities to develop Key Skills should be an integral part of learning in all subjects. Identifying how both subject areas and wider learning contribute to the development of Key Skills will help to ensure that all learners receive the appropriate entitlement. Students should be formally assessed for Key Skills qualifications when they are ready. 

Post 16, the opportunities for the development of and certification in the Key Skills will vary. For young people on Modern Apprenticeships and Welsh Baccalaureate programmes, Key Skills will be developed according to the requirements of those programmes. The nature of Key Skills provision may vary according to framework and programme demands, centre facilities and individual requirements. The opportunity to develop Key Skills in context has proved successful and has received considerable support. However, discrete learning may also be necessary to ensure that skills are properly and sufficiently developed. 

Moving to a new Points Score System 

As part of the work on discontinuation of Secondary School Performance Information for individual schools work has been underway with LEAs and schools to develop ways to help schools put their targets and results in context.   Work has also been underway to broaden the focus of performance to promote parity of esteem for qualifications in all learning routes.  Since 2003, schools have been provided with data (RE2's) using a new average points equivalencies system.  Under this extended system every qualification approved under section 99 of the Learning and Skills Act 2000 has a points score.  For example, each Level 1 Key Skill receives a 'points score' of 18.75 while each Level 2 Key Skill receives  34.5 points (note:  adult literacy/numeracy level 1 awards receive 12.5 points).     

Welsh Baccalaureate Qualification  

Welsh Baccalaureate Qualification: Key Skills are one of the four main components of the Core of the Welsh Baccalaureate Qualification.  The other three components (see below), together with the options offer opportunities to develop and integrate Key Skills in relevant and purposeful contexts.

The Welsh Baccalaureate is formed of two parts:

• Core - consisting of four components i.e. Key Skills, Wales, Europe and the World, Work-related Education and Personal and Social Education.
• Options - courses/programmes currently offered e.g. GCSE, AS/A level,  NVQ, BTEC.

Together, the Core and Options make up the Welsh Baccalaureate Diploma. The Welsh Baccalaureate Qualification is currently offered at Foundation, Intermediate or Advanced level. The Advanced and Intermediate levels are approved external qualifications for use in post -16 learning.   The Intermediate and Foundation level models are approved for use in Key Stage 4 in pilot centres (Foundation level is also approved for use in post-16 pilot centres). When achieved as part of the full Advanced Diploma (Core and Options) the Advanced level Core Certificate attracts 120 UCAS points towards University admission.

The minimum Key Skills requirements within the Welsh Baccalaureate Qualification are set out below:

• Advanced Level:  Three Key Skills at level 3, one of which must be from the first three Key Skills together with the other three Key Skills at level 2
• Intermediate Level: Four Key Skills, with at least two at level 2, including at least one of the first three i.e. Communication, Application of Number and ICT. There must be evidence of having pursued all six.
• Foundation Level:  Four Key Skills at level 1 (including one of the first three, with evidence of having pursued all six

The Welsh Baccalaureate Qualification team provides support programmes for those involved in the Welsh Baccalaureate Qualification.  Further information is included in ‘The Welsh Baccalaureate: a handbook for teachers’.

Contact:  Project Manager, WBQ Welsh Joint Education Committee, 245 Western Avenue, Cardiff, CF5 2YX. Tel: 02920 265010, Fax: 02920 575995, Email: This e-mail address is being protected from spam bots, you need JavaScript enabled to view it   website:  http://www.wbq.org.uk/ 

Key Skills and Higher Education 

All 6 Key Skills accrue UCAS points towards University admission according to the level at which they are achieved.  Level 2 Key Skills qualifications accrue 10 points each (60 points for all 6 Key Skills).  Level 3 Key Skills qualifications accrue 20 points each (120 points for all 6 Key Skills).  Level 4 Key Skills qualifications accrue 30 points each (180 points for all 6 Key Skills).  For comparison, an A grade for each GCE A level/AVCE accrues 120 points. The Welsh BAC Advanced Diploma accrues 120 points for a Pass in the Core (NB this includes Key Skills points). 

All Universities now provide Entry Profiles for their courses.  These Entry Profiles provide details about the entry qualifications, selection criteria and desirable personal characteristics necessary for making fully informed choices about entry to HE. Entry Profiles also show desirable characteristics which would support HE entry such as Key Skills. Many courses now include Key Skills in their tariff and/or encourage their achievement.  Students should also refer to the Personal Profile section of the Entry Profile.  This section identifies the skills that will be developed while on the course.  Students with Key Skills qualifications can use evidence from their Key Skills activities to demonstrate their capability in the areas targeted by Universities in their Personal Profile.  Entry Profiles and Personal Profiles are accessed through the course search of the UCAS site.  They are specific to each course and each University. Therefore, it is desirable to sample the skills requirements of Entry Profiles for a range on Universities.
 

Work Based Learning ‘..employers are less concerned about qualifications than they are about capability. They don’t necessarily want or need people with specific qualifications but do want them with the appropriate skills and with development potential.’ (Peter McGowan, Vocational Skills Champion, final report, 2007) 

Future Skills Wales highlights the skills most sought after by employers. 

 Modern Apprenticeship:  Key Skills required

All apprenticeships have Key Skills as an integral part of the framework. The number of Key Skills and levels of Key Skills apprentices must take depends on the specific sector. The majority of apprenticeships require at least Key Skills in communication and application of number. Frameworks can require up to all six Key Skills. All work based learners can take non-required Key Skills Qualifications as enrichment. 

The Key Skill level requirement also varies depending on the sector. In the Apprenticeship framework the level requirement is generally level 1 in application of number and in communication. Where the other Key Skills are required they are also generally set at level 1 

For the Apprenticeship framework generally, the requirement is level 2 or 3 in communication and application of number. Where the other Key Skills are required they are generally at level 2. 

Leitch Review

The Leitch review, published in December 2006 has set out a compelling vision for the UK. DCELLS is currently developing a response to this review.  The Review recommends that the UK commit to becoming a world leader in skills by 2020, benchmarked against the upper quartile of the OECD. This means doubling attainment at most levels. Leitch defines skills as capabilities and expertise in a particular occupation or activity.  This includes Basic skills, such as literacy and numeracy, and generic skills, such as team working and communication.  Future Skills Wales data provide additional information on the transferable skills that employers most value.  

The main recommendations presented in the Leitch review include: 

• increase adult skills across all levels. Progress towards world class is best measured by the number of people increasing skills attainment.

• increase employer engagement and investment in skills.

• launch a new ‘Pledge’ for employers to voluntarily commit to train all eligible employees up to Level 2 in the workplace.

• increase employer investment in Level 3 and 4 qualifications in the workplace. 

(Source: Leitch.  Prosperity for all in the global economy - world class skills:  Final Report, Dec 2006) 

Key Skills Awards in Wales 

Over 124,000 Key Skills qualifications were awarded in Wales between October 2005 and September 2006. This is an increase of 45% from 2004/05. In 2005/06, 27% of Key Skills awards were Communication awards, 22% were Application of Number awards, 18% were ICT awards, 13% were Improving Own Learning awards, 8% were Problem Solving awards and 11% were Working with Others awards. This is largely similar to 2004/05. The majority of Key Skills were awarded to 16-18 year olds (56%). This proportion has decreased while the percentage awarded to those aged 19 and over has increased. 49 per cent of Key Skills qualifications awarded in Wales in 2005/06 were at Level 1, 41 per cent at Level 2 and 10 per cent at Level 3 or above.  (Source. Wales National Statistics, June 2007, SB 30/2007) 

GCSE reforms[1]

 GCSEs in English, Welsh, mathematics and ICT,   with an enhanced emphasis on   the ‘basics’ in these subjects, are being piloted in Wales.   In England, a somewhat different approach is being trialled, involving ‘functional skills’. Final decisions on the future of these GCSEs will be made in the light of the outcomes of these pilots and trials.  

Functional Skills (England initiative) 

• QCA in England has been given the remit to develop Functional Skills in Mathematics, English and Information Communication Technology following publication of the 14 – 19 White Paper and the Skills Strategy in England

• In England, the intention, although yet to be confirmed, is that new Functional Skills qualifications will replace the current Basic and Key Skills qualifications

• The proposals expect every youngster in England to master these functional skills before leaving education or training.  Current developments would mean that no candidate could achieve a A* - C in English or Mathematics GCSE without achieving the Functional Skills component

• QCA has developed draft Functional Skills standards.  These standards  have not been agreed for use in Wales, 

• Work is in hand in England to explore how these Functional Skills could be offered as part of other qualifications (e.g. GCSE and Diplomas) and as free standing qualifications.   

• Wales is maintaining involvement in this development work but has also proposed alternative options which the Qualifications and Curriculum Group is pursuing

Converged Skills (Wales) [2]

 DCELLS (within the Qualifications and Curriculum Group of the Department for Children, Education and Lifelong Learning) are currently developing standards to converge literacy/communication, numeracy/application of number and basic/key ICT skills at levels E1 – L3. In due course these new converged standards and qualifications will replace the existing Adult Literacy and Adult Numeracy and Key Skills qualifications.  The new suite of qualifications will still be familiar to the current Key and Basic Skills Communities.   

Once the new suite of qualifications is in place, a new converged support programme will be developed. 

 Key Skills delivery models 

Delivery Model	Example
EMBEDDED:In this model, the learner picks up generic skills in the context of their main learning.  Key Skills are developed within the context of the overall learning programme through naturally occurring circumstances.  No additional teaching or assessment of progress in Key Skills is provided	A course of study is followed with key skills opportunities signposted within the scheme of work and lesson plans.  The use of Key Skills is highlighted within course work and opportunities are provided for learners to practice and apply their Key Skills in course work
FULLY INTEGRATED DELIVERY: In this model Key Skills are integrated within all post-16 courses of study.  It assumes that learners take advantage of naturally occurring opportunities for Key Skills work, covering all the requirements of the Key Skills units(s).  The learner, in the course of their study, fills any gaps in Key Skills underpinning knowledge independently. The learner takes full responsibility for developing a portfolio of evidence to accredit their Key Skills.	·         Learners follow an individual learning programme (ILP) of Key Skills.·         Learners’ progress in Key Skills is tracked and monitored on a regular basis·         Learner’ Key Skills are accredited through a portfolio of evidence that is internally verified and externally moderated
DISCRETE DELIVERY: In this model Key Skills are delivered and assessed in parallel with another course of study or via a separate taught programme of Key Skills sessions.  Where Key Skills are taught in parallel to the main course of study, they may reflect outside interests or talents.	·         Key Skills are front loaded during a Skill Build induction period·         Key Skills sessions are separately timetabled on a daily, weekly or ‘unit’ basis·         Learners develop their Key Skills through Additional Learning Support ·         Key Skills are included as part of informal learning (such as using Key Skills to achieve Dof E)  or enrichment activities (such as using Key Skills for cross-peer mentoring
COMBINED DELIVERY:In this model, aspects of the Integrated and Discrete models can be combined to provide a ‘best fit’ model for providers and learners	·         Key Skills workshops are timetabled to provide opportunities and guidance for learners to complete Key Skills Assignments to generate evidence for multiple Key Skills Qualifications.  These assignments are typically contextualized to the needs and interests of learners·         Key Skills GCHs are timetabled to fill gaps identified through initial screening assessments·         IOLP Key Skills Tutorials are timetabled to support the Learning Pathway targets identified by the learner

Support programmes

 Dysg:  Key Skills Support Programme Cymru (KSSPC) is the major provider of support for pre and post 16 Key Skills programmes in Wales including work based learning.  It provides training and support to Key Skills coordinators and Key Skills specialists in state funded secondary schools, sixth forms, SEN programmes, FE Colleges and Work based learning providers.    Its aims are to raise awareness and encourage best practice.   

Key Skills Support Programme Cymru Aims and Objectives:

Ø      Raise awareness of the value of Key Skills within education and in the general public including parents, employers, community

Ø      Provide advice and guidance on all aspects of Key Skills policy and practice to all schools, FE Colleges and work based learning providers in Wales

Ø      Develop Key Skills training to develop the confidence and competence of all teachers in Wales

Ø      Encourage good practice in teaching, learning and assessing Key Skills

Ø      Identify, review and evaluate relevant training support material suitable for Key Skills in develop new bilingual materials  and resources to support teaching and learning in Key Skills across all educational provision 

The Dysg website provides up to date information on Key Skills as well as specific sections devoted to the needs of Key Skills co-ordinators and Key Skills specialists. The d-Dysg website includes resources for professional development as well as teaching and learning resources for Key Skills.  Contact Dysg at 11 Ty Nant Court, Morganstown, CARDIFF, Wales CF15 8LW, Email: This e-mail address is being protected from spam bots, you need JavaScript enabled to view it    website:  www.dysg.org.uk   

For further information:   Dr Cheryl Morgan, DCELLS-Dysg, Development Adviser providing strategic advice, policy development, research and engagement of practitioners focused on improving the quality of teaching and learning across post-14 education and training providers with particular emphasis on Key and Converged Basic/Key Skills, quality systems and ICT in learning.   This e-mail address is being protected from spam bots, you need JavaScript enabled to view it    

Mali Davies, DCELLS-VQLL Adviser (Vocational Qualifications and Lifelong Learning): policy development and implementation for all vocational qualifications, Key and Basic Skills for all ages.  This e-mail address is being protected from spam bots, you need JavaScript enabled to view it    

Core Educational documents in Wales

• Learning Country and Learning Country: Vision into Action,
• Learning Pathways 14-19 Guidance II, May 2006
• Future Skills Wales, 2003, 2006
• Estyn Annual report, 2007
• Leitch.  Prosperity for all in the global economy - world class skills:  Final Report, Dec 2006