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Key Skills
Six skill areas are described as key skills because
they help learners to improve their learning and performance in education,
work and life. These key skills are embedded in the National Curriculum.
Communication
The key skill of communication includes skills in
speaking, listening, reading and writing. Skills in speaking and listening
include the ability to speak effectively for different audiences; to listen,
understand and respond appropriately to others; and to participate effectively
in group discussion. Skills in reading and writing include the ability
to read fluently a range of literary and non-fiction texts and to reflect
critically on what is read; and the ability to write fluently for a range
of purposes and audiences, including critical analysis of their own and
others’ writing. Opportunities for developing this key skill are provided
through English in particular and through pupils’ use of language across
the curriculum.
Application of number
The key skill of application of number includes
developing a range of mental calculation skills and the ability to apply
them within a variety of contexts. Skills include developing the understanding
and use of mathematical language related to numbers and calculations in
order to process data, solve increasingly complex problems and explain
the reasoning used. Pupils need to be able to apply calculation skills
and the understanding of number to problems in other National Curriculum
subjects and to real-life situations. Opportunities for developing this
key skill are provided explicitly in mathematics.
Information technology
The key skill of information technology includes
the ability to use a range of information sources and ICT tools to find,
analyse, interpret, evaluate and present information for a range of purposes.
Skills include the ability to make critical and informed judgements about
when and how to use ICT for maximum benefit in accessing information,
in solving problems or for expressive work. The ability to use ICT information
sources includes enquiry and decision-making skills, as well as information-processing
and creative thinking skills and the ability to review, modify and evaluate
work with ICT. Opportunities for developing this key skill are provided
explicitly through the subject of ICT and through pupils’ use of ICT across
the curriculum.
Working with others
The key skill of working with others includes the
ability to contribute to small-group and whole-class discussion, and to
work with others to meet a challenge. If pupils are to work with others
they must develop social skills and a growing awareness and understanding
of others’ needs. All subjects provide opportunities for pupils to cooperate
and work effectively with others in formal and informal settings, to appreciate
the experience of others and consider different perspectives, and to benefit
from what others think, say and do.
Improving own learning and performance
The key skill of improving own learning and performance
involves pupils reflecting on and critically evaluating their work and
what they have learnt, and identifying ways to improve their learning
and performance. They need to be able to identify the purposes of learning,
to reflect on the processes of learning, to assess progress in learning,
to identify obstacles or problems in learning and to plan ways to improve
learning. All subjects provide opportunities for pupils to review their
work and discuss ways to improve their learning.
Problem solving
The key skill of problem solving involves pupils
developing the skills and strategies that will help them to solve the
problems they face in learning and in life. Problem solving includes the
skills of identifying and understanding a problem, planning ways to solve
a problem, monitoring progress in tackling a problem and reviewing solutions
to problems. All subjects provide pupils with opportunities to respond
to the challenge of problems and to plan, test, modify and review the
progress needed to achieve particular outcomes.
Thinking Skills
By using thinking skills pupils can focus on ‘knowing
how’ as well as ‘knowing what’ - learning how to learn.
The following thinking skills complement the key skills and are embedded
in the National Curriculum.
Information-processing skills
These enable pupils to locate and collect relevant
information, to sort, classify, sequence, compare and contrast, and to
analyse part/whole relationships.
Reasoning skills
These enable pupils to give reasons for opinions
and actions, to draw inferences and make deductions, to use precise language
to explain what they think, and to make judgements and decisions informed
by reasons or evidence.
Enquiry skills
These enable pupils to ask relevant questions, to
pose and define problems, to plan what to do and how to research, to predict
outcomes and anticipate consequences, and to test conclusions and improve
ideas.
Creative thinking skills
These enable pupils to generate and extend ideas,
to suggest hypotheses, to apply imagination, and to look for alternative
innovative outcomes.
Evaluation skills
These enable pupils to evaluate information, to
judge the value of what they read, hear and do, to develop criteria for
judging the value of their own and others’ work or ideas, and to have
confidence in their judgements.
Enterprise and Entrepreneurial Skills
Changing patterns of work mean that many young people
will consider self-employment at some point in their working lives. Pupils
should therefore develop skills and attitudes that will prepare them for
this as a career option. Many aspects of the curriculum at all key stages
provide opportunities for developing enterprise and entrepreneurial skills.
Enterprise can be associated with a set of attributes,
skills and attitudes that enable people to create and thrive on change.
Enterprise education enables pupils to develop confidence, self-reliance
and willingness to embrace change. Through participation in mini-enterprises
pupils can practise risk management, learning from mistakes and being
innovative.
Entrepreneurialism is the creation of wealth through
the development of new and small businesses. Opportunities can be provided
for pupils to learn about and explore the role of individuals in sustaining
and developing the economy and society and to develop the entrepreneurial
characteristics of tenacity, independence, innovation, imagination, risk-taking,
creativity, intuition and leadership.
Promoting Skills Across the National Curriculum
At all key stages, pupils need to learn, practice, combine, develop and
refine a wide range of skills in their work across the National Curriculum.
Some of these skills are subject specific (painting in art and design),
some are common to several subjects (enquiry skills in science, history
and geography).
Some skills are universal, for example the skills of communication, improving
own learning and performance, and creative thinking. These skills are
also embedded in the subjects of the National Curriculum and are essential
to effective learning.
Opportunities for teaching and learning all these skills across the key
stages can be identified when planning. Pupils can be encouraged to reflect
on what and on how they learn, and how these skills can be applied to
different subjects, different problems and real-life situations.
Financial Capability
Financial capability is about making competent decisions in relation
to managing money and planning finances for the future. It helps pupils
to make independent and informed decisions about budgeting, spending,
saving and investing, using credit, avoiding debt, and obtaining value
for money. It helps pupils to understand their own and others’ needs and
to consider the effects of their decisions on individuals, groups, families,
and communities and at a national level. Pupils should be able to understand
the financial implications of their choices and to leave school prepared
to be confident and knowledgeable consumers, aware of their responsibilities
and rights.
There are opportunities for pupils to develop financial capability within
the school curriculum, in particular in their work in mathematics, PSHE
and citizenship, as well as through involvement in other school activities
such as work with business and the community.
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