The Skills Builder Framework breaks down each of the eight essential skills into fifteen tangible, teachable and measurable steps. We can use it with children, young people and ourselves to clarify what success looks like in each skill and to map out the trajectory for proficiency.
It’s the culmination of four years of learning and builds on the expertise of over 60 leading organisations and individuals across the sector. It's also been independently reviewed twice and used by over 10,000 teachers with over 200,000 children and young people to date.
We've created a toolkit for that offers advice for embedding the essential skills, the Framework and the principles into your everyday work.
As an organisation reflect on which of the eight essential skills on the Skills Builder Framework you focus on building in the young people you work with. Do your programmes encompass all eight of the skills or do they particularly focus on a few of the skills?
The steps have been designed to chime with different ages. So, Step 1 is a good target for Year 1 (5-6 year-olds). Step 10 is a good target for Year 10 (14-15 year-olds) and Steps 14 and 15 will be a stretch for all young people. This is only a very rough guide though, and the key thing is to start where your children or young people need you to.
A Mastery approach underpins the Framework – that means, no steps should be skipped and only when a step is mastered should learners move onto the next one.
Mastery of a step is evident when a child or young person is regularly able to demonstrate that step in different contexts.
We have built two assessment tools from the Framework:
A teacher or practitioner assessment tool
A young person self-reflection tool
These support schools and organisations to work out which skill step children or young people are currently at so that their programmes can be differentiated and focused.
Once you know where the children or young people you’re working with are in the essential skills you’re working on then you can focus the activities towards the specific next skill steps. We have created a bank of skill-step specific video activities and other suggested activities at skillsbuilder.org.
The language of the specific steps from the Framework can be used:
By all staff to praise children and young people making skill progress
To support staff to set specific skill objectives for activities, lessons and workshops
To support children and young people to set themselves clear targets for what they want to improve in the skills