Skills Builder Global

This content was written by

Inspiration Academy Agbara

Context

Our school is a small, private institution with around 200 students, situated in a suburban area of Agbara, Ogun State, Nigeria. While English is our main language of instruction, we also offer French and several Nigerian languages, including Yoruba and Igbo. The school has a history of integrating skills-based learning into its curriculum.

Overall impact

The Skills Builder program has had a significant impact on our school community. The program has allowed us to implement a structured approach to skills development. The program has helped us to not only identify and celebrate these skills in our students but also to plan our curriculum in a more focused and intentional way.

Keep it simple

We have created a display on our wall showcasing the essential skills icons and their corresponding language. This allows students to develop their understanding of these skills. Our teachers are familiar with the essential skills outlined in the handbook made available to them. By identifying students demonstrating these skills, teachers acknowledge their efforts. This helps to build a common language and understanding of the essential skills and encourages their application in regular classroom teaching across subjects. Furthermore, teachers utilise questions from the Skills Builder Handbook for Educators to guide classroom discussions and further develop student understanding.

Start early, keep going

We have 6 classes in our secondary school and the students from JSS1-3 and SS1-2 are included in this programme. The SS 3 students were excluded this year.

Measure it

An offline baseline group assessment of each class was done at the start of the teaching cycle. This assessment helps determine the focus skill and step level for each age group. It is also used at the end of the teaching cycle to check student understanding and progress. We are also continuously assessing progress through questioning reflection and ongoing observations.

Focus tightly

Our junior classes began with a focus on Listening Steps 0-2 based on the results of the baseline assessment. Our senior classes have covered Aiming High Steps 0-12. We schedule one hour per week for each of the five classes to ensure sufficient time for building these skills. Two staff members are assigned to teach the Essential Skills. They utilise lessons from the Skills Builder Handbook and other materials, such as the PowerPoint presentation and additional resources provided, for all five classes (JS1-SS2).

Keep practising

All other teachers in our secondary school will have a weekly opportunity to attend an essential skills lesson. Resources on essential skills, for The Listening and Aiming High, were made available to all staff members. This comprehensive approach builds the knowledge and understanding of essential skills and the Universal Framework for all our teachers. It also empowers them to reinforce the focus skill in subject lessons, giving students opportunities to deepen their learning of essential skills.

Bring it to life

Though we were unable to have students participate in a team-based community project this session, the students demonstrated their essential skill knowledge in the school and during classroom teaching and learning sessions. These skills were observed and acknowledged, which reinforces the learning that has taken place. This provides them with an opportunity to demonstrate their skills and discuss links to life outside of the classroom such as in jobs and careers.

What's next

Now that the school community is familiar with the Skills Builder programme and its impact on this session, we anticipate receiving even greater support from both staff and students to actively participate in the programme next school year. More importantly, we've decided to divide all students into eight groups, each aligned with one of the eight essential skills. A teacher will be assigned to lead each group. We believe this approach will: Increase efficiency: Completing tasks within dedicated groups should lead to earlier completion. Foster healthy competition: A competitive spirit can motivate students toward achieving all the steps within their assigned skill. Encourage collaboration: Students will have the opportunity to learn from each other's approaches within and outside their groups. Culminate in community service: By the end of the session, each group will have developed a community service project. Overall, this initiative aims to enhance student and teacher engagement and deepen understanding of the essential skills.

Nigeria