Demonstrating Progress

The students at Catcote have a range of learning needs. The Sixth Form uses the Skills Builder Passports to help students measure their progress against the different skills. In turn, this helps students to evidence and articulate their essential skills outside of the classroom.

Challenge Wednesdays

Catcote Sixth Form uses the Skills Builder Challenge Days and extended Project resources as part of a Challenge Wednesday in school. Students focus on developing their essential skills in new and engaging settings, linked to the workplace.

Short Lessons

Catcote maximises the impact of the Short Lessons and skill videos from the Skills Builder Hub by making time for class discussion and reflection after using them. Supporting the students to talk about the skills with confidence is really important, and the language of the Framework makes this easier.

Preparing for adulthood

Chadsgrove initially introduced the Framework to post-16 learners during their ‘Preparation for Adulthood Transition’ lessons. Having identified focus skills, teachers introduced learners to the language and what this looks like in different contexts.

Developing independence

The school recognised the role of the framework in developing learners’ independence. Students recognise their feelings when something goes wrong and name them with specific terminology that is used in the Framework, opening up dialogue.

Tracking progress

Keeping track of learners’ progress allows staff to record successes as well as identifying further areas for development.  Each teacher completes an assessment and uses the Framework so lessons continue to focus on the most relevant skills for their learners.

Supporting the curriculum

The Framework is embedded within the careers programme for the federation; each of the elements of the careers framework has been linked to one of the essential skills. The curriculum is mapped over three years and each term focuses on two skills, allowing students to focus.

Consistent language

They have focused on language, introducing students to the skills so that they fully understand what they mean.  Displays and other visuals has been key in developing a common language. Using them on a daily basis means students take ownership of their own progress.

Tracking progress

Essential skills are embedded in key documents used daily to track learning. These have allowed staff to track progress over time and students are more familiar with the skills, supporting self-assessment.  Work experience targets are also set for each student and the Framework is used to ensure they are purposeful.

Consistent focus

A consistent focus on skills helps ensure a shared understanding and makes building these skills as tangible as possible. Using the same language all the time makes a big difference and that is why essential skills are referenced throughout all lessons. Teachers focus on two essential skills per half-term and highlight to students where these are used in different subjects.

Regular Practice

Students at Littledown have regular opportunities to apply their essential skills to a range of experiences linked to the world outside the classroom through Projects using the interactive resources on Skills Builder Hub. There, by applying focus skills linked to key themes, students have developed reading areas, designed toy prototypes and even baked goodies for their own pop-up bakeries!

Bring it to Life

Explicitly using the essential skills is actively encouraged in all aspects of learning. This includes trips to employer workplaces, where students have learned more about the roles of engineers at a waterworks and the range of roles within a highway service provider. Working alongside volunteers, students applied their skills to industry-related challenges and reflected on the skills used.

Project-based learning

Lessons for Middle School students at Manor Green follow a project-based learning curriculum. Essential skills are embedded throughout this, using Skills Builder project themes as a termly focus to highlight explicit focus skills. These skills are explicitly referenced in all subject areas to highlight the transferability of the skills being developed.

Measuring progress

Essential skills form a key part of students’ development and teachers use assessment systems to identify individuals’ strengths and areas for development. Ongoing observations allow for progress to be monitored, alongside regular reflections and self-assessment opportunities. Teachers support students to recognise these skills in action and articulate their own strengths.

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Skills in context

Students take part in a range of activities to bring skills to life in other contexts. These include projects and challenges, with students working on tasks linked to areas of work through class-based activities. Students apply these through their work in the school café, whilst workplace visits have allowed students to see how different skills are used by employers.

Links with parents

Staff at Maplewell Hall use the Skills Builder Universal Framework to support their conversations with parents about a student’s next steps and development priorities. They have found the tangible descriptors from the Framework really useful in supporting both parents and students to identify their next steps. These conversations have also formed part of students’ EHCPs.

Existing assessments

Maplewell Hall have found it really effective to weave the Skills Builder approach into existing methods for assessment that staff are already familiar with. They have built Skills Builder into the school’s existing assessment mark books. Now, all teachers can see the impact of essential skill development over the academic year.

Supporting pastoral

As well as supporting teachers, Maplewell Hall are ensuring that intervention and pastoral teams are equipped with the tools and resources to support students with their skills development. This includes Learning Support Assistants, Home School Link workers and Behaviour/Pastoral staff working within the COMPASS team.

Across the Curriculum

In their first year of using the Skills Builder Universal Framework, Orchard Manor focused on one skill per half-term across the school, making reference to the skills across the curriculum. Learners also took part in a number of Skills Builder projects as well as explicitly teaching the skills through twice-weekly life skills sessions.

Skills and Employability

By explicitly referencing the essential skills within learners’ work experience placements, the school is further highlighting the transferability of these skills and giving students tangible examples of applying these skills in a range of contexts.  

Engaging Experiences

This year, Orchard Manor School has been using skills-focused projects and challenge days to bring the skills to life. Year 5 and 6 really enjoyed applying their Listening, Problem Solving and Teamwork skills as they took part in the ‘Operation Moonbase’ Challenge Day.