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The Skills Framework at key stage 2: an evaluation of the impact of the non-statutory Sskills framework for 3 to 19-year-olds in Wales at key stage 2

Miles, Liz and Jones, Ann and Newton, Lynda, Estyn (Her Majesty's Inspectorate for Education and Training in Wales), corp creator. (2011) The Skills Framework at key stage 2: an evaluation of the impact of the non-statutory Sskills framework for 3 to 19-year-olds in Wales at key stage 2.

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Abstract

1 The non-statutory Skills framework for 3 to 19-year-olds in Wales provides guidance on developing pupils’ skills in thinking, communication, ICT and number. The Skills framework is designed to underpin the National Curriculum Subject Orders and teaching and learning in all subject areas. 2 The Skills framework is not used well for planning progression in pupils’ skills. Few schools use the Skills framework as a starting point for planning their work. Most schools use the National Curriculum Subject Orders to plan schemes of work first and then identify opportunities for developing pupils’ skills afterwards. As a result, few schools are planning a ‘skills-based’ curriculum consisting of progressively more complex activities designed to develop pupils’ thinking, communication, ICT and number skills. 3 Although the Skills framework has increased teachers’ awareness of the importance of improving pupils’ skills, too often teachers plan the curriculum as separate subjects, without giving enough attention to how subjects, such as history or geography, provide a context for the development of literacy, numeracy and other skills. These skills do not form the core organising elements or backbone of teachers’ schemes of work. Consequently, there are not enough opportunities for pupils to use and develop their number, reading and extended writing skills across all of the curriculum. 4 Assessing or tracking pupils’ progress in skills is one of the weakest aspects of the schools visited. Teachers are not aware of pupils’ prior

Item Type: Document from Web
Publisher: Estyn
Depositing User: Editor (1)
Date Deposited: 28 Jul 2011 14:54
Last Modified: 03 Jul 2012 18:43
URI: http://dera.ioe.ac.uk/id/eprint/4143
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