Notes on Key Skills

Notes on Key Skills

Prospective cross-curricular applications for linked verse are outlined elsewhere in this study under the heading 'The Keys to the Curriculum' (go).

Increasingly institutions are being asked to consider the QCA's Key Skills programme as an alternative to the National Curriculum, especially where an interdisciplinary approach to personal development may be indicated.

Key Skills level one equates to the National Literacy strategy level one, therefore to National Curriculum Levels four and five.

Key Skills level two equates to the National Literacy strategy level two, therefore to National Curriculum Levels six and seven.

Core Key Skills are: Communication, Application of Number, and Information Technology. Wider Key Skills are Working with Others, Improving Own Learning and Performance, and Problem Solving.

In the light of the discussion elsewhere in this study of the nature of linked verse composition (cf.: Collaborative Verse, Collaborative Verses go) it is instructive to examine the level one and two requirements of four of the Key Skills.

Communication LEVEL 1

Candidates must be able to:

take part in discussions about straightforward subjects;
read and identify the main points and ideas from documents about straightforward subjects;
write about straightforward subjects.

Communication LEVEL 2

Candidates must be able to:

help move discussions forward;
give a short talk using an image to illustrate their main points;
read and summarise information from extended documents;
use a suitable structure and style when writing extended documents.

Working with Others LEVEL 1

Candidates are given objectives for working with others, and work closely with someone to show they can:

understand what needs to be done to achieve these objectives;
carry out tasks to meet their own responsibilities;
say how they have got on and suggest ways of improving work with others.

Working with Others LEVEL 2

Candidates identify objectives for working with others and show they can:

plan what needs to be done to achieve these objectives, and clarify responsibilities;
organise tasks to meet their responsibilities and work co-operatively with others;
exchange information on progress and agree ways of improving work with others.

Improving Own Learning and Performance LEVEL 1

Candidates work closely with someone to show they can:

understand the short-term targets they have been given, and plan how these will be met;
follow their plan to meet targets and improve their performance;
review their progress and achievements.

Improving Own Learning and Performance LEVEL 2

Candidates take responsibility for some decisions about their learning, working at times without close supervision, and show they can:

help set short-term targets, and plan how these will be met;
use their plan to meet targets, identifying when they need support form others;
identify evidence of their achievements when reviewing their progress.

Problem Solving LEVEL 1

Candidates are given problems with only a small number of ways to solve them and will work closely with someone to show they can:

understand the problem and identify options for solving it;
try out options, using support and advice given by others;
follow step-by-step methods they have been given to check if the problem has been solved, and describe the results.

Problem Solving LEVEL 2

The main features of each problem will be able to be clearly identified, but candidates will use some unfamiliar resources to show they can:

identify the problem and come up with options for solving it;
plan and try out options, obtaining support and making changes when needed;
apply given methods to check if the problem has been solved and explain their approach to problem solving.

Untapped Potential

The potential for renga to be both stimulus and process in the ambit of the Key Skills programme will be apparent to any person with experience of organising group activity.

The premium which renga places on variety, the ability to integrate mixed-ability participants, and its fundamentally collaborative nature are great strengths. Renga is a non-didactic vehicle for guided learning which can evolve to engage the imagination of the most demanding intellect. It can also be great fun.