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Yr Adran Plant, Addysg, Dysgu Gydol Oes a Sgiliau
Department for Children, Education, Lifelong Learning and Skills
Skills frameworkfor 3 to 19-year-olds
in Wales
Skills framework for 3 to 19-year-olds in Wales
Audience Teachers, headteachers and governing bodies of maintained schools in Wales; all funded non-maintained settings; colleges and other learning providers who work with 14 to 19-year-olds in Wales; local education authorities; initial teacher training providers; teacher unions and school representative bodies; church diocesan authorities; national bodies in Waleswith an interest in education.
Overview This publication is a key part of the revised, more learner-centred andskills-focused curriculum in Wales to be implemented from September2008. It provides guidance about continuity and progression in thinking,communication, ICT and number for learners from 3 to 19 and beyond.
Further Enquiries about this document should be directed to:information Curriculum and Assessment 3–14 Division
Department for Children, Education, Lifelong Learning and SkillsWelsh Assembly GovernmentFloor 10, Southgate HouseWood StreetCardiffCF10 1EW
Tel: 0800 083 6003Fax: 029 2037 5496e-mail: C&A3-14.C&[email protected]
Additional Can be obtained from:copies Tel: 029 2037 5427
Fax: 029 2037 5494
Or by visiting the Welsh Assembly Government’s websitewww.wales.gov.uk
Ref: AC/GM/0827ISBN: 978 0 7504 4431 6
January A-EAC-02-01-021/KE © Crown copyright 2008
Contents
Background
Why has the framework been developed? 2
How is the framework organised? 4
How is progression described? 5
What is the framework’s relationship to the whole curriculum? 6
Section 1 Developing thinking across the curriculum 10
Section 2Developing communication across the curriculum 17
Section 3Developing ICT across the curriculum 20
Section 4Developing number across the curriculum 22
The Background section contains important information about howthe framework has been designed and can best be used.
Please take time to read this material and bear it in mind when usingSections 1– 4.
Background
Why has the framework been developed?
The Education Reform Act of 1988 set out the requirements for a balancedand broadly based curriculum which:
‘prepares… pupils for the opportunities, responsibilities andexperiences of adult life.’
There is, however, strong consensus in schools that the current subject Orderscannot alone adequately fulfil this requirement since many place an emphasison detailed subject knowledge rather than skills development. Whilst it isimportant to retain a common entitlement, there is also a need to offerdifferent pathways through learning in order to suit the aptitudes andinterests of learners and to meet the requirements of employers and others.
These requirements are outlined in the summary report of the Future SkillsWales 2003 Generic Skills Survey that states:
‘Of the employers reporting skills gaps, lack of IT skills is the mostcommon problem, followed by communication skills… showinginitiative, problem solving and ability to learn.’(Future Skills Wales 2003 Generic Skills Survey Summary Report – see www.futureskillswales.com)
In the publication, Excellent Schools, Estyn had already recognised thissituation and stated that:
‘Schools will need to devote attention to developing attitudes tolearning – affecting the disposition of learners and developing theirlearning skills – as well as to delivering formal instruction.’ (Excellent Schools: A vision for schools in Wales in 21st century, Estyn,2002).
These comments were reflected by ACCAC in its advice, Review of theschool curriculum and assessment arrangements 5–16 (2004), where thereis a recommendation that:
‘the National Curriculum Orders are revised to develop a learner-centred, skills-focused curriculum that is relevant to the 21st century and inclusive of all learners. The aim should be for the revised curriculum to be first taught in September 2008.’
2 Skills framework
3Skills framework
The advice also suggests that:
‘the Welsh Assembly Government should consider, as a long-termgoal, the vision of a radically revised curriculum that is more overtlylearner-centred and skills-focused, and not necessarily subject-based.’
ACCAC concluded that a revised curriculum should have a clear focus onthe needs of learners and the process of learning, accompanied by fullerattention to the development and application of skills. The goal should beto develop a curriculum with appropriate learning activities that:
• focuses on and meets learners’ needs
• is inclusive and provides equality of opportunity
• equips learners with transferable skills
• supports bilingualism
• is relevant, challenging, interesting and enjoyable for all learners
• transforms learning to produce resourceful, resilient and reflective lifelonglearners
• is achievable and adequately resourced.
If learning can be personalised to meet the needs of individuals, theireducation will be correspondingly more successful and enduring. Hence thecurrent commitment to focus on the learner in the revised curriculum.
4 Skills framework
How is the framework organised?
The framework has been developed with the aim of providing guidanceabout continuity and progression in thinking, communication, ICT andnumber for learners from 3 to 19 and beyond. These are skills that will enable learners of any age to become successful, whether in school, theworkplace, at home or elsewhere, and they need to be firmly embeddedinto the experience of learners across all their learning. Their developmentunderpins the requirements of employers and others, and will help toaddress current concerns about skills’ shortages in Wales and other parts of the United Kingdom, Europe and the wider world.
The framework is organised into four sections – the development ofthinking, communication, ICT and number across the curriculum. It aims to use language congruent with statements relating to other areas ofeducation – for example, the wording of the Foundation Phase Outcomesand that of the Key Skills qualifications – so that each complements andreinforces the other. It is hoped that teachers will use the four individualsections together to underpin their planning and provide cohesive learningexperiences for all learners.
A Glossary relating to the section on Developing thinking can be found onpage 16.
5Skills framework
How is progression described?
During its early development, the framework showed six stages ofprogression, notionally linked to broad expectations at the beginning of theFoundation Phase, the end of that phase, the end of Key Stages 2, 3 and 4and Post-16. The two final stages also relate to Key Skills qualifications,Levels 1, 2 and 3 and it is hoped that learners who have the appropriateskills will also meet the challenge of attaining the appropriate qualifications.
Although it is recognised that learning and skills’ development does notalways happen in a neat linear way, the framework is still presented in a six-column continuum for the sake of clarity. However, skills’ development is cyclical or spiral rather than linear, and is linked to the complexity of theactivities involved. This means that some of the skills at the ‘end’ of thecontinuum might be demonstrated at a simple level by quite young learners– for example, the ability to evaluate what has been achieved – and suchskills will be refined and extended as the learners’ experiences andchallenges widen and become more complex. Equally, some of the skillsdescribed at the beginning of the continuum can quite appropriately bedemonstrated by young adults.
The framework assumes that the skills identified in each stage ofprogression have been demonstrated – at least at a simple level – bylearners before they move to the next stage. Progression is cumulative aswell as being linked to increasing challenge in the resources used, theconcepts explored, and the contexts in which the skills are developed.
Broadly, progression in tasks moves from the concrete to the more abstract,from simple to complex, from personal to the bigger picture, from thefamiliar to the unfamiliar. Learners progress from needing support to moreindependent working. They move from listening and interacting with othersin a general way to a situation where they choose to work with others as a deliberate strategy for reaching understanding. In these ways theybecome both independent and interdependent learners.
In some columns, arrows have been used in order to avoid the use ofspurious descriptions of progression in adjacent column(s). These indicate thatthe skills described previously continue to apply to learners at subsequentstages and that more challenging tasks would enable further progression.
For some learners, particularly those with additional needs, the notionalrelationship with age will not be relevant. For learners with more complexneeds, a focus on the skills in the framework will provide opportunities tomeet individual priorities across the curriculum.
6 Skills framework
What is the framework’s relationship to the whole curriculum?
This framework is not intended to be a curriculum framework. It underpinsthe Foundation Phase framework, all the subjects of the nationalcurriculum, plus the frameworks for personal and social education (PSE),careers and the world of work (CWW) and religious education (RE), andaims to ensure a coherent approach to learning and to progression. Itsgreatest value will therefore be to support planning.
Throughout the revision of the subject Orders and frameworks, care hasbeen taken to ensure consistency with the skills framework. The skillsframework applies to all children and young people from their earliestcontact with the education system through to the time they leave school or college as young adults. There is no expectation, however, that allsubjects will cover all the skills defined. A selective approach is needed.
The framework is not language-specific but aims to support bilingualdevelopment. The skills outlined particularly in Developing thinking andDeveloping communication can be successfully developed in English andWelsh and, indeed, in other languages. Learners should be givenopportunities to practise and develop these skills in more than onelanguage and to recognise that skills learned in one language shouldsupport the development of skills in another.
In order to achieve compatibility with existing qualifications, one of thestarting points used in designing the framework were the Level 1, Level 2and Level 3 Key Skills qualifications. The communication, number and ICTframeworks are broadly similar in title to current Key Skills, and therequirements of the final two columns of each relate to the wording of theKey Skills qualifications. In such ways we have sought to provide alignmentto the Learning Core of 14–19 Learning Pathways generally and to theWelsh Baccalaureate in particular.
While the framework does not explicitly cover the three wider Key Skills of Working with others, Improving own learning and performance andProblem solving, these are integrated throughout. Improving own learningand performance and Problem solving, while seeded across the wholeframework, are most fully covered by the section Developing thinking. Inthe framework, the following references clearly demonstrate these aspects:
7Skills framework
• ‘Plan the process/method to be used.’
• ‘Regularly check progress, make ongoing revisions to process/methodwhere necessary.’
• ‘Decide whether the process/method was successful; describe anyamendments made; suggest how the process/method could be improved.’
The whole of the Developing thinking section is underpinned by theprinciples involved in creative and critical thinking though creative thinkingis especially prominent in the references:
• ‘Develop and begin to combine a variety of imaginative ideas, possibilitiesand alternatives, including those of others.’
• ‘Experiment confidently with own and others’ ideas; begin to take riskswith ideas, going beyond the conventional.’
• ‘Link the learning to unfamiliar or more abstract situations.’
In addition, there are further opportunities for working creatively in othersections of the framework, particularly Developing communication.
• ‘Choose words to create effects. Choose an appropriate form, sequenceand layout to suit audience and purpose.’
• ‘Communicate ideas and emotions through work in art, craft, design,dance, drama, media and music.’
• ‘Use given ICT resources to help create, present and safely share… ideas.’
Direct references to critical thinking can also be found, such as:
• ‘Explain patterns and relationships and identify uncertainties.’
• ‘Identify and assess bias and reliability.’
• ‘Identify the learning/thinking strategies they have used.’
8 Skills framework
Working with others is a key element in thinking and communication,where the value of collaborative working in learning is especiallyrecognised, as seen in the following references:
• ‘Listen to the contributions of others, considering their points of view…’
• ‘Make significant contributions to discussions…’
• ‘Consider others’ views to inform opinions and decisions.’
Working with others occurs both explicitly and implicitly across theframework. Explicit emphasis is given to it in Developing thinking throughthe emphasis on group talk and collaboration and, in Developingcommunication, especially in the Oracy element. Where it is not explicit,there is an assumption that learners will work in different ways – sometimesindependently but often, especially during the planning and developingstages of their thinking, in pairs and groups of various size and composition.This collaborative approach is crucial in helping learners to test and refinetheir ideas, to form new concepts and deepen their understanding. Interactingwith others in this way is sometimes referred to as social construction.
The advantage is that, in engaging in group discussion and interaction in a safe, reflective environment, learners will become more confident, extendtheir own understanding and increasingly be able to take responsibility fortheir own learning. Engagement in such activities will also help learners todevelop skills appropriate to skills-based qualifications.
The framework thus provides an underpinning for learning generally and apreparation for those learners who are seeking to attain the Core certificatewithin the Welsh Baccalaureate and those seeking skills accreditation withintheir chosen 14– 19 Learning Pathway.
9Skills framework
10 Skills framework
Section 1
Developing thinking across the curriculum
Developing thinking can be defined as developing patterns of ideas thathelp learners acquire deeper understanding and enable them to explore andmake sense of their world. It refers to processes of thinking that we havedefined as plan, develop and reflect. These processes enable learners to thinkcreatively and critically to plan their work, carry out tasks, analyse and evaluatetheir findings, and to reflect on their learning, making links within andoutside their formal learning environment. Although we are born with acapability to think, there is ample evidence that we can learn to think moreeffectively.
It could be said that, in the past, the process of learning has been taken forgranted and has at times seemed mysterious. As evidence from researchand practice has been increasingly aligned and interwoven, a number ofbarriers have been overcome. The most notable have been in the fields ofdeveloping thinking and assessment for learning. Both developing thinkingand assessment for learning rely on basic principles of pedagogy such asquestioning technique and articulating strategies.
11Skills framework
unde
rsta
ndin
g of
goal
s an
d su
cces
scr
iteria
pro
mot
ed
how
lear
ners
lear
n
lear
ners
kno
w
how
to
impr
ove
deve
lops
sel
f-as
sess
men
tan
d gr
eate
r au
tono
my
of le
arni
ng
reco
gnis
es a
ll ed
ucat
iona
lac
hiev
emen
ts
fost
ers
lear
ner
mot
ivat
ion
chal
leng
ing
task
s,ap
plic
atio
n of
idea
s
lear
ning
link
ed t
oot
her
less
ons,
sub
ject
s,lif
e ou
tsid
e sc
hool
deep
er u
nder
stan
ding
of
conc
eptu
ally
diff
icul
t id
eas
gain
ed a
s le
arne
rs d
evel
op
grea
ter
cogn
itive
pro
cess
ing
capa
bilit
ies
met
acog
nitio
n is
at h
eart
of
lear
ning
–
refle
ctio
n of
wha
tle
arne
d an
d ho
wle
arne
d
Ass
essm
ent f
orle
arning
Developi
ngth
inki
ng
activ
e en
gage
men
t
teac
her
and
lear
ner
expl
orat
ion
lear
ners
enc
oura
ged
to t
hink
, qu
estio
n, t
alk
activ
e lis
teni
ng,
aski
ng q
uest
ions
,su
mm
aris
ing,
exp
lain
ing
unde
rsta
ndin
g ar
e ke
y fe
atur
es
both
tea
cher
s an
d le
arne
rs
med
iate
lear
ning
grou
p ta
lk a
nd
colla
bora
tion
enco
urag
ed
lear
ners
fee
l sa
fe t
o m
ake
mis
take
s
A c
om
par
iso
n o
f th
e fe
atu
res
of
dev
elo
pin
g t
hin
kin
g w
ith
ass
essm
ent
for
lear
nin
g
Take
n fr
om W
hy d
evel
op t
hink
ing
and
asse
ssm
ent
for
lear
ning
in t
he c
lass
room
? (W
elsh
Ass
embl
y G
over
nmen
t, 2
007)
12 Skills framework
One of the remaining barriers is a lack of a universal vocabulary forteachers to talk to their learners about their learning. The framework forprogression in developing thinking and its glossary attempt to overcomethis barrier. The terminology used is as simple as possible yet relates tocurrent research in this area.
Metacognition (thinking about thinking) is the central and crucial process in developing thinking, as evidenced by both research and practice. In otherwords, learners need to reflect on learning and intentionally apply theresults of reflection to further learning. However, reflection should nothappen only after a task has been completed. It should take place at thestart of the task, and as the task is being carried out, as well as whenlooking back at the whole experience.
Metacognition therefore is involved in several areas such as:
• knowledge and understanding of thinking processes
• making sense of the task
• knowledge of strategies and methods, how and when to use them
• monitoring and evaluating learning from the success (or otherwise) of chosen strategies or methods
• making connections across contexts.
Metacognition is therefore at the heart of the framework for developingthinking although not explicitly stated. Schools have found that using terms that help learners to describe their thinking and learning is especiallyproductive. These terms are used on a daily basis to scaffold learners’understanding of the learning process. A selection of terms, relating tometacognition, can be found in section 5.6 of the booklet that is part ofthe DVD pack, Developing Thinking Across the Curriculum (BBC Wales,Estyn, Welsh Assembly Government, 2007).
The whole process of developing thinking is seen, in this model, as spiral so that learning from reflection can be fed back into this or the next task.The progression has been devised to be process-led, so that it should fit in readily with current classroom practice.
The processes of developing thinking, namely plan, develop and reflect,should not be seen as a set style of learning and teaching. Instead theytypify the processes that the learner will go through in order to progressthinking and as such should be used flexibly. As suggested earlier forreflection, each process does not have a specific place in a task or in alesson. If learners were to approach every task by starting to plan, thendevelop and finally reflect, they would soon become demotivated andlearning would slow. Some tasks or lessons may follow a straightforwardcycle of plan, develop and reflect. However, most will require learners to use the three processes interchangeably as they carry out a task. Forexample, in order to plan it is always wise to reflect on past experiencesboth within and outside school. It may be that a task or lesson requireslearners to hone their skills in one process, for example analysing theirfindings (develop). In order to analyse, a range of thinking principles will be used such as activating prior skills, knowledge and understanding;thinking about cause and effect and making inferences; thinking logicallyand seeking patterns; considering evidence, information and ideas; formingopinions and making decisions; linking and lateral thinking. These principlesare from across the three processes involved in the spiral.
Further details about Why develop thinking? and How to develop thinking, aswell as video clips of actual lessons, can be found in the Aiming for Excellence:Developing Thinking Across the Curriculum pack jointly badged by BBC Wales,Estyn and the Welsh Assembly Government, distributed in 2007.
13Skills framework
14 Skills framework
Pro
gre
ssio
nLe
arne
rs’
prog
ress
ion
in d
evel
opin
g th
inki
ng is
des
crib
ed a
s yo
u re
ad a
cros
s th
e co
lum
ns f
rom
left
to
right
. Pr
ogre
ssio
n is
cum
ulat
ive;
ski
lls id
entif
ied
in e
ach
stag
e of
pro
gres
sion
will
hav
e be
en d
emon
stra
ted
– at
leas
t at
a s
impl
e le
vel –
by
lear
ners
bef
ore
they
mov
e to
the
nex
t st
age.
Prog
ress
ion
can
be s
een
in t
erm
s of
the
ref
inem
ent
of t
hese
ski
lls a
nd b
y th
eir
appl
icat
ion
to t
asks
tha
t m
ove
from
: co
ncre
te t
o ab
stra
ct;
sim
ple
to c
ompl
ex;
pers
onal
to
the
‘big
pic
ture
’; fa
mili
ar t
o un
fam
iliar
.Le
arne
rs p
rogr
ess
from
nee
ding
sup
port
to
mor
e in
depe
nden
t w
orki
ng. T
hey
mov
e fr
om li
sten
ing
and
inte
ract
ing
with
oth
ers
in a
gen
eral
way
to
a sit
uatio
n w
here
they
choo
se t
o w
ork
with
oth
ers
as a
del
iber
ate
stra
tegy
for
rea
chin
g un
ders
tand
ing.
In t
hese
way
s th
ey b
ecom
e bo
th in
depe
nden
t an
d in
terd
epen
dent
lear
ners
.Th
e ar
row
s w
ithin
the
col
umns
indi
cate
tha
t th
e sk
ills
desc
ribed
pre
viou
sly
cont
inue
to
appl
y to
lear
ners
at
subs
eque
nt s
tage
s an
d th
at m
ore
chal
leng
ing
task
sw
ould
ena
ble
furt
her
prog
ress
ion.
Plan
Ask
ing
qu
esti
on
s A
sk w
hy,
wha
t, h
ow,
whe
re,
whe
n, e
tc.
Ask
que
stio
ns r
elat
edto
con
text
and
list
enbe
fore
ask
ing
furt
her
ques
tions
.
Ask
rel
evan
t qu
estio
nsan
d be
gin
to li
nkqu
estio
ns in
tose
quen
ces.
Giv
e re
ason
sfo
r ch
oice
of
ques
tions
.
Ask
que
stio
ns t
hat
build
on
resp
onse
s to
ear
lier
ques
tions
.
Ask
mor
e pr
obin
gqu
estio
ns.
Iden
tify
the
prob
lem
and
set
the
ques
tions
to r
esol
ve it
.
Act
ivat
ing
pri
or
skill
s,kn
ow
led
ge
and
un
der
stan
din
g
Show
aw
aren
ess
ofpe
rson
al n
eeds
and
skill
s.
Iden
tify
and
mak
elin
ks w
ith p
rior
skill
san
d kn
owle
dge
rela
ted
to c
onte
xt.
Iden
tify
gaps
and
beg
into
bui
ld o
n ex
istin
gsk
ills,
kno
wle
dge
and
unde
rsta
ndin
gre
quire
d fo
r th
e ta
sk.
Build
on
exis
ting
skill
s, k
now
ledg
e an
d un
ders
tand
ing
requ
ired
for
the
task
.
Gat
her
ing
info
rmat
ion
Cho
ose
from
giv
enop
tions
whe
re t
o fin
din
form
atio
n an
did
eas.
Sugg
est
whe
re t
o fin
din
form
atio
n an
d id
eas
rela
ted
to c
onte
xt.
Sugg
est
how
to
find
rele
vant
info
rmat
ion
and
idea
s.
Sugg
est
a ra
nge
ofop
tions
as
to w
here
and
how
to
find
rele
vant
info
rmat
ion
and
idea
s.
Eval
uate
opt
ions
.
Det
erm
inin
g t
he
pro
cess
/met
ho
dan
d s
trat
egy
Cho
ose
from
giv
enop
tions
wha
t to
do
and
how
to
do it
.
Plan
, w
ith s
uppo
rt,
the
proc
ess/
met
hod
to b
e us
ed.
Plan
the
proc
ess/
met
hod
to b
e us
ed.
Sugg
est
alte
rnat
ive
proc
esse
s/m
etho
ds;
iden
tify
the
lear
ning
/thi
nkin
gst
rate
gy t
o be
use
d.
Expl
ain
why
the
proc
ess/
met
hod
and
stra
tegy
hav
e be
ense
lect
ed a
nd id
entif
ypo
ssib
le p
robl
ems.
Take
acc
ount
of
poss
ible
pro
blem
sw
hen
just
ifyin
g w
hyth
e st
rate
gy(ie
s) is
to
be
used
.
Det
erm
inin
gsu
cces
s cr
iter
iaId
entif
y, in
res
pons
e to
ques
tions
, so
me
basi
csu
cces
s cr
iteria
for w
hat
is g
oing
to
be d
one.
Det
erm
ine
som
esu
cces
s cr
iteria
.D
eter
min
e su
cces
scr
iteria
and
giv
e so
me
just
ifica
tion
for
choi
ce.
Just
ify c
hoic
e of
succ
ess
crite
ria.
Sect
ion
1D
evel
opin
g th
inki
ng a
cros
s th
e cu
rric
ulum
15aSkills framework
Dev
elo
p
Gen
erat
ing
an
dd
evel
op
ing
idea
sSh
ow c
urio
sity
and
expl
ore
ever
yday
stim
uli.
Gen
erat
e im
agin
ativ
eid
eas
and
poss
ibili
ties.
Dev
elop
and
beg
in
to c
ombi
ne a
var
iety
of im
agin
ativ
e id
eas,
poss
ibili
ties
and
alte
rnat
ives
, inc
ludi
ngth
ose
of o
ther
s.
Dev
elop
and
com
bine
a va
riety
of
imag
inat
ive
idea
s,po
ssib
ilitie
s an
dal
tern
ativ
es.
Val
uin
g e
rro
rsan
d u
nex
pec
ted
ou
tco
mes
Show
sur
pris
e at
unex
pect
edou
tcom
es.
Des
crib
e er
rors
and
unex
pect
edou
tcom
es.
Begi
n to
mak
e us
e of
erro
rs a
ndun
expe
cted
outc
omes
.
Mak
e us
e of
err
ors
and
unex
pect
edou
tcom
es.
Valu
e er
rors
and
unex
pect
edou
tcom
es a
nd s
ee
the
oppo
rtuni
ties
they
pre
sent
.
Build
on
unex
pect
edou
tcom
es a
s w
ell
as s
ucce
sses
to
re-e
valu
ate.
Entr
epre
neu
rial
thin
kin
gFa
vour
the
fam
iliar
whe
n pr
esen
ted
with
new
idea
s.
Begi
n to
exp
erim
ent
with
ow
n an
d ot
hers
’id
eas.
Expe
rimen
tco
nfid
ently
with
ow
nan
d ot
hers
’ ide
as.
Begi
n to
tak
e ris
ksw
ith id
eas,
goi
ngbe
yond
the
conv
entio
nal.
Take
cal
cula
ted
risks
with
idea
s, w
eigh
ing
up p
oten
tial p
ros
and
cons
.
Thin
kin
g a
bo
ut
cau
se a
nd
eff
ect
and
mak
ing
infe
ren
ces
See
sim
ple
links
betw
een
caus
e an
def
fect
in e
very
day
rout
ines
; m
ake
and
try
out
sim
ple
pred
ictio
ns.
Iden
tify
links
betw
een
caus
e an
def
fect
; gi
ve r
easo
nsfo
r in
fere
nces
/pr
edic
tions
.
Use
som
e pr
ior
know
ledg
e to
exp
lain
links
bet
wee
n ca
use
and
effe
ct o
r ju
stify
infe
renc
es/
pred
ictio
ns.
Use
prio
r kn
owle
dge
to e
xpla
in li
nks
betw
een
caus
e an
def
fect
and
just
ifyin
fere
nces
/pr
edic
tions
.
Thin
kin
glo
gic
ally
an
dse
ekin
g p
atte
rns
Iden
tify
obvi
ous
obse
rved
diff
eren
ces.
Iden
tify
and
desc
ribe
sim
ilarit
ies
and
diff
eren
ces
bym
akin
g si
mpl
eco
mpa
rison
s.
Iden
tify,
des
crib
e an
dbe
gin
to e
xpla
inpa
tter
ns a
ndre
latio
nshi
ps.
Expl
ain
patt
erns
and
rela
tions
hips
and
iden
tify
unce
rtai
ntie
s.
Ana
lyse
pat
tern
s an
dex
plor
e un
cert
aint
ies.
Co
nsi
der
ing
evid
ence
,in
form
atio
n a
nd
idea
s
Begi
n to
und
erst
and
that
som
e th
ings
are
‘fac
t’.
Con
side
r ev
iden
ce,
info
rmat
ion
and
idea
s to
beg
in t
odi
stin
guis
hbe
twee
n‘f
acts
’, be
liefs
and
opin
ions
.
Con
side
r di
ffer
ent
inte
rpre
tatio
ns a
nddi
stin
guis
h be
twee
n‘f
acts
’, be
liefs
and
opin
ions
, gi
ving
reas
ons.
Beg
in t
ore
cogn
ise
bias
and
relia
bilit
y.
Iden
tify
and
asse
ssbi
as a
nd r
elia
bilit
y.Ev
alua
te in
ord
er t
oga
uge
bias
, re
liabi
lity
and
valid
ity.
15bSkills framework
Form
ing
op
inio
ns
and
mak
ing
dec
isio
ns
Begi
n to
exp
ress
ow
nop
inio
ns a
nd m
ake
deci
sion
s in
eve
ryda
yro
utin
es.
Form
opi
nion
s an
dm
ake
deci
sion
s by
wei
ghin
g up
som
epr
os a
nd c
ons.
Form
con
side
red
opin
ions
and
mak
ein
form
ed d
ecis
ions
.
Con
side
r ot
hers
’vi
ews
to in
form
opin
ions
and
deci
sion
s.
Take
diff
eren
tpe
rspe
ctiv
es t
oin
form
opi
nion
s an
d de
cisi
ons.
Mo
nit
ori
ng
pro
gre
ssW
ith s
uppo
rt,
follo
wth
e ch
osen
proc
ess/
met
hod.
Follo
w t
he p
lann
edpr
oces
s/m
etho
d.Fo
llow
the
pla
nned
proc
ess/
met
hod,
mak
ing
som
eam
endm
ents
whe
rene
cess
ary.
Regu
larly
che
ckpr
ogre
ss,
mak
ing
ongo
ing
revi
sion
s to
proc
ess/
met
hod
whe
re n
eces
sary
.
Just
ify a
nyam
endm
ents
.
Ref
lect
Rev
iew
ing
ou
tco
mes
an
dsu
cces
s cr
iter
ia
Begi
n to
link
outc
omes
to
succ
ess
crite
ria.
Link
out
com
es t
osu
cces
s cr
iteria
.Be
gin
to e
valu
ate
outc
omes
aga
inst
succ
ess
crite
ria.
Eval
uate
out
com
esan
d ho
w f
ar s
ucce
sscr
iteria
ful
ly r
efle
ctsu
cces
sful
out
com
es.
Refin
e su
cces
s cr
iteria
in t
he li
ght
ofex
perie
nce
for
futu
re o
ccas
ions
.
Rev
iew
ing
th
ep
roce
ss/m
eth
od
Show
or
desc
ribe
som
e of
wha
t ha
sbe
en d
one;
iden
tify,
in r
espo
nse
toqu
estio
ns,
wha
tw
orke
d an
d w
hat
didn
’t.
Iden
tify
wha
t w
orke
dan
d w
hat
didn
’t;
begi
n to
sug
gest
how
the
proc
ess/
met
hod
coul
d be
impr
oved
.
Dec
ide
whe
ther
the
proc
ess/
met
hod
was
succ
essf
ul; d
escr
ibe
any
amen
dmen
tsm
ade;
sug
gest
how
the
proc
ess/
met
hod
coul
d be
impr
oved
.
Just
ify a
men
dmen
ts/
impr
ovem
ents
.
Eval
uat
e o
wn
lear
nin
g a
nd
thin
kin
g
Show
, in
res
pons
e to
ques
tions
, so
me
ofw
hat
has
been
lear
ned/
foun
d ou
t.
Des
crib
e w
hat
has
been
lear
ned/
foun
dou
t.
Des
crib
e ho
w t
hey
have
lear
ned,
and
iden
tify
the
way
s th
atw
orke
d th
e be
st.
Iden
tify
the
lear
ning
/thi
nkin
gst
rate
gies
the
y ha
veus
ed.
Just
ify t
hele
arni
ng/t
hink
ing
stra
tegi
es u
sed
and
sugg
est
othe
rst
rate
gies
tha
t m
ight
have
wor
ked.
Eval
uate
and
ref
ine
lear
ning
and
thi
nkin
gst
rate
gies
for
fut
ure
occa
sion
s.
Lin
kin
g a
nd
late
ral t
hin
kin
gM
ake
links
bet
wee
nev
eryd
ay r
outin
es in
diff
eren
t co
ntex
ts.
Link
the
lear
ning
,w
ith s
uppo
rt,
toot
her
situ
atio
ns.
Link
the
lear
ning
to
sim
ilar
situ
atio
ns,
with
in a
nd o
utsi
desc
hool
.
Link
the
lear
ning
to
diss
imila
r bu
t fa
mili
arsi
tuat
ions
, w
ithin
and
outs
ide
scho
ol.
Link
the
lear
ning
to
unfa
mili
ar o
r m
ore
abst
ract
situ
atio
ns.
Inte
grat
e th
e le
arni
ngan
d lin
k it
to m
ore
abst
ract
situ
atio
ns.
Fold out to see the complete grid.
Glossary – to describe the meanings of terms used in this progressionand some used elsewhere in thinking.
Abstract – relating to theory rather than a real/actual situation/context.
Big picture – relating to a wide range of circumstances, some of which willbe far away from the day-to-day life of the learner.
Concrete – relating to a real/actual situation/context.
Evaluate – think carefully about something before making a judgmentabout its value, importance or quality.
‘Fact’ – something that could be taken as reality.
Interdependent – close co-operation between learners, e.g. within afocused small group discussion.
Justify – explain fully the evidence and reasons for reaching a particulardecision or conclusion.
Learning – the skills, knowledge and understanding gained from carryingout the task. This should relate to the strategies used and the metacognitiveelements as well as the subject-centred learning.
Metacognition – thinking about own thinking; tracing how the task isbeing/was tackled to understand own thinking and learning process.
Process/method – the procedure for the task – the ‘what to do’ and the‘how to do it’.
Strategy – a way of working to achieve something, especially one that canbe applied over time/in other situations, e.g. listing positives and negativesas basis for evaluation.
Success criteria – the predicted elements of a high quality outcome.
Other important terminology for teachers
Concrete preparation – ensuring that the task/problem is understood.
Social construction – interacting with others to deepen understanding.
Cognitive conflict – setting the challenge.
Bridging – making links within/outside subject area.
16 Skills framework
Section 2
Developing communication across the curriculum
The communication section of the framework leads on from much of thework done over the past few years on developing literacy across thecurriculum. It links elements from the proposals for Language, Literacy andCommunication Skills and Welsh Language Development in the FoundationPhase, levels for early literacy, the national curriculum Orders for Welsh,Welsh second language, English and modern foreign languages, and theKey Skills qualification, also called Communication, though it does not followthe format of any of these sources. The skills of communication have beenseparated as far as possible from the subject content of the languagesubject Orders. However, the communication section aims to support bilingualand multilingual development. Language skills learned in one languageshould support the development of knowledge and skills in another.
Developing communication should take place across the whole curriculumand the section has been organised into four elements relating to oracy,reading, writing and wider communication skills. Communication is takento mean all forms of communication, not only that which depends ondeveloped, unimpaired speech and hearing. The use of the word ‘talk’ inthe first column of Oracy, therefore, refers to any kind of communicationmade by a speaker at an early stage of development. The Widercommunication skills section includes non-verbal communication of all kinds – including gesture, mime, signing – and the expression of ideas and emotions through other mediums such as music and art.
The strands of each element are as follows:
Oracy: Developing information and ideas
Presenting information and ideas
Reading: Locating, selecting and usinginformation using reading strategies
Responding to what has been read
Writing: Organising ideas and information
Writing accurately
Wider communication skills: Communicating ideas and emotions
Communicating information
17Skills framework
18 Skills framework
Pro
gre
ssio
nLe
arne
rs’
prog
ress
ion
in d
evel
opin
g co
mm
unic
atio
n is
des
crib
ed a
s yo
u re
ad a
cros
s th
e co
lum
ns f
rom
left
to
right
. Pr
ogre
ssio
n is
cum
ulat
ive;
ski
lls id
entif
ied
inea
ch s
tage
of
prog
ress
ion
will
hav
e be
en d
emon
stra
ted
– at
leas
t at
a s
impl
e le
vel –
by
lear
ners
bef
ore
they
mov
e to
the
nex
t st
age.
Prog
ress
ion
can
be s
een
in t
erm
s of
the
ref
inem
ent
of t
hese
ski
lls a
nd b
y th
eir
appl
icat
ion
to t
asks
tha
t m
ove
from
: co
ncre
te t
o ab
stra
ct;
sim
ple
to c
ompl
ex;
pers
onal
to
the
‘big
pic
ture
’; fa
mili
ar t
o un
fam
iliar
.Le
arne
rs p
rogr
ess
from
nee
ding
sup
port
to
mor
e in
depe
nden
t w
orki
ng. T
hey
mov
e fr
om li
sten
ing
and
inte
ract
ing
with
oth
ers
in a
gen
eral
way
to
a si
tuat
ion
whe
reth
ey c
hoos
e to
wor
k w
ith o
ther
s as
a d
elib
erat
e st
rate
gy f
or r
each
ing
unde
rsta
ndin
g. In
the
se w
ays
they
bec
ome
both
inde
pend
ent
and
inte
rdep
ende
nt le
arne
rs.
The
arro
ws
with
in t
he c
olum
ns in
dica
te t
hat
the
skill
s de
scrib
ed p
revi
ousl
y co
ntin
ue t
o ap
ply
to le
arne
rs a
t su
bseq
uent
sta
ges
and
that
mor
e ch
alle
ngin
g ta
sks
wou
ld e
nabl
e fu
rthe
r pr
ogre
ssio
n.
Ora
cy
Dev
elo
pin
gin
form
atio
n a
nd
idea
s
List
en a
nd r
espo
nd
to o
ther
s in
fam
iliar
cont
exts
, as
king
ques
tions
to
obta
insi
mpl
e/sp
ecifi
cin
form
atio
n.
Show
an
awar
enes
sof
the
nee
ds o
f th
elis
tene
r, as
king
ques
tions
and
resp
ondi
ng t
o th
eco
ntrib
utio
ns o
fot
hers
.
Show
an
incr
easi
ngaw
aren
ess
of t
heso
cial
con
vent
ions
of
dis
cuss
ion
and
conv
ersa
tion,
cont
ribut
ing
and
resp
ondi
ngap
prop
riate
ly.
List
en t
o th
eco
ntrib
utio
ns o
fot
hers
, co
nsid
erin
gth
eir
poin
ts o
f vi
ew.
Be f
lexi
ble
indi
scus
sion
s an
dre
spon
d ap
tly t
ow
hat
they
hea
r.
List
en c
aref
ully,
notin
g th
e st
reng
ths
and
wea
knes
ses
ofvi
ewpo
ints
or
lines
of
rea
soni
ng a
ndsh
ow a
dapt
abili
ty.
Mak
e si
gnifi
cant
cont
ribut
ions
to
disc
ussi
ons.
List
en p
erce
ptiv
ely,
eval
uatin
g th
est
reng
th o
f ar
gum
ents
and
the
thin
king
of
othe
rs,
iden
tifyi
ngke
y m
essa
ges.
M
ake
sign
ifica
ntco
ntrib
utio
ns t
odi
scus
sion
s, t
akin
g a
rang
e of
rol
es a
ndhe
lpin
g to
mov
edi
scus
sion
s fo
rwar
d.
Pres
enti
ng
info
rmat
ion
an
did
eas
Talk
to
them
selv
esan
d to
oth
ers
and
unde
rsta
nd m
any
mor
e w
ords
tha
nth
ey c
an s
peak
. U
sesi
mpl
e vo
cabu
lary
to
con
vey
mea
ning
.
Com
mun
icat
e w
ithin
crea
sing
con
fiden
ceto
pee
rs a
nd o
ther
s.Be
gin
to m
odify
the
irta
lk t
o th
ere
quire
men
ts o
f th
eau
dien
ce,
usin
g a
grow
ing
voca
bula
ry.
Com
mun
icat
e cl
early
and
conf
iden
tly in
aw
ay t
hat
suits
the
subj
ect,
aud
ienc
e an
d pu
rpos
e, u
sing
a
rang
e of
voca
bula
ry,
incl
udin
gso
me
key
wor
dsre
late
d to
sub
ject
s.
Com
mun
icat
e cl
early
and
effe
ctiv
ely
in a
way
tha
t su
its t
hesu
bjec
t, a
udie
nce
and
purp
ose.
Use
a
wid
e an
d su
bjec
t-sp
ecifi
cvo
cabu
lary
.
Com
mun
icat
eco
here
ntly,
eng
agin
gth
e in
tere
st o
flis
tene
rs.
Use
appr
opria
te la
ngua
gefo
rms.
Sect
ion
2
Dev
elop
ing
com
mun
icat
ion
acro
ss t
he c
urric
ulum
Rea
din
g
Loca
tin
g,
sele
ctin
g a
nd
usi
ng
info
rmat
ion
usi
ng
rea
din
gst
rate
gie
s
Begi
n to
diff
eren
tiate
betw
een
prin
t an
dpi
ctur
es.
Dec
ode
text
and
begi
n to
fin
d si
mpl
ein
form
atio
n us
ing
orga
nisa
tiona
l dev
ices
and
avai
labl
e cl
ues
tode
duce
mea
ning
.
Use
a r
ange
of
wor
did
entif
icat
ion
skill
s an
ddi
ffer
ent
stra
tegi
es t
olo
cate
and
reor
gani
seid
eas
and
info
rmat
ion
from
diff
eren
t so
urce
s.
Use
diff
eren
t re
adin
gst
rate
gies
to
loca
te,
sele
ct a
nd s
umm
aris
ein
form
atio
n,id
entif
ying
acc
urat
ely
the
key
poin
ts.
Use
a r
ange
of
stra
tegi
es t
o id
entif
yke
y po
ints
, id
eas
and
lines
of
reas
onin
g.
Sele
ct,
sum
mar
ise
and
synt
hesi
se id
eas
and
info
rmat
ion.
Res
po
nd
ing
to
wh
at h
as b
een
read
Look
at
text
sw
ith/w
ithou
t an
adul
t, s
how
ing
inte
rest
or
enjo
ymen
t.
Resp
ond
to w
hat
isre
ad,
expr
essi
ngop
inio
ns a
bout
maj
orev
ents
or
idea
s an
dm
akin
g co
nnec
tions
betw
een
read
ing
and
own
expe
rienc
es.
Con
firm
the
irun
ders
tand
ing
byre
spon
ding
to
text
sor
ally
and
/or
inw
ritin
g, a
nd t
akin
gin
to a
ccou
nt t
heop
inio
ns o
f ot
hers
.
Dis
cuss
and
eva
luat
ete
xts,
usi
ng in
fere
nce
and
dedu
ctio
n w
here
nece
ssar
y an
dco
nsid
erin
g ca
refu
llyth
e in
terp
reta
tions
of
othe
rs.
Dis
cuss
and
sho
wap
prec
iatio
n of
tex
ts,
eval
uatin
g th
ew
riter
’s te
chni
ques
.
Dis
cuss
tex
ts,
show
ing
appr
ecia
tion
both
of
the
text
itse
lfan
d of
a r
ange
of
inte
rpre
tatio
ns.
Wri
tin
g
Wri
tin
g
Org
anis
ing
idea
san
d in
form
atio
n
Expe
rimen
t w
ithm
ark-
mak
ing
usin
g a
varie
ty o
f in
stru
men
tson
pap
er a
nd/o
rot
her
mat
eria
ls.
Writ
e sh
ort
crea
tive
and
fact
ual p
assa
ges.
Che
ck w
ork
and
som
etim
es c
orre
cter
rors
.
Plan
, org
anis
e an
dpr
esen
t id
eas
and
info
rmat
ion.
Impr
ove
writ
ing
by r
edra
ftin
g.
Plan
, or
gani
se a
ndpr
esen
t id
eas
and
info
rmat
ion.
Pr
oofr
ead
and
revi
sew
ritin
g.
Writ
e cl
early
and
conf
iden
tly,
pres
entin
g id
eas
and
info
rmat
ion
appr
opria
tely.
Pr
oofr
ead,
edi
t an
dre
vise
wor
k.
Writ
e co
here
ntly,
pr
esen
ting
idea
s an
din
form
atio
n lo
gica
llyan
d ef
fect
ivel
y.
Wri
tin
gac
cura
tely
C
hoos
e w
ords
for
varie
ty a
nd in
tere
stan
d sp
ell s
impl
ew
ords
cor
rect
ly/in
aph
onet
ical
ly p
laus
ible
way
. U
se s
impl
epu
nctu
atio
n an
dse
nten
ce s
truc
ture
.
Cho
ose
wor
ds
to c
reat
e ef
fect
s.C
hoos
e an
appr
opria
te f
orm
,se
quen
ce a
nd la
yout
to s
uit
audi
ence
and
purp
ose.
Spe
ll m
ost
com
mon
w
ords
acc
urat
ely,
usin
g a
rang
e of
punc
tuat
ion
and
sent
ence
str
uctu
res
to e
nhan
ce m
eani
ng.
Writ
e ef
fect
ivel
y to
suit
audi
ence
and
purp
ose,
cho
osin
gap
prop
riate
voca
bula
ry,
punc
tuat
ion
and
sent
ence
str
uctu
re.
Spel
l acc
urat
ely.
Writ
e ef
fect
ivel
y,ch
oosi
ng f
rom
are
pert
oire
of
voca
bula
ry a
ndse
nten
ce s
truc
ture
s,m
atch
ing
styl
e to
audi
ence
and
purp
ose.
Spe
ll an
dpu
nctu
ate
accu
rate
ly.
Writ
e co
here
ntly
fo
r a
full
rang
e of
aud
ienc
es a
ndpu
rpos
es,
choo
sing
from
a w
ide
repe
rtoi
re o
fse
nten
ce s
truc
ture
san
d vo
cabu
lary
.
19aSkills framework
Wid
er c
om
mu
nic
atio
n s
kills
Co
mm
un
icat
ing
idea
s an
dem
oti
on
s
Begi
n to
rep
rese
ntan
d re
spon
d to
idea
san
d em
otio
nsth
roug
h se
lf-in
itiat
edan
d st
ruct
ured
pla
yac
tiviti
es t
hat
deve
lop
crea
tive
idea
s.
Repr
esen
t an
dre
spon
d to
idea
s an
dem
otio
ns t
hrou
ghse
lf-in
itiat
ed a
ndst
ruct
ured
pla
yac
tiviti
es t
hat
deve
lop
crea
tive
idea
s.
Com
mun
icat
e id
eas
and
emot
ions
thro
ugh
wor
k in
art
,cr
aft,
des
ign,
dan
ce,
dram
a, m
edia
and
mus
ic.
Com
mun
icat
e id
eas,
emot
ions
and
info
rmat
ion
thro
ugh
mor
e el
abor
ate
wor
kin
a r
ange
of
med
ium
s.
Com
mun
icat
e id
eas,
emot
ions
and
info
rmat
ion
conf
iden
tly a
ndco
nsis
tent
ly t
hrou
ghm
ore
com
plex
and
elab
orat
e w
ork
in a
rang
e of
med
ium
s.
Com
mun
icat
e id
eas,
emot
ions
and
info
rmat
ion
cohe
rent
ly t
hrou
ghm
ore
com
plex
and
elab
orat
e w
ork
in a
rang
e of
med
ium
s.
Co
mm
un
icat
ing
info
rmat
ion
Repr
esen
t an
dre
spon
d to
info
rmat
ion
indi
ffer
ent
form
s us
ing
pict
ures
, so
unds
and
sym
bols
.
Repr
esen
t an
dre
spon
d to
info
rmat
ion
indi
ffer
ent
form
s us
ing
pict
ures
, so
unds
,sy
mbo
ls,
diag
ram
san
d m
aps.
Repr
esen
t an
dre
spon
d to
info
rmat
ion
indi
ffer
ent
form
sin
clud
ing
pict
ures
,so
unds
, sym
bols
,di
agra
ms,
map
s,ta
bles
and
gra
phs.
Resp
ond
to a
ran
geof
info
rmat
ion
and
idea
s in
diff
eren
tfo
rms.
Inte
grat
edi
ffer
ent
form
s in
to e
ffec
tive
pres
enta
tions
.
Resp
ond
to a
nin
crea
sing
ran
ge o
fin
form
atio
n an
did
eas
in d
iffer
ent
form
s. In
tegr
ate
diff
eren
t fo
rms
into
pres
enta
tions
dem
onst
ratin
gco
ntro
l, pr
ofic
ienc
yan
d pe
rcep
tion.
19bSkills framework
Fold out to see the complete grid.
Skills framework
Section 3
Developing ICT across the curriculum
As with the sections for communication and number, the ICT section of theframework leads on from much of the work done on developing ICT acrossthe curriculum in the past few years. It sets out six stages of progression in ICT capability and brings together skills from the Information andcommunication technology in the National Curriculum for Wales Order and the ICT Key Skills requirements.
The framework has two strands:
• finding and developing information and ideas
• creating and presenting information and ideas.
The first strand is about searching for information for specific purposes, and bringing together or processing that information in different forms todevelop new information, which could be used to inform judgements andhelp make decisions. The second strand maps capability in using ICT tocommunicate ideas, thoughts and intentions, selecting appropriate ways of giving information with the intended recipient or audience in mind.
The main indicators of progression in ICT capability in the two strands are:
• a developing sense of purpose and audience for the work
• increasing competence and sophistication in the creative use of softwarefunctions
• the gradual change from using given ICT resources to choosing andselecting resources to suit the task and purpose.
This framework does not attempt to replicate the entire content of the ICTOrder. Instead, it includes a selection of skills from the ICT Order whichoffer clear opportunities for cross curricular delivery and the support oflearning and teaching in a range of subject areas.
Safe and appropriate use of ICT is embedded throughout the framework.Learners develop both their purposeful application of ICT skills andtechniques and their understanding of the benefits and risks of usingcurrent and emerging technologies. They gain an understanding of theimportance of adopting safe and legal practices which minimise risks todata, themselves and others when using digital communications. Learnersprogress from working safely with support to working safely andresponsibly without supervision, based on a thorough understanding of the issues and risks involved.
20 Skills framework
Pro
gre
ssio
nLe
arne
rs’
prog
ress
ion
in d
evel
opin
g IC
T is
des
crib
ed a
s yo
u re
ad a
cros
s th
e co
lum
ns f
rom
left
to
right
. Pr
ogre
ssio
n is
cum
ulat
ive;
ski
lls id
entif
ied
in e
ach
stag
e of
prog
ress
ion
will
hav
e be
en d
emon
stra
ted
– at
leas
t at
a s
impl
e le
vel –
by
lear
ners
bef
ore
they
mov
e to
the
nex
t st
age.
Prog
ress
ion
can
be s
een
in t
erm
s of
the
ref
inem
ent
of t
hese
ski
lls a
nd b
y th
eir
appl
icat
ion
to t
asks
tha
t m
ove
from
: co
ncre
te t
o ab
stra
ct;
sim
ple
to c
ompl
ex;
pers
onal
to
the
‘big
pic
ture
’; fa
mili
ar t
o un
fam
iliar
.Le
arne
rs p
rogr
ess
from
nee
ding
sup
port
to
mor
e in
depe
nden
t w
orki
ng. T
hey
mov
e fr
om li
sten
ing
and
inte
ract
ing
with
oth
ers
in a
gen
eral
way
to
a si
tuat
ion
whe
reth
ey c
hoos
e to
wor
k w
ith o
ther
s as
a d
elib
erat
e st
rate
gy f
or r
each
ing
unde
rsta
ndin
g. In
the
se w
ays
they
bec
ome
both
inde
pend
ent
and
inte
rdep
ende
nt le
arne
rs.
The
arro
ws
with
in t
he c
olum
ns in
dica
te t
hat
the
skill
s de
scrib
ed p
revi
ousl
y co
ntin
ue t
o ap
ply
to le
arne
rs a
t su
bseq
uent
sta
ges
and
that
mor
e ch
alle
ngin
g ta
sks
wou
ld e
nabl
e fu
rthe
r pr
ogre
ssio
n.
ICT
skill
s fr
amew
ork
Fin
din
g
and
dev
elo
pin
gin
form
atio
n
and
idea
s
Beco
me
awar
e th
atin
form
atio
n ex
ists
ina
varie
ty o
f fo
rms.
Find
sui
tabl
ein
form
atio
n fr
omgi
ven
sour
ces
usin
gsi
mpl
e se
arch
es,
tosu
ppor
t a
rang
e of
activ
ities
.
Find
rel
evan
tin
form
atio
n fr
om
a va
riety
of
sour
ces
usin
g ke
y w
ord
and
mul
tiple
wor
dse
arch
es o
n da
ta
files
and
inte
rnet
sour
ces.
Find
diff
eren
t ty
pes
of in
form
atio
n fr
om
a ra
nge
of IC
Tso
urce
s, in
clud
ing
data
file
s, D
VD
s,in
tern
et,
and
non-
ICT
sour
ces,
incl
udin
gw
ritte
n no
tes,
list
s,di
agra
ms,
sel
ectin
gre
leva
nt in
form
atio
n.
Iden
tify
suita
ble
sour
ces
ofin
form
atio
n, s
earc
hfo
r in
form
atio
n us
ing
mul
tiple
sea
rch
crite
ria,
and
inte
rpre
tan
d se
lect
wha
t is
need
ed f
or d
iffer
ent
purp
oses
.
Dev
elop
/mod
elin
form
atio
n an
d id
eas
by p
roce
ssin
g da
tafr
om g
iven
sou
rces
to
supp
ort
thei
r ac
tiviti
esin
a r
ange
of
subj
ects
, an
d be
gin
to a
sk q
uest
ions
abou
t bi
as o
fin
form
atio
n so
urce
s.
Dev
elop
/mod
elin
form
atio
n an
d id
eas
for
spec
ific
purp
oses
by p
roce
ssin
g da
tafr
om a
var
iety
of
sour
ces,
che
ckin
gac
cura
cy a
ndpl
ausi
bilit
y of
info
rmat
ion.
Dev
elop
and
ref
ine
info
rmat
ion,
mak
ing
info
rmed
judg
emen
tsab
out
its p
laus
ibili
ty,
accu
racy
and
rele
vanc
e.
Der
ive
new
info
rmat
ion
on w
hich
to m
ake
judg
emen
tsan
d dr
awco
nclu
sion
s.
Begi
n to
fin
ddi
ffer
ent
sour
ces
of in
form
atio
n w
ith s
uppo
rt.
Begi
n to
dev
elop
info
rmat
ion
and
idea
s, c
ombi
ning
text
and
imag
es.
Sect
ion
3
Dev
elop
ing
ICT
acro
ss t
he c
urric
ulum
21aSkills framework
Cre
atin
g
and
pre
sen
tin
g
info
rmat
ion
an
d id
eas
Beco
me
awar
e th
atIC
T ca
n be
use
d to
com
mun
icat
e id
eas.
Use
giv
en IC
Tre
sour
ces
to h
elp
crea
te,
pres
ent
and
safe
ly s
hare
the
irid
eas,
incl
udin
gte
xt/w
ord-
bank
s,im
ages
.
Cre
ate
and
pres
ent
thei
r id
eas
for
a gi
ven
purp
ose
byco
mbi
ning
diff
eren
tfo
rms
of in
form
atio
n,in
clud
ing
text
,im
ages
, sou
nd, w
ithso
me
sens
e of
audi
ence
.
Cre
ate
and
pres
ent
info
rmat
ion
and
idea
sby
com
bini
ng a
var
iety
of d
iffer
ent
form
s of
info
rmat
ion,
incl
udin
gte
xt,
imag
es,
grap
hs,
mus
ic f
iles,
with
ade
velo
ping
sen
se o
fau
dien
ce f
or t
heir
wor
k.
Cre
ate
and
pres
ent
info
rmat
ion
and
idea
sin
con
sist
ent
way
s fo
r di
ffer
ent
purp
oses
by c
ombi
ning
info
rmat
ion
from
diff
eren
t so
urce
s,m
atch
ing
the
need
sof
the
aud
ienc
e.
Cre
ate
and
pres
ent
info
rmat
ion
and
idea
sto
mee
t th
e in
tend
edpu
rpos
e an
dau
dien
ce,
sele
ctin
gan
d us
ing
diff
eren
tla
yout
s an
dte
chni
ques
for
diff
eren
t ta
sks.
Safe
ly s
hare
info
rmat
ion
with
othe
rs,
incl
udin
g th
eus
e of
e-m
ail;
virt
ual
lear
ning
envi
ronm
ents
(V
LEs)
.
Safe
ly s
hare
diff
eren
tfo
rms
of in
form
atio
nw
ith o
ther
s in
appr
opria
te w
ays,
incl
udin
g th
e us
e of
e-m
ail w
ithat
tach
men
ts;
virt
ual l
earn
ing
envi
ronm
ents
(V
LEs)
.
21bSkills framework
Fold out to see the complete grid.
Section 4
Developing number across the curriculum
The section for developing number across the curriculum leads on frommuch of the work done over the last few years on developing numeracyacross the curriculum, most of which was focused on Key Stage 2 and KeyStage 3. There has been much discussion over the past twenty years or soabout what numeracy is, but there is general agreement that it involvesmore than just calculating correctly; it also involves ‘the ability to usenumber correctly and appropriately across a wide range of situations andcontexts. This includes using number and graphical techniques to represent,interpret and analyse data as well as, for example, measuring, saving andspending, describing and comparing properties of shapes.’ (Aiming forExcellence in Key Stage 3: Raising standards in literacy and numeracy: BBCWales/Estyn/Welsh Assembly Government/ACCAC, 2003)
The section is intended to be as inclusive as possible. For this reason, thetitle was chosen to be ‘number’ rather than ‘numeracy’ in order to beequally valid for the youngest and oldest learners, as well as those withadditional learning needs. Number skills can be applied at all ages indifferent situations across the curriculum, as appropriate to learners’abilities, achievements and stages of development, contributing to a deeper understanding of subject contexts.
The section links elements from Mathematical Development in theFoundation Phase, early mathematical development for learners withadditional needs, the revised mathematics national curriculum Programmesof Study, and the Basic/Key Skills qualification, Application of Number,though it does not follow the format of any of these sources. All of thecontent of this section is included in either Mathematical Development orthe mathematics Programmes of Study. However, it is not intended to tie in closely with either, rather to identify ways of using number that arepertinent to several Areas of Learning or subjects across the curriculum.Similarly, it relates to much, but not all, of Application of Number,particularly, though not exclusively, in the last two columns.
22 Skills framework
23Skills framework
The format chosen for Developing number has three main elements each with several strands, though these are not intended to be independentof each other.
Use mathematicalinformation
CalculateInterpret and present findings
Using numbersUsing the numbersystem
Talking about andexplaining work
MeasuringUsing a variety of methods
Comparing data
Gathering informationRecording andinterpreting data andpresenting findings
24 Skills framework
Sect
ion
4
Dev
elop
ing
num
ber
acro
ss t
he c
urric
ulum
Pro
gre
ssio
nLe
arne
rs’
prog
ress
ion
in d
evel
opin
g nu
mbe
r is
des
crib
ed a
s yo
u re
ad a
cros
s th
e co
lum
ns f
rom
left
to
right
. Pr
ogre
ssio
n is
cum
ulat
ive;
ski
lls id
entif
ied
in e
ach
stag
e of
pro
gres
sion
will
hav
e be
en d
emon
stra
ted
– at
leas
t at
a s
impl
e le
vel –
by
lear
ners
bef
ore
they
mov
e to
the
nex
t st
age.
Prog
ress
ion
can
be s
een
in t
erm
s of
the
ref
inem
ent
of t
hese
ski
lls a
nd b
y th
eir
appl
icat
ion
to t
asks
tha
t m
ove
from
: co
ncre
te t
o ab
stra
ct;
sim
ple
to c
ompl
ex;
pers
onal
to
the
‘big
pic
ture
’; fa
mili
ar t
o un
fam
iliar
.Le
arne
rs p
rogr
ess
from
nee
ding
sup
port
to
mor
e in
depe
nden
t w
orki
ng. T
hey
mov
e fr
om li
sten
ing
and
inte
ract
ing
with
oth
ers
in a
gen
eral
way
to
a si
tuat
ion
whe
reth
ey c
hoos
e to
wor
k w
ith o
ther
s as
a d
elib
erat
e st
rate
gy f
or r
each
ing
unde
rsta
ndin
g. In
the
se w
ays
they
bec
ome
both
inde
pend
ent
and
inte
rdep
ende
nt le
arne
rs.
Use
mat
hem
atic
al in
form
atio
n
Usi
ng
nu
mb
ers
Use
num
bers
inga
mes
and
rol
e pl
ay.
Use
who
le n
umbe
rsin
pra
ctic
al s
ituat
ions
;us
e fr
actio
ns in
the
cont
ext
of s
impl
esh
ape.
Rec
ogni
se a
ndus
e co
ins
of d
iffer
ent
valu
es.
Use
dec
imal
s in
the
cont
ext
of m
oney
an
d m
easu
res;
use
nega
tive
num
bers
in
the
con
text
of
tem
pera
ture
; use
frac
tions
and
perc
enta
ges
toes
timat
e, d
escr
ibe
and
com
pare
prop
ortio
ns o
f a
who
le in
pra
ctic
alco
ntex
ts.
Use
rat
io a
ndpr
opor
tion
inpr
actic
al c
onte
xts,
incl
udin
g cu
rren
cyex
chan
ge r
ates
, va
lue
for
mon
ey a
nd s
cale
draw
ings
.
Use
who
le n
umbe
rs,
deci
mal
s, f
ract
ions
,pe
rcen
tage
s, n
egat
ive
num
bers
, ra
tio a
ndpr
opor
tion
in a
varie
ty o
f w
ays
inpr
actic
al c
onte
xts,
incl
udin
g sc
ale
draw
ings
, m
aps
and
plan
s.
Read
and
und
erst
and
way
s of
writ
ing
very
smal
l and
ver
y la
rge
num
bers
.
Mea
suri
ng
Com
pare
tw
o or
mor
e ob
ject
s by
dire
ct c
ompa
rison
of
phys
ical
pro
pert
ies.
Mea
sure
and
com
pare
leng
th a
ndm
ass;
ord
er e
vent
s in
time.
Cho
ose
and
use
ever
yday
uni
ts o
fm
easu
re a
nd f
amili
arm
easu
ring
equi
pmen
t; r
ead
scal
es t
o an
appr
opria
te d
egre
e of
acc
urac
y.
Use
mor
e pr
ecis
em
easu
ring
equi
pmen
tw
ith f
iner
cal
ibra
tions
.M
ake
reas
onab
lees
timat
es o
f a
rang
eof
mea
sure
s in
ever
yday
situ
atio
ns.
Use
cor
rect
uni
ts f
orco
mpo
und
mea
sure
ssu
ch a
s vo
lum
e,de
nsity
or
spee
d.
Read
sca
les
on a
rang
e of
mea
surin
geq
uipm
ent
to g
iven
leve
ls o
f ac
cura
cy.
Mak
e ac
cura
te a
ndre
liabl
e ob
serv
atio
nsch
oosi
ng s
uita
ble
equi
pmen
t; m
easu
rein
a v
arie
ty o
fap
prop
riate
uni
ts.
Gat
her
ing
info
rmat
ion
Cou
nt a
sm
all
num
ber
of o
bjec
ts.
Col
lect
dat
asy
stem
atic
ally
by
coun
ting
and
bym
easu
ring.
Rea
d,un
ders
tand
and
extr
act
data
pres
ente
d in
list
s,ta
bles
, ch
arts
, si
mpl
egr
aphs
and
dia
gram
s.
Gat
her
info
rmat
ion
ina
varie
ty o
f w
ays,
incl
udin
g fr
omqu
estio
nnai
res
orda
taba
ses.
Cho
ose
data
fro
m g
iven
info
rmat
ion
pres
ente
din
a v
arie
ty o
fnu
mer
ical
and
grap
hica
l way
s.
Reco
gnis
e th
edi
ffer
ence
bet
wee
n,an
d th
e im
plic
atio
nsfo
r, ga
ther
ing
disc
rete
and
cont
inuo
us d
ata.
Acc
ess
and
choo
seda
ta f
rom
info
rmat
ion
pres
ente
d in
a v
arie
tyof
way
s an
d fr
omdi
ffer
ent
sour
ces.
Get
rel
evan
tin
form
atio
n fr
omdi
ffer
ent
sour
ces,
incl
udin
g w
ritte
n an
dgr
aphi
cal m
ater
ial,
and
first
han
d by
mea
surin
g or
obse
rvin
g.
Cho
ose
how
to
obta
in r
elev
ant
info
rmat
ion
from
diff
eren
t so
urce
s.
Cal
cula
te
Usi
ng
th
en
um
ber
sys
tem
Jo
in in
with
fam
iliar
num
ber
rhym
es a
ndso
ngs.
Cho
ose
the
appr
opria
teop
erat
ions
whe
nso
lvin
g ad
ditio
n an
d su
btra
ctio
npr
oble
ms.
Reco
gnis
e th
enu
mbe
r op
erat
ions
need
ed t
o so
lve
prob
lem
s. O
rder
larg
enu
mbe
rs t
o de
velo
pan
aw
aren
ess
ofsi
ze/m
agni
tude
and
chro
nolo
gy.
Ord
er n
egat
ive
num
bers
and
deci
mal
s.
Iden
tify
suita
ble
calc
ulat
ions
to
get
the
resu
lts n
eede
dfo
r th
e ta
sk.
Con
vert
mea
sure
men
tsbe
twee
n sy
stem
s,e.
g. c
urre
ncie
s an
d m
ass.
Cho
ose
appr
opria
tem
etho
ds t
o ge
t th
ere
sults
nee
ded,
incl
udin
g gr
oupi
ngda
ta w
hen
appr
opria
te.
Usi
ng
a v
arie
tyo
f m
eth
od
sBe
gin
to u
se t
heco
ncep
t of
‘m
ore’
.M
atch
pai
rs o
fre
late
d ob
ject
s or
pict
ures
.
Use
a v
arie
ty o
fm
enta
l str
ateg
ies
toad
d an
d su
btra
ctsm
all n
umbe
rs.
Use
a v
arie
ty o
fm
etho
ds o
f m
enta
l,w
ritte
n an
d ca
lcul
ator
com
puta
tion;
sol
venu
mer
ical
and
prac
tical
pro
blem
s,ap
prox
imat
ing
ores
timat
ing
asap
prop
riate
; che
ckth
at t
he r
esul
ts m
ake
sens
e by
ref
errin
g to
the
size
of
num
bers
or t
he c
onte
xt.
Che
ck t
he a
ccur
acy
of r
esul
ts u
sing
men
tal e
stim
atio
n,ap
prox
imat
ion
and
inve
rse
oper
atio
ns t
ode
cide
whe
ther
or
not
the
resu
lts m
ake
sens
e.
Wor
k to
the
leve
l of
accu
racy
req
uire
d.C
heck
cal
cula
tions
usin
g di
ffer
ent
met
hods
to
mak
esu
re t
hat
they
mak
ese
nse.
Use
for
mul
aeto
cal
cula
te in
prac
tical
and
ever
yday
situ
atio
ns.
Car
ry o
ut c
alcu
latio
nsin
volv
ing
two
orm
ore
step
s, w
ithnu
mbe
rs o
f an
y si
ze,
with
and
with
out
a ca
lcul
ator
. C
heck
met
hods
and
res
ults
to id
entif
y an
dco
rrec
t an
y er
rors
.Sh
ow c
lear
ly m
etho
dsof
car
ryin
g ou
tca
lcul
atio
ns a
nd g
ive
the
leve
l of
accu
racy
of t
he r
esul
t.
25aSkills framework
Inte
rpre
t an
d p
rese
nt
fin
din
gs
Talk
ing
ab
ou
tan
d e
xpla
inin
gw
ork
Talk
abo
ut o
r sh
owan
aw
aren
ess
ofac
tiviti
es in
volv
ing
num
ber.
Use
the
lang
uage
of
num
ber,
shap
e an
dco
mpa
rativ
es,
and
the
sym
bols
for
addi
tion,
sub
trac
tion,
mul
tiplic
atio
n an
ddi
visi
on w
hen
talk
ing
abou
t w
ork.
Use
the
lang
uage
of
posi
tion
(incl
udin
gco
ordi
nate
s an
dco
mpa
ss p
oint
s) a
ndm
ovem
ent,
dat
a an
dm
easu
res
whe
nta
lkin
g ab
out
wor
k.
Use
cor
rect
mat
hem
atic
alla
ngua
ge,
sym
bols
and
nota
tion
whe
npr
esen
ting
wor
k.
Use
mat
hem
atic
alte
rmin
olog
y an
dno
tatio
n co
rrec
tlyw
hen
desc
ribin
g an
dex
plai
ning
met
hods
and
findi
ngs.
Des
crib
e re
sults
,hi
ghlig
htin
g m
ain
findi
ngs
and
expl
aini
ng h
ow
they
mee
t pu
rpos
e.
Co
mp
arin
g d
ata
Mat
ch o
bjec
ts o
rpi
ctur
es;
sort
obj
ects
acco
rdin
g to
a g
iven
crite
rion.
Sort
obj
ects
, us
ing
one
or m
ore
crite
ria.
Des
crib
e an
dco
mpa
re s
ets
ofdi
scre
te d
ata,
usi
ngth
e m
ode,
mea
n,m
edia
n or
ran
ge a
sap
prop
riate
.
Com
pare
tw
o se
ts
of c
ontin
uous
dat
a.U
se b
asic
idea
s of
cor
rela
tion
tode
term
ine
the
inte
rdep
ende
nce
of t
wo
varia
bles
.
Com
pare
set
s of
da
ta in
a v
arie
ty o
fsi
tuat
ions
, us
ing
perc
enta
ge,
rang
e,m
ean,
mod
e an
dm
edia
n as
appr
opria
te.
Rec
ord
ing
an
din
terp
reti
ng
dat
a an
dp
rese
nti
ng
fin
din
gs
Reco
rd n
umbe
rsin
itial
ly b
y m
akin
gm
arks
or
draw
ing
pict
ures
.
Reco
rd,
inte
rpre
t an
d pr
esen
t da
ta in
sim
ple
tabl
es,
lists
,pi
ctog
ram
s, c
hart
s,gr
aphs
and
dia
gram
s.
Reco
rd, i
nter
pret
and
pres
ent
data
inch
arts
, dia
gram
s,ta
bles
and
gra
phs.
Labe
l gra
phs
and
thei
r ax
esap
prop
riate
ly.Re
cogn
ise
that
som
eco
nclu
sion
s ca
n be
unce
rtai
n or
mis
lead
ing.
Cho
ose
from
,co
nstr
uct
and
inte
rpre
t a
varie
ty
of m
etho
ds o
fpr
esen
ting
data
,in
clud
ing
pie
char
ts,
scat
ter
grap
hs,
line
grap
hs.
Reco
gnis
eth
at s
ome
inte
rpre
tatio
ns c
an
be m
isle
adin
g.
Reco
rd a
nd p
rese
ntga
ther
ed d
ata
in f
ully
labe
lled
form
ats,
with
title
s, s
cale
s, a
xes
and
keys
as
appr
opria
te.
Sele
ct a
nd u
seef
fect
ive
met
hods
to
illu
stra
te f
indi
ngs,
iden
tify
and
show
tren
ds,
and
mak
eco
mpa
rison
s.
26bSkills framework
Fold out to see the complete grid.
Notes
26 Skills framework
