Designing curriculum and learning resources
Designing curriculum and learning resources
Embedded Files
The Skills Builder Universal Framework and the Skills Builder approach shows how to build essential skills into learning resources delivered by a facilitator (by a teacher in a school/college context, for example), as well as online learning resources.
Given the transferable nature of the essential skills, our approach to embedding essential skill development into learning resources can be applied to any area of learning.
Video Case Studies - Curriculum and Learning Resources
Video Case Studies - Curriculum and Learning Resources
How do partners boost employability through curriculum/learning resources?
Watch this video to hear how the Careers and Enterprise Company have embedded skills development into the resources for 27 different subjects in a school curriculum.
Using the Skills Builder approach to embed essential skills development into learning resources
Using the Skills Builder approach to embed essential skills development into learning resources
Building essential skills is particularly effective if learners have the opportunity to relate the skills to different contexts, and ideally reflect on and practise their skills in different contexts. Any learning resource can provide that context, whatever the content.
The most effective and impactful ways our educator partners have been embedding essential skill development into their learning resources include:
Identifying the skills you want learners to develop (it may be that there are natural opportunities for learners to apply certain skills already, and it's a case of making this explicit, or you may want to create new opportunities to develop skills).
Telling learners the skill(s) and skill step(s) they are going to be focusing on (for example, by including a skill step in the learning objectives/outcomes, alongside, for example, knowledge-based objectives). Ideally this would be based on formative assessment (although this may not be possible with new learners).
Making the visual connection for learners to other contexts in which the skills have occurred, using the skill icons.
Explaining what 'good' looks like for those focus areas, and checking understanding (either by signposting to the relevant Universal Framework page or Launchpad module, or (if delivered by a facilitator) explained by facilitators using the Framework's Building Blocks).
Making explicit the skill steps they are practising, with 'stretch' opportunities (for example, by introducing and explaining a higher skill step) and scaffolding (for example, by introducing the expanded framework to learners) both available.
Incorporating space for learners to reflect on and articulate their understanding of the skill(s) in questions, and how they've applied their skills in a particular task. Ideally you would use the reflection questions on the Universal Framework to support accurate reflections.
Providing feedback and supporting learners to identify strengths and areas for development against the Universal Framework.
Measuring progress to track whether your actions are having a positive impact.
Achieving an impact level for your learning resources
Achieving an impact level for your learning resources
It is possible to achieve impact level 4 for skills provision in learning resources. Below you will find actions to help you work towards achieving the full range of impact levels.
You can read more about the impact levels and the directory here.
Establish a skill/skills to focus on in the learning resource
Introduce the skill(s) to learners and its/their definition.
Share with learners the links between essential skills and positive outcomes, e.g. research shows that essential skills are correlated with life outcomes, from increased wellbeing and higher earnings to a lower probability of being out of work or education.
Recommended:
You may want to identify and appeal to the motivations of your learners here, and/or discuss the importance of the skill in relation to the learning/subject content.
Follow the guidance to achieve impact level 1, plus:
Ask (reflective) questions and/or provide feedback to support learners to reflect on their strengths and areas for development.
Keep track of the stage/step level at which learners are working, and make this visible to learners.
Recommended:
Support learners to log specific examples of when they've applied their skills, using a recognised reflection method, such as STAR.
Follow the guidance to achieve impact level 1 and 2, plus:
Make explicit to learners the skill steps they are expected to apply through a task.
Recommended:
Learners focus on one skill and one step at a time.
Tell learners the stage they are working at (Getting started, Intermediate,...)
Before learners are expected to practise a specific skill step, explain the skill step and check learners' understanding.
To differentiate, provide a range of 3 step levels for learners/facilitators to choose from, and/or share the expanded framework (see below)
Ask reflection questions during/after a specific task, to encourage learners to reflect on and articulate how they've applied their skills.
Follow the guidance to achieve impact levels 1, 2, and 3, plus:
Provide a skills evaluation/assessment before and after learners use the resources/ the curriculum is delivered, so you can quantify if progress has been made. You may want to include more regular reviews.
We'd need to see evidence that you are tracking progress in at least 1 of the skills.
Supporting Resources
Supporting Resources
For information on all the tools/resources mentioned below including how to access these, see here.
Introduce the Universal Framework to learners. It’s important the learner (and facilitator/resource designer) take time to get to know what the essential skills are, their definitions, the different steps of progress, and how to build and practise each step.
Refer to the Building Blocks in the 'Build It' section of each skill step to help learners understand what 'good' looks like before the task is set.
Filter for 'educators' in the 'Build It' section of each skill step for information about how to teach it, reinforce it and assess it.
Embed the reflection questions in the 'Build It' section of each skill step into the learning resource.
Ask learners to complete a skill workbook, skill record or skill passport throughout their learning.
Bring the learning to life by asking learners to complete the virtual work experience modules and/or complete their skills-based CV using the skills-based CV guide.
If the learning is facilitated:
Use the group-level assessment to build an understanding of your groups' skill levels and inform future planning.
Deliver the short lessons (there are 2-3 for each skill step) and/or skill workshops.
Use the skill icon/framework posters for reference during tasks.
Use the skill certificates to celebrate progress.
Use our videos to introduce and explain to learners the skills and/or specific steps they will be working on.
Drop these picture files of the essential skill icons onto learning resources to make a visual connection to the skills learners may be developing in other areas.
Share a link to the Home Learning Hub with parents/carers, and/or direct them to specific skills and/or steps for them to work on with their child.
Depending on the length of time a learner has with the resource, learners may complete one or more self-assessments for a skill/skills. If a facilitator is present, ask learners to justify their assessments (if possible), and work with them to identify opportunities to build on strengths and improve weaker areas.
Signpost learners to Launchpad, to learn more about and practise their skills. There's a space on Launchpad for them to record evidence of how they've applied their skills over the course of their learning.
If learners are struggling to understand and/or develop a certain skill step, break that step down for them into 'stepping stones' using the expanded framework.
Find support to discuss the positive outcomes related to essential skill development in our recent research reports.
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