Tel: Key Skills Unit (029) 2026 5100/5172 / 5032

WJEC

245 Western Avenue

Cardiff CF5 2YX

Fax (029) 2026 5157

INTRODUCTION

WJEC provides Key Skills support and accreditation to centres throughout Wales. All WJEC's Key Skills moderators who are practising teachers, Key Skills and Welsh Baccalaureate co-ordinatorsare able to advise and support centres from the perspective of their own practical experience in delivering and assessing Key Skills.

The support whichWJEC offers extends to the administrative and organisational elements of Key Skills provision. WJEC’s available to give personal advice and help at the end of a telephone or by e-mail; contact details are given below.

In addition, WJEC's new website - - has a range of useful information on Key Skills. The relevant pages can be accessed directly through and includeguidance and teacher supportmaterial and information about the Standards. One of these is the website,managed by WJEC and whichincludes example portfolios for all Key Skills at levels 1 to 3.

Further information on Key Skills at WJEC is available from:

Bryan Davies (WJEC Key Skills Officer) and Michelle James (Key Skills Administrative Support Officer)

WJEC, 245 Western Avenue, CardiffCF5 2YX.

Tel no: 029 2026 5100029 2026 5172029 2026 5032

Fax no: 029 2026 5157

WJEC's other educational services include:

GCSE and GCE examinations
The Welsh Baccalaureate Qualification
Professional development for teachers
Bilingual educational resources - online and in print
National Youth ArtsWales

Information about these can be obtained from WJEC's website:

The photograph on the front cover, showing a student building her Application of Number portfolio, is reproduced with kind permission of the Headteacher, BryngwynSchool, Llanelli

CONTENTS

1.Overview of Key Skills

2.Administration

1.Fees

2.Centre Registration Form

3.Secure Website

4.Entry Procedures

5.Entry Codes

3.Key Skills Standards

1.The Standards

2.Progression

4.Delivery Models

5.The Portfolio of Evidence

1.The Portfolio

2.Naturally Occurring Evidence

3.Assignments

6.Internal Assessment and Quality Assurance

1.Essential Publications

2.Key Skills Co-ordinator

3.Witness Statements

4Internal Assessment

5.Internal Moderation and Standardisation

6.Maintaining Standards over Time

7.Accreditation

1.Accredited Centres

2.External Moderation

3.Proxy Qualifications

4.Publication of Results

5.Feedback to Centres

6.Certification

7.Enquiries about Results

8.Access and Special Consideration

9.Supporting Centres

1.Support Material

2.Formative Moderation

3.Centre-support visits

4.INSET Course A26690

10.Useful Contacts

Appendices

Portfolio Record: Internal Assessment and Standardisation

Portfolio Record: Candidates by Key Skill and Level
1.OVERVIEW OF KEY SKILLS

There are six Key Skills:

WJEC Qualification Numbers
Level 1 / Level 2 / Level 3 / Level 4
Application of Number
Communication
ICT
*IOLP
*Problem Solving
*Working with Others / 100/0310/1
100/0315/0
100/0317/4
100/3829/2
100/3833/4
100/3837/1 / 100/0312/5
100/0314/9
100/0318/6
100/3830/9
100/3834/6
100/3838/3 / 100/0313/7
100/0316/2
100/0319/8
100/3831/0
100/3835/8
100/3839/5 / 100/0320/4
100/0321/6
100/0322/8
100/3832/2
100/3836/X
100/3840/1

* Often referred to asthe ‘Wider’ Key Skills

EachKey Skill is a qualification certificated from levels 1 to 4. Whilst the Key Skills Standards are the same across Wales, Northern Ireland and England, Application of Number, Communication and Information and Communication Technology are certificated in Wales by means of an internally assessed and an externally moderated portfolio ONLY; there are NO external tests. ‘Proxy qualifications’ can also be used to claim exemption, in one instance, for level 3 Application of Number and for Information and Communication Technology atlevels 1-3.

Key Skills are a range of essential skills that underpin success in education, employment, lifelong learning and personal development.Key Skills are an integral part of the Welsh Baccalaureate Qualificationand Modern Apprenticeship Frameworks.And, as part of the 14-19 Learning Core, all 14-16 year olds will be expected to develop all six Key Skills at the level appropriate to their chosen programme whilst, post 16, all learners should develop the Key Skill of Communication plus a minimum of two others.

The importance of Key Skills was emphasised in The Annual Report of Her Majesty’s Chief Inspector of Education and Training in Wales 2004-2005 which stated that:

These skills will better equip learners for a future work environment. Those who are flexible and able to continue learning to refresh their existing skills and gain new ones will be best equipped to meet the challenges of the changing nature of work.

The achievement of all six Key Skills, including those often referred to as the ‘wider’ Key Skills, are recognised in the Universities and Colleges Admissions Service (UCAS) tariff for admission to higher education with eachKey Skill attracting the following points:

Level 4 – 30 points

Level 3 – 20 points

Level 2 – 10 points

Further information on the importance of Key Skills can be accessed from DCELLS-Dysg Key Skills Support Programme Cymru on:

2.ADMINISTRATION

1.Fees

In and from 1st September 2007

For each Key Skill (all levels): £6.00

For claiming proxy qualifications for ICT (all levels): Free

NB – Centres entering candidates for Application of Number, Communication and Information and Communication Technology will receive any of Improving Own Learning and Performance, Problem Solving and Working with Others free of charge.

2.Centre Registration Form

Each centre should submit a Registration Form to WJECas its candidates embark upon their Key Skills programmes. The purpose of this form is:

For WJEC to update its contact details including the name of the Key Skills Co-ordinator to ensure that centres receive the correct level of support and information

For centres to use as an aid memoir by briefly outlining their delivery and quality assurance procedures.

The form is included with this Handbook. Completed forms should be returned AS SOON AS POSSIBLE to WJEC’s Key Skills Unit

3.Secure Website

Centres can view their entry and results details via a Secure Website once registered with WJEC. To register with the Secure Website, an email, confirming the centre’s number, centre name, contact name and designation should be sent to:

Each primary Secure Website account holder is able to set up ten additional secondary accounts.

4.Entry Procedures

Formative moderation is available on request – see point 7.2 below – and there is four opportunities to enter candidates for accreditation:

(i) Entries by / (ii) Last date for amendments / (iii) WJEC requests
sample by / (iv) WJEC
receives sample by / (v) Results
November Series
1 October 2007 / 19 October 2007 / 5 November 2007 / 16 November 2007 / 17 January 2008
January Series
3 December 2007 / 11 January 2008 / 21 January 2008 / 4 February 2008 / 17 March 2008
March Series
4 February 2008 / 22 February 2008 / 3 March 2008 / 17 March 2008 / 8 May 2008
June Series
2 May 2008 / 19 May 2008 / 3 June 2008 / 16 June 2008 / 14 August 2008

(i)1.Also for entering candidates claiming exemptions through proxy qualifications

2.Centres should confirm with WJEC by this date whether standards or consortium moderation is required

(ii)Late fees will be charged for any new entries received after this date

(iii)Centres opting for standards or consortium moderation will be contacted separately

(iv)Only portfolios that have ‘passed’ the centre’s internal assessment and quality assurance procedures should beentered by this stage.

(v)WJEC will contact centres in writing to resolve any issues before publishing results

5.Entry Codes

Centres’ should refer to WJEC Entry Procedures: Winter 2007 and Summer 2008 when entering candidates.

Communication / Cyfathrebu / Application of Number / ICT
E / W / E / W
Portfolio /

Level 1

/ 0902 01 / W912 01 / 0922 01 / W922 01 / 0932 01 / W932 01
Level 2 / 0902 02 / W912 02 / 0922 02 / W922 02 / 0932 02 / W932 02
Level 3 / 0902 03 / W912 03 / 0922 03 / W922 03 / 0932 03 / W932 03
Level 4 / 0902 04 / W912 04 / 0922 04 / W922 04 / 0932 04 / W932 04
Full Proxy / *Level 1 / N/A / N/A / N/A / N/A / 0933 01 / W933 01
*Level 2 / N/A / N/A / N/A / N/A / 0933 02 / W933 02
*Level 3 / N/A / N/A / +0923 03 / +W923 03 / 0933 03 / W933 03
* For use ONLY when candidates have fulfilled the criteria for claiming exemptions – see point 6.2 below
+ The ONLY qualification that currently actsas an exemption is GCE AS Use of Mathematics
Working With Others / Improving Own Learning
and Performance / Problem Solving
E / W / E / W / E / W
Portfolio /

Level 1

/ 0942 01 / W942 01 / 0952 01 / W952 01 / 0962 01 / W962 01
Level 2 / 0942 02 / W942 02 / 0952 02 / W952 02 / 0962 02 / W962 02
Level 3 / 0942 03 / W942 03 / 0952 03 / W952 03 / 0962 03 / W962 03
Level 4 / 0942 04 / W942 04 / 0952 04 / W952 04 / 0962 04 / W962 04

3.KEY SKILLS STANDARDS

The Standards

The Key Skills Standards are available from levels 1 to 4 and correspond to other qualifications within the National Qualifications Framework e.g. level 2 Key Skills can be broadly related, in terms of the level of demand, to GCSE grades A* - C. It must not be assumed, however, that a candidate’s Key Skills will be at the same level as their main programmes of study. The Key Skills Standards can be used by candidates to develop and achieve the Key Skills at their own pace, taking account of their learning needs and evidence gathering opportunities.

Each Standard is in four parts and is written directly to the candidate:

an overview of Key Skills and what the Standard involves at that level

Part A – You need to know how to… describes the techniques and knowledgeto be learnt and practiced

Part B – You must… describes how the skills acquired in Part A are to be applied and are the criteria against which the portfolio will be assessed

brief guidance and examples of the techniques and knowledge required in Part A and advice about producing the evidence for Part B.

Candidates will need to be confident AND competent in BOTH Parts A and B

Part A
The techniques and knowledge (the know how) / PLUS / Part B
The application of skills
(the thinking and doing skills)

Teachers and trainers could achieve this by:

providing structured opportunities for candidates to DEVELOP the knowledge and techniques required in Part A

help to identify evidence gathering opportunities for candidates to show they can APPLY these skills in Part B

ensuring these opportunities will reinforce the development and assessment of Key Skills

involving candidates in their own learning, evidence gathering and assessment.

Candidates should have their own copy of the Key Skills Standards. WJEClogbooks and/or workbooks or centre produced equivalent should be given to candidates as they starttheir Key Skills programmes. These can be used by candidates to track their progress and by Assessors to record feedback.

2.Progression

Each level builds upon the previous one so the higher the level, the more challenging and demanding the Standards become. Progression is characterised by the candidate:

taking more responsibility for their work

demonstrating greater autonomy

applying Key Skills in more demanding situations

using an increasing range of complex techniques.

An essential part of progression is the increasing levels of autonomy and responsibility that candidates need to demonstrate at the higher levels. The section, Progression from levels 1 – 4, in the regulators Key Skills Standards and Guidance, shows how much responsibility candidates are required to take at each level e.g. for Improving Own Learning and Performance:

At all levels, candidates are required to show they can plan their learning, take action to improve their performance and review their learning and performance. At levels 1 and 2, the candidate works with an appropriate person who takes the lead in setting targets and reviewing progress. At level 3, the candidate takes the lead role.

The Standards are designed to encourage progression, both in techniques and the application of skills. Candidates do not have to start at level 1 but can begin at any level that either matches their current skills level or one to which they wish to progress.

The level descriptors on opposite page illustrate progression for Information and Communication Technology:

At Level 1 candidates are required to handle simple numerical, textual and graphical information in the context of short, straightforward tasks, using basic techniques. There is no requirement at level 1 to combine information, or for candidates to use spreadsheets when manipulating numerical information – there are many software applications that manipulate numbers.
Candidates should know how to use technology safely, care for equipment, and avoid loosing data. They should also know how to send and receive email and to whom they should turn if things go wrong.
At Level 2 candidates are required to carry out effective searches and derive new information. They must also present combined information, suchas text with images or numbers in a consistent way. Activities require a greater range of technique and more steps than at level 1.
Candidates can be expected to enter formulae when using appropriate software (e.g. spreadsheet, stock control, accounting) to generate simple calculations suchas totals.
They need to observe copyright and confidentially laws and health and safety risks.
They should be able to spot errors and their causes and be aware of ways of reducing the risk of viruses. They should also know how to send and receive emails.
At Level 3 there is an increase in the complexity of activities and techniques required, suchas the ability to create structures and procedures for developing text, image and number.
Candidates are required to plan and carry through at least one major task. They must know how to manage their work, and the technology and software they are using. This includes observing laws of copyright and rules of confidentiality; safe working and avoiding loss of information; identifying errors and minimising risks from viruses. Candidates need to be aware of the wider implications of using ICT.
They should also know how to send and receive emails with attachments.

4.DELIVERY MODELS

From Dysg/DCELLS Division, Welsh Assembly Government

Delivery Model / Example
EMBEDDED:
In this model, the learner picks up generic skills in the context of their main learning. Key Skills are developed within the context of the overall learning programme through naturally occurring circumstances. No additional teaching or assessment of
progress in Key Skills is provided /

A course of study is followed with key skills opportunities signposted within the scheme of work and lesson plans.
The use of Key Skills is highlighted within course work and opportunities are provided for learners to practise and apply their Key Skills in coursework.

FULLY INTEGRATED DELIVERY:
Key Skills are integrated within all post-16 courses of study. It assumes that learners take advantage of naturally occurring opportunities for Key Skills work, covering all the requirements of the Key Skills unit(s). The learner, in the course of their study, fills any gaps in Key Skills underpinning knowledge independently. The learner takes full responsibility for developing a portfolio of evidence to accredit their Key Skills. /

Learners follow an individual learning programme (ILP) of Key Skills.
Learners’ progress in Key Skills is tracked and monitored on a regular basis
Learner’ Key Skills are accredited through a portfolio of evidence that is internally verified and externally moderated

DISCRETE DELIVERY:
Key Skills are delivered and assessed in parallel with another course of study or via a separate taught programme of Key Skills sessions. Where Key Skills are taught in parallel to the main course of study, they may reflect outside interests or talents. /

Key Skills are front loaded during a Skill Build induction period
Key Skills sessions are separately timetabled on a daily, weekly or ‘unit’ basis
Learners develop their Key Skills through Additional Learning Support
Key Skills are included as part of informal learning (suchas using Key Skills to achieve D of E) or enrichment activities (suchas using Key Skills for cross-peer mentoring

COMBINED DELIVERY:
Aspects of the Integrated and Discrete models can be combined to provide a ‘best fit’ for providers and learners /

Key Skills workshops are timetabled to provide opportunities and guidance for learners to complete Key Skills assignments to generate evidence for multiple Key Skills qualifications. These assignments are typically contextualised to the needs and interests of learners
Key Skills GCHs are timetabled to fill gaps identified through initial screening assessments
IOLP Key Skills Tutorials are timetabled to support the Learning Pathway targets identified by the learner

2.The Portfolio of Evidence

1.The Portfolio

To achieve certification, candidates must present evidence to coverALLofPart B in FULL the required number of times. With the exception of Communication, where evidence can be collected from a variety of situations, evidence for the other five Key Skills must show that Part B has been followed as a continuous process and NOT through a series of unrelated activities or tasks.

Evidence can be gathered in a portfolio or an electronically based storage and retrieval system and be in the form of:

written material, including number work
visual forms, suchas artwork, photographs, charts, diagrams, graphs, screen displays
physical products, suchas working models and artefacts
assessment records, notes and witness statements
records of candidate responses to Assessor questions
audio/visual recordings.

Candidates should be encouraged to include evidence from outside their programmes of study, suchas work-based and voluntary work, provided it can be authenticated and is assessed against the requirements of Part B.

Evidence can be presented in separate portfolios or be integrated. A portfolio can contain evidence that is entirely in English or Welsh or a mixture of both i.e. dual language, in any proportion, providing the two languages are NOT mixed within an individual activity or task. Work from a Modern Foreign Language [MFL] CANNOTbe used as evidence.

Each portfolio must contain the following when presented to WJEC for external moderation:

a completed logbookor an equivalent evidence tracking record, including an authentication statement signed by the candidate
assessment records, signed by the Assessor
sufficient evidence to meet the requirements of Part B in FULL the required number of times.

copies of any assignment briefs.

Candidates should use their WJEClogbook, workbook or centre produced equivalent to record evidence and to track their progress against Part B. The logbooks and workbooksinclude a statement that each candidate must sign to authenticate their evidence.

WJEClogbooks and workbooks can be used by Assessors to record feedback.

Centres can produce their own logbooks, providing they cover ALL of Part B and have a candidate authentication statement.

2.Naturally Occurring Evidence

Key Skills are best developed when used regularly by candidates in their main programmes as this reinforces their relevance and importance. To assist this process, all GCE, Applied GCE, GCSE, GNVQ and NVQ specifications have been audited to identify where the content presents contextualised opportunities for candidates to develop and collect evidence for assessment. The identification of such opportunities is often called signposting. This process is not exhaustive as the most effective audit is that carried out by the teacher and trainer against their own schemes of work. It should also be recognised that not all programmes of study will provide candidates with the same or equally valid opportunities for the development and assessment of Key Skills.