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Next steps

Think about which of the 6 principles you would like to prioritise next.
Two teachers looking at a board with coloured sticky notes.
© BritishCouncil

In this activity, you’ll start thinking about how to build on the foundations of what you’ve learned so far. You will also consider how to build on your original action plans to create a longer term plan.

As well as reflecting on what you’ve already tried, think about which of the 6 principles you’d like to prioritise next.

This will depend on:

  • building on what already works
  • what is possible in the school
  • what you think will have the most impact for your students.

Download the Next steps document below so you can make notes.

Now look at the different ideas for each principle and choose the answer that is best for you at the moment.

  1. Done already.
  2. Will definitely do this, it’s a high priority.
  3. Will do this, it’s a high priority but not urgent.
  4. May do this later – but it’s not a top priority.
  5. Possibly useful.
  6. Unlikely to be useful.

Keep it simple

  • Share the Skills Builder approach with other staff and senior leaders.
  • Teach students about why these skills are important for learning and their future lives.
  • Put up posters or other images of the skills in classrooms.
  • Explain to parents why these skills matter for their children’s education.
  • Give certificates or other recognition to students making progress in skills.

Start early, keep going

  • Ensure there are opportunities for students of all ages to build their core skills.
  • Ensure there are different expectations for students of different ages.
  • Students or teachers keep a record of how their skills are developing over time.

Measure it

  • Teachers assess the level their students are working at in the different skills.
  • Students assess themselves.
  • Progress is recorded over time.
  • Students understand how their skills are progressing over time.

Focus tightly

  • Students are directly taught steps of the skills.
  • They have the chance to practice these skill steps.
  • Teachers check whether students have achieved that step before moving on to the next one.
  • Time is regularly planned in for this teaching.

Keep practising

  • Teachers talk about the core skills where they are relevant in other teaching.
  • Students have the chance to practice their skills in other areas of the curriculum, for example through presenting, working in teams or creating ideas.

Bring it to life

  • Students understand that their core skills are used in lots of different areas of their lives.
  • Teachers set projects which allow students to apply their skills to real life situations.
  • Progress in the skills is celebrated with family and the wider community.
© British Council
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Teaching and Assessing Core Skills

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