Activity 1
With a partner, identify an example of each of the following
types of skill that you have promoted recently during
learning and teaching. Explain how you tried to develop
the skill.
• A specific skill
• A transferable skill
• A personal quality
You will find examples of each of these types of skill in the
experiences and outcomes. The skill is not labelled
separately but it is straightforward to identify the emphasis
on skill and the type of skill from the Es and Os.
Activity 2
With a partner, underline the words that signal skill
development in the following three technologies Es
and Os and identify the type of skill that is indicated.
I can access, retrieve and use
information from electronic sources to
support enrich or extend learning in
specific contexts. TCH 1-03b
The first example indicates the development of specific
groups of ICT skills, which could be broken down
further into sub-skills. This E and O encourages their
development in learning contexts.
Having gained knowledge of colour theory, I
can apply it to a food or textile item or when
using computer aided design/computer aided
manufacture.
TCH 4-11d
The second example highlights knowledge of colour
theory but goes beyond knowledge to require the
learner to show understanding by applying the theory in
one or more of the contexts described. This is an
example of a transferable Thinking Skills.
When participating in a collaborative
enterprise activity, I can develop
administrative and entrepreneurial skills
which contribute to the success of the activity.
TCH 3-07a
The final example encourages the development of a
range of skills required in collaboration, including
organisational and interpersonal skills. The reference
to entrepreneurial skills suggest aspects such as
creativity, communication and presentational skills
which are important in enterprise.