The latest on the Welsh Bacc’s Skills Challenge Certificate
Last year we published an independent review of the Welsh Bacc Skills Challenge Certificate. The review made recommendations for how the delivery and design of these qualifications could be improved. In this blog we give a quick roundup of where we’ve got to with implementing the recommendations and our plan for the months ahead.
The start of 2019 has been a busy and productive time for all things Skills Challenge Certificate (SCC). Our work to raise awareness and understanding of the Welsh Bacc’s SCC is continuing apace. In February, we launched a radio campaign across local and national stations and Spotify. We’ve updated our website with personal stories from past students talking about how the SCC has helped them. You can also read testimonies from universities and community groups explaining why they value the SCC.
This spring, we met with our Practitioners’ Group once again. As we reform the design of the SCC, we want to capture how the SCC is working in practice from the point of view of those delivering it. So, we asked the group (which is made up of SCC teachers and coordinators) to discuss examples of the aspects of the SCC that work and those that don’t work from a teaching and learning perspective. There was an encouraging consistency in the feedback on what motivates and engages students and what types of experiences and activities are effective in skills development.
The Design Group’s work has now moved beyond the high-level design considerations to reviewing specific aspects of the SCC in greater detail. The initial focus has been on the definitions of the essential and employability skills. We know that greater clarity about these skills could help to improve teachers’ and learners’ understanding of them, support progression within and across levels, and bring more clarity to the learning outcomes and assessment criteria. The group is also considering how the skills are linked to and assessed in each of the SCC Challenges and the Individual Project.
Our next steps will be to start shaping proposals for changes, based on the outcomes of the work of the Design Group and the Practitioners’ Group.
We have now established and met with the newly formed Welsh Bacc Design Group, whose role is to consider and develop proposals for changes to the SCC. The Group includes representatives from CollegesWales, Estyn, the regional education consortia Welsh Government, WJEC. Four skills-based qualifications and assessment experts that we have commissioned to provide technical advice and guidancealso sit on the group.
The group met for this first time in November. In this meeting, we established the purpose and role of the Group and importantly the context within which we are working with the new curriculum for Wales in development. The Group then began to consider what could be done to refine and develop the SCC further.
Every aspect of the SCC was up for discussion at the meetings. It was interesting to hear a range of viewpoints, all informed by a different relationship with the qualification; from those approaching with fresh eyes to others who have been involved in legacy versions. A constant throughout the discussion was the acknowledgement of the merits of the SCC and an appetite to build upon that to improve and strengthen it. At the heart of each discussion was the consideration of the experience of students and teachers.
Sitting alongside the Design Group is the Welsh Bacc Practitioners’ Group. This Group comprises around 25 teachers who deliver the SCC from a broad range of schools and colleges across Wales. They have a wealth of experience of the rewards and challenges of delivering the qualification and what it takes to engage students, inform parents and organise resources making it the perfect forum to test the Design Group’s proposals and to provide feedback to inform developments.
The first meeting of this Practitioners’ Group took place in mid-Wales in November. Ideas on how to support the current model of the SCC were discussed, before considering what could be done to refine and strengthen it. We will be meeting again in February.
The outcomes of the discussions of both Groups have been shared with each other. We feel that this is an important part of the process as any changes that are introduced must be considered thoroughly following careful planning and engagement, whilst being mindful of the wider education context. Encouragingly, there was a significant commonality between the areas the two Groups identified for improvement as well some new suggestions.
Both groups will meet again in January and February to firm up proposals for how the design of the SCC could be improved. In our next update we will share some of the ideas coming out of those discussions.