About Key Skills

  
Key skills are a range of essential skills that underpin success in education, employment,
 
lifelong learning and personal development.  
   
Learners at the Headjogs Academy develop thier key skills from the beginning of their program. The individual kell skills needs are identified upon acceptance into the academy. Key  
Skills training is then delivered alongside hairdressing training. Learners work on Salon
based projects that stimulate thier interest and cover all areas of key skills e.g. identifying
  which products and services generate the most income in their salons (application of number), collect data to support their project (till receipts, customer surveys, etc) analyse thier findings and then compare with other learners (communication).
   
  Salon based project work is then supported by Key Skills Tutors which run regular structured Key Skills teaching sessions. Key Skills sessions are performed in small informal groups (no bigger then ten learners at any time) where learners are encouraged to co-operate and work effectively with each other .
   
  The six key skills units are:
   
  Communication: taking in information by reading and listening; providing information by
  speaking and writing.  
   
  Application of Number: being confident about using, interpreting and manipulating numbers
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quickly and accurately.  
     
  Information Technology: using computers to source, select, enter and present text, data and images.  
     
  Working with Others: playing a full part in a team and being clear about their own responsibilities.  
     
  Improving Own Learning and Performance: beiong able to plan and monitor their own work and learning.  
     
  Problem Solving: being able to analyse problems and make decisions.  
     
  For each of the key skills their are different levels. Levels 1-3 are the levels most likely to be used in Mordern Apprenticeships  
     
  Level One helps the learner to develop basic skills that are important for key skills competence, and recognises thier ability to apply these skills in meeting given purposes within routine situations.  
     
  Level Two builds on Level One by requiring learners to extend their basic skills. It recognises thier ability to take responsibility for some decisons about how they select and apply these skills to meet the demands of largely straightforward tasks.  
     
  Level Three makes a shift from straightforward tasks to being capable of responding to the demands of more complex activities. Learners need to demonstrate more explicit resoning ability and personal responsibility in making decisions about how tasks are organised.