skillsbuilder.org
Skills Leader Training Day Two
Global - Phase 2 2024. 

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skillsbuilder.org
Skills Leader Training Day Two
Global - Phase 2 2024

skillsbuilder.org
Intended Outcomes
To connect with your network of skills leaders
To reflect on how you use the Universal Framework
1
To consider the next steps for your programme
4
To explore the principles and share examples of good practice
2
To plan your case study
3. 

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skillsbuilder.org
Intended Outcomes
To connect with your network of skills leaders
To reflect on how 
you use the 
Universal 
Framework
1
To consider the next 
steps for your 
programme
4
To explore the 
principles and share 
examples of good 
practice
2
To plan your 
case study
3

skillsbuilder.org
Step 7: I contribute to group decision making, whilst recognising the value of others’ ideas
Step 3: I work with pride when I am being successful
Introductions: 5 minutes ●
Introduce yourself. ●
Share a success from your programme.. 

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Step 7: I contribute to group 
decision making, whilst recognising 
the value of others’ ideas
Step 3: I work with pride when I am 
being successful
Introductions: 5 minutes
 
●
Introduce yourself. 
●
Share a success from your programme.

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One day, everyone will have the essential skills to succeed.. 

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One day, everyone 
will have the 
essential skills to 
succeed.

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A life-long journey of essential skills development
We want every individual to have many opportunities to develop their essential skills across their lives. Wellbeing
Education
Career. 

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skillsbuilder.org
A life-long journey of essential skills development
We want every individual to have many opportunities to develop their essential skills across their lives. 
Wellbeing
Education
Career

skillsbuilder.org
The Universal Framework. 

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The Universal Framework

skillsbuilder.org
Eight Essential Skills and the Universal Framework. 

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Eight Essential Skills and the Universal Framework

Speaking clearly Speaking engagingly Speaking adaptively Speaking influentially Step step O Step 1 step 2 step 3 Step 4 Step 5 Step 6 step 7 step 8 step 9 step 10 Step 11 step 12 step 13 step 14 step 15 Statement I speak clearly to someone I know I speak clearly to small groups of people I know I speak clearly to individuals and small groups I do not know I speak effectively by making points in a logical order I speak effectively by thinking about what my listeners already know I speak effectively by using appropriate language I speak effectively by using appropriate tone, expression and gesture I speak engagingly by using facts and examples to support my points I speak engagingly by using visual aids to support my points I speak engagingly by using tone, expression and gesture to engage listeners I speak adaptively by changing my language, tone and expression depending on the response of listeners I speak adaptively by planning for different possible responses of listeners I speak adaptively by changing my content depending on the response of listeners I speak influentially by changing the structure of my points to best persuade the listeners I speak influentially by changing the examples and facts I use to best persuade the listeners I speak influentially by articulating a compelling vision that persuades the listeners Getting Started: Speaking clearly and effectively Intermediate: Speaking engagingly Advanced: Speaking adaptively Mastery: Speaking influentially. 

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Speaking clearly
Speaking
engagingly
Speaking
adaptively
Speaking
influentially
Step
step O
Step 1
step 2
step 3
Step 4
Step 5
Step 6
step 7
step 8
step 9
step 10
Step 11
step 12
step 13
step 14
step 15
Statement
I speak clearly to someone I know
I speak clearly to small groups of people I know
I speak clearly to individuals and small groups I do not know
I speak effectively by making points in a logical order
I speak effectively by thinking about what my listeners already know
I speak effectively by using appropriate language
I speak effectively by using appropriate tone, expression and gesture
I speak engagingly by using facts and examples to support my points
I speak engagingly by using visual aids to support my points
I speak engagingly by using tone, expression and gesture to engage listeners
I speak adaptively by changing my language, tone and expression depending on the
response of listeners
I speak adaptively by planning for different possible responses of listeners
I speak adaptively by changing my content depending on the response of listeners
I speak influentially by changing the structure of my points to best persuade the
listeners
I speak influentially by changing the examples and facts I use to best persuade the
listeners
I speak influentially by articulating a compelling vision that persuades the listeners
Getting Started:
Speaking clearly and
effectively
Intermediate:
Speaking engagingly
Advanced:
Speaking adaptively
Mastery:
Speaking influentially

skillsbuilder.org
Independent task
In your own words: 1.
What are the benefits of the Universal Framework for teaching essential skills?
2.
What is your long term vision for essential skills at your institution? The Universal Framework
Add notes to your workbook
Page 3. 

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Independent task
In your own words:
 
1.
What are the benefits of the 
Universal Framework for teaching 
essential skills?
2.
What is your long term vision for 
essential skills at your institution? 
The Universal Framework
Add notes to your 
workbook
Page 3

skillsbuilder.org
How do you access the framework?
Online Platforms
Offline resources folder Other ways. 

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How do you access the framework?
Online Platforms
Offline resources folder 
Other ways

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Independent task:
1.
Spend 5 minutes exploring an online or offline platform of your choice. 2.
Be ready to feedback: how does this benefit your students? Add notes to your workbook
Page 4-5 The Universal Framework. 

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Independent task:
1.
Spend 5 minutes exploring an online or offline platform of 
your choice. 
2.
Be ready to feedback: how does this benefit your 
students? 
Add notes to your 
workbook
Page 4-5   
The Universal Framework

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Discussion:
1.
What else could you do to maximise the use of the platform/s or offline materials?
2.
What additional training or support might your staff need to help them to use them effectively?
Add notes to your workbook
Page 4-5 The Universal Framework. 

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Discussion:
1.
What else could you do to maximise the use of the 
platform/s or offline materials?
2.
What additional training or support might your staff need to 
help them to use them effectively?
Add notes to your 
workbook
Page 4-5   
The Universal Framework

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Skills Leader Training & Networking
1
2
3
Skills Leader Training Day 1
Strategy Meeting 1
Teacher training session 1
Strategy Meeting 3
Strategic support from us Online training modules / dedicated support
Ongoing support Hub / Benchmark / Launchpad / Homezone/ Offline Resource folder Tools
Skills Leader Training Day 2
Strategy Meeting 2
Teacher training session 2
Training for your colleagues
Skills Builder Global Programme The Skills Builder Accelerator is our flagship programme for educators.. 

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Skills Leader 
Training & 
Networking
1
2
3
Skills Leader 
Training Day 1
Strategy 
Meeting 1
Teacher 
training 
session 1
Strategy 
Meeting 3
Strategic support 
from us
             Online training modules  /  dedicated support
Ongoing support
             Hub  /  Benchmark  /  Launchpad  /  Homezone/ Offline Resource folder   
Tools
Skills Leader 
Training Day 2
Strategy 
Meeting 2
Teacher 
training 
session 2
Training for your 
colleagues
Skills Builder Global Programme 
The Skills Builder Accelerator is our flagship programme for educators.

skillsbuilder.org
Independent task:
1.
Make some notes on what you would like to get out of Teacher Training 2. Include:
➢
Who you want to involve
➢
What you would like them to know or be able to do by the end of the session
2.
Think about when it will be possible to run this session (it usually lasts an hour)
3.
Contact anyone who need to be involved in organising it, i.e. Headteacher, SLT etc
SPRING
Skills Leader Training Day 2
Strategy Meeting 2
Teacher training session 2
Teacher training 2
Add notes to your workbook
Page 6. 

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Independent task:
1.
Make some notes on what you would like to 
get out of Teacher Training 2. Include:
➢
Who you want to involve
➢
What you would like them to know or be 
able to do by the end of the session
2.
Think about when it will be possible to run 
this session (it usually lasts an hour)
3.
Contact anyone who need to be involved in 
organising it, i.e. Headteacher, SLT etc
SPRING
Skills Leader 
Training Day 2
Strategy 
Meeting 2
Teacher 
training 
session 2
Teacher training 2
Add notes to your 
workbook
Page 6

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The Skills Builder Principles
Use of consistent language
Mastery takes time
Ongoing observation and assessment
Explicitly teaching steps of the skills
To reinforce understanding
Links to the real world
Keep it Simple
Start Early, Keep Going
Measure It
Focus Tightly
Keep Practising
Bring it to Life. 

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skillsbuilder.org
The Skills Builder Principles
Use of consistent language
Mastery takes time
Ongoing observation and assessment
Explicitly teaching steps of the skills
To reinforce understanding
Links to the real world
Keep it Simple
Start Early, Keep Going
Measure It
Focus Tightly
Keep Practising
Bring it to Life

skillsbuilder.org
Principle 1: Keep it simple
Use of consistent language
Keep it Simple
Why: • Consistent definitions enable clear understanding.
• Students cannot demonstrate success without a clear definition.
• Displaying the skills and steps reminds students and teachers to use these terms.
How: • Use the language of the Universal Framework so the skills are always described in the same way. • Make the essential skills visible around the school through posters, icons and other visible signs.. 

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Principle 1: Keep it simple
Use of consistent language
Keep it Simple
Why: 
• Consistent definitions enable clear 
understanding.
• Students cannot demonstrate success 
without a clear definition.
• Displaying the skills and steps reminds 
students and teachers to use these terms.
How: 
• Use the language of the Universal 
Framework so the skills are always 
described in the same way. 
• Make the essential skills visible around 
the school through posters, icons and 
other visible signs.

skillsbuilder.org
Principle 1: Keep it simple
Bal Bharati Public School (India)
Al-Kawthar Secondary School (Lebanon)
Greenfield School (Vietnam). 

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skillsbuilder.org
Principle 1: Keep it simple
Bal Bharati Public School 
(India)
Al-Kawthar Secondary 
School (Lebanon)
Greenfield School 
(Vietnam)

skillsbuilder.org
Principle 1: Keep it simple
DLF Public School (India)
Choithram School (India)
Shri Natesan School (India). 

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Principle 1: Keep it simple
DLF Public School (India)
Choithram School (India)
Shri Natesan School (India)

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Reflection - Progress so far
What successes have you had so far?
What challenges have you had so far?
How have you introduced the skills to teachers and learners?
Use of consistent language
Keep it Simple
Bronze Award criteria
The language of essential skills is used in some aspects of school or college life and among some members of the community, including: students, teachers and leaders. Some events such as assemblies also begin to reference the essential skills.
Some teachers recognise and reward student effort and achievement in relation to essential skills.
Some classrooms and other spaces where the essential skills are taught have visual cues and reminders of the skills (such as posters) on display.
Add notes to your workbook
Page 7. 

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Reflection - Progress so far
What successes have you 
had so far?
What challenges have you 
had so far?
How have you introduced the skills 
to teachers and learners?
Use of consistent language
Keep it Simple
Bronze Award criteria
The language of essential skills is used in some aspects of 
school or college life and among some members of the 
community, including: students, teachers and leaders. Some 
events such as assemblies also begin to reference the 
essential skills.
Some teachers recognise and 
reward student effort and 
achievement in relation to 
essential skills.
Some classrooms and other spaces where the 
essential skills are taught have visual cues 
and reminders of the skills (such as posters) 
on display.
Add notes to your 
workbook
Page 7

skillsbuilder.org
Principle 3: Measure it
Why: • Understanding of the strengths and weaknesses of learners essential skills
• Helps to make decisions about what to teach learners next • Tracks the progress of learners to guide future teaching in the classroom
How: • Choose a skill and read the 16 steps • Record which steps your learners can do, and which steps need development
• Choose a step that you will focus on first • Repeat the assessment to monitor progress and share success
Ongoing observation and assessment
Measure It. 

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Principle 3: Measure it
Why: 
• Understanding of the strengths and 
weaknesses of learners essential skills
• Helps to make decisions about what to 
teach learners next 
• Tracks the progress of learners to guide 
future teaching in the classroom
How: 
• Choose a skill and read the 16 steps 
• Record which steps your learners can do, 
and which steps need development
• Choose a step that you will focus on first 
• Repeat the assessment to monitor 
progress and share success
Ongoing observation 
and assessment
Measure It

skillsbuilder.org
Principle 3: Measure it
St Paul’s Primary School (UK)
Greenfield School (Vietnam)
Hamed Gouhar Official Language School (Egypt). 

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Principle 3: Measure it
St Paul’s Primary School 
(UK)
Greenfield School 
(Vietnam)
Hamed Gouhar Official 
Language School (Egypt)

skillsbuilder.org
Reflection - Progress so far
What successes have you had so far?
What challenges have you had so far?
Ongoing observation and measurement
Measure it
Bronze Award criteria
Some teachers regularly use formative assessment to prioritise and inform their teaching of essential skills.
How have you used formative assessment to understand progress in the skills?
Add notes to your workbook
Page 8. 

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Reflection - Progress so far
What successes have you 
had so far?
What challenges have you 
had so far?
Ongoing observation and 
measurement
Measure it
Bronze Award criteria
Some teachers regularly use formative 
assessment to prioritise and inform their 
teaching of essential skills.
How have you used 
formative assessment to 
understand progress in the skills?
Add notes to your 
workbook
Page 8

skillsbuilder.org
Why: • Teach explicitly what is required to make the next step of progress. • Teach directly rather than simply hoping that learners pick them up.
• Direct instruction and focused teaching leads to progress. How: • Create time for explicit Skills Builder lessons.
• Include essential skills on timetables.
• Give teachers training and planning time to decide when and how they will teach the essential skills.
Principle 4: Focus tightly
Explicitly teaching steps of the skills
Focus tightly. 

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Why: 
• Teach explicitly what is required to make 
the next step of progress. 
• Teach directly rather than simply hoping 
that learners pick them up.
• Direct instruction and focused teaching 
leads to progress. 
How: 
• Create time for explicit Skills Builder 
lessons.
• Include essential skills on timetables.
• Give teachers training and planning time 
to decide when and how they will teach 
the essential skills.
Principle 4: Focus tightly
Explicitly teaching steps of the 
skills
Focus tightly

skillsbuilder.org
Principle 4: Focus tightly
Auxilium Convent High School Wadala (India)
Calgary French & International School (Canada)
The White Wings School (Nigeria). 

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Principle 4: Focus tightly
Auxilium Convent High 
School Wadala (India)
Calgary French & 
International School 
(Canada)
The White Wings School 
(Nigeria)

skillsbuilder.org
Reflection - Progress so far
What successes have you had so far?
What challenges have you had so far?
Explicitly teaching steps of the skills
Focus tightly
Bronze Award criteria
Some teachers engage in focused and explicit teaching of essential skills.
Timetables or planning show that some teachers dedicate time to the teaching of skills, pitching teaching at an appropriate level.
How have you pitched teaching at the right level or step for the learners?
Add notes to your workbook
Page 9. 

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Reflection - Progress so far
What successes have you 
had so far?
What challenges have you 
had so far?
Explicitly teaching steps of the 
skills
Focus tightly
Bronze Award criteria
Some teachers engage in focused and explicit 
teaching of essential skills.
Timetables or planning show that some 
teachers dedicate time to the teaching of 
skills, pitching teaching at an appropriate 
level.
How have you pitched teaching at 
the right level or step for the 
learners?
Add notes to your 
workbook
Page 9

skillsbuilder.org
Why: • More opportunities to practise accelerates learners progress.
• Make connections between subjects and essential skills and transfer their skills to a variety of contexts
• Deep learning occurs when learners use their skills frequently in different situations
How: • Consider an upcoming lesson plan. • Select a relevant skill and step/s from the universal framework for the task.
• Introduce the skill step to the class, discuss and reflect on the skill step with your learners and consider how to build on this in subsequent lessons
Principle 5: Keep practising
To reinforce understanding
Keep practicing. 

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Why: 
• More opportunities to practise accelerates 
learners progress.
• Make connections between subjects and 
essential skills and transfer their skills to a 
variety of contexts
• Deep learning occurs when learners use 
their skills frequently in different situations
How: 
• Consider an upcoming lesson plan.  
• Select a relevant skill and step/s from the 
universal framework for the task.
• Introduce the skill step to the class, 
discuss and reflect on the skill step with 
your learners and consider how to build 
on this in subsequent lessons
Principle 5: Keep practising
To reinforce understanding
Keep practicing

skillsbuilder.org
Principle 5: Keep practising
Al Jawad School (Lebanon) Bal Bharati Public School (India)
Northstowe School (UK). 

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Principle 5: Keep practising
Al Jawad School (Lebanon) 
Bal Bharati Public School 
(India)
Northstowe School 
(UK)

skillsbuilder.org
Reflection - Progress so far
What successes have you had so far?
What challenges have you had so far?
To reinforce understanding
Keep practicing
Bronze Award criteria
Some teachers provide opportunities for students to practice essential skills in the wider curriculum, crossing into different subject areas.
How have you reinforced the learning over time?
Add notes to your workbook
Page 10. 

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Reflection - Progress so far
What successes have you 
had so far?
What challenges have you 
had so far?
To reinforce understanding
Keep practicing
Bronze Award criteria
Some teachers provide opportunities for students 
to practice essential skills in the wider curriculum, 
crossing into different subject areas.
How have you reinforced the 
learning over time?
Add notes to your 
workbook
Page 10

skillsbuilder.org
Building skills effectively
1. Assess students
2. Identify focus skill and step
3. Explicitly teach the content of that skill step
5. Reinforce learning over time through activities
6. Observe progress in application of skill step
4. Check understanding of skill step
Ongoing observation and assessment
Measure It
Explicitly teaching steps of the skills
Focus tightly
Finding opportunities to reinforce understanding
Keep Practising
Use of consistent language
Keep it Simple. 

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Building skills effectively
1. Assess 
students
2. Identify focus 
skill and step
3. Explicitly teach the 
content of that skill 
step
5. Reinforce 
learning over 
time through 
activities
6. Observe 
progress in 
application of 
skill step
4. Check 
understanding of 
skill step
Ongoing observation and 
assessment
Measure It
Explicitly teaching 
steps of the skills
Focus tightly
Finding opportunities 
to reinforce 
understanding
Keep Practising
Use of consistent language
Keep it Simple

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Preparing for your case study. 

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Preparing for your case study

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The case study What is the case study?
• The case study celebrates how your school has embedded the six principles.
• As the Skills Leader it’s your opportunity to share your hard work and successes
How do I complete it?
• The case study is completed via an online form. What can I use for guidance?
• The Case Studies Showcase and case study guidance document
Where does it go?
• The case study will be hosted on the Skills Builder Showcase.
Explore Case Studies Showcase (skillsbuilder.org)
Case study guidance document
Add notes to your workbook
Page 11. 

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The case study 
What is the case study?
• The case study celebrates how your school has 
embedded the six principles.
• As the Skills Leader it’s your opportunity to 
share your hard work and successes
How do I complete it?
• The case study is completed via an online form. 
What can I use for guidance?
• The Case Studies Showcase and case study 
guidance document
Where does it go?
• The case study will be hosted on the Skills 
Builder Showcase.
Explore Case Studies Showcase (skillsbuilder.org)
Case study guidance document
Add notes to your 
workbook
Page 11

skillsbuilder.org
The case study activity
Case study action
Principle?
“At the end of every half term, we conduct assessments to evaluate the progress of students in the 8 essential skills”
“Artwork depicting each skill was created and displayed in prominent areas throughout the school premises”
“The skills are consistently applied throughout a variety of class activities, ranging from role plays and dramas to mathematical problem-solving cases, and project-based learning with presentations and after school club activities.”
“Skills Builder is integrated into weekly lessons across the entire school”
“We have introduced the Skills Builder program starting from the Reception (kindergarten) level, ensuring that students are exposed to the concept of essential skills from an early age”
“The school has effectively facilitated opportunities for students to apply their skills in real-world settings, such as during residential trips, field trips, and in preparation for school events.”
Task:
1.
Read the examples taken from a gold award holder case study. 2.
Match each action to the principle it meets. Add notes to your workbook
Page 11. 

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The case study activity
Case study action
Principle?
“At the end of every half term, we conduct assessments 
to evaluate the progress of students in the 8 essential 
skills”
“Artwork depicting each skill was created and displayed 
in prominent areas throughout the school premises”
“The skills are consistently applied throughout a variety 
of class activities, ranging from role plays and dramas to 
mathematical problem-solving cases, and project-based 
learning with presentations and after school club 
activities.”
“Skills Builder is integrated into weekly lessons across 
the entire school”
“We have introduced the Skills Builder program starting 
from the Reception (kindergarten) level, ensuring that 
students are exposed to the concept of essential skills 
from an early age”
“The school has effectively facilitated opportunities for 
students to apply their skills in real-world settings, such 
as during residential trips, field trips, and in preparation 
for school events.”
Task:
1.
Read the examples taken from a gold award 
holder case study. 
2.
Match each action to the principle it meets. 
Add notes to your 
workbook
Page 11

skillsbuilder.org
Independent task:
1.
Why is it important to write a case study?
2.
What have you done so far with Skills Builder that you are most excited to share with others?
3.
Which principles may be more difficult to write about? 4.
Which essential skills will you use when writing the case study?
Add notes to your workbook
Page 11 The case study reflection. 

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Independent task:
1.
Why is it important to write a case study?
2.
What have you done so far with Skills Builder that you are 
most excited to share with others?
3.
Which principles may be more difficult to write about? 
4.
Which essential skills will you use when writing the case 
study?
Add notes to your 
workbook
Page 11   
The case study reflection

skillsbuilder.org
The case study timeline
Book Strategy Meeting 2 with your Education Associate
February
Ask your Education Associate to share the link to the evidence folder, the online form and the ‘Guide to submitting your case study’ document.
February
Add evidence to the folder. This can be photographs, videos or documents. At least 1 piece of evidence for each principle (a single piece of evidence can be linked to more than 1 principle). Please do not include pupils faces.
February/March
Submit first draft to your Education Associate and agree a meeting to check in and receive feedback
April
Final submission including completed permission to publish forms
As soon as possible after check in meeting
Page 12. 

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The case study timeline
Book Strategy Meeting 2 with your Education Associate
February
Ask your Education Associate to share the link to the evidence folder, the online form 
and the ‘Guide to submitting your case study’ document.
February
Add evidence to the folder. This can be photographs, videos or documents. At least 1 
piece of evidence for each principle (a single piece of evidence can be linked to more 
than 1 principle). Please do not include pupils faces.
February/March
Submit first draft to your Education Associate and agree a meeting to check in and 
receive feedback
April
Final submission including completed permission to publish forms
As soon as possible 
after check in 
meeting
Page 12

skillsbuilder.org
Next steps and Action Planning. 

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Next steps and Action Planning

skillsbuilder.org
2
Skills Leader Training Day 2
Strategy Meeting 2
Teacher training session 2
TASK 1:
Book your second strategy meeting with your Education Associate for this term
TASK 2: What opportunities are there for a training this term? Which staff should you contact to provisionally reserve this slot?
Task: Organising your phase 2 elements. 

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skillsbuilder.org
2
Skills Leader 
Training Day 2
Strategy 
Meeting 2
Teacher 
training 
session 2
TASK 1:
Book your second 
strategy meeting with 
your Education 
Associate for this term
TASK 2: 
What opportunities are 
there for a training this 
term? Which staff should 
you contact to provisionally 
reserve this slot?
Task: Organising your phase 2 elements

skillsbuilder.org
Networking If you are interested in being part of a network group with other Skills Leaders from today, please share your email in the chat.
We will send an introduction group email and then hand over to the group to keep in contact and share ideas, success stories and challenges.
Please support each other with constructive feedback and professional, courteous comments.
Networking
An opportunity to share ideas, successes and challenges with others. 

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skillsbuilder.org
Networking 
If you are interested in being part of a network group 
with other Skills Leaders from today, please share 
your email in the chat.
We will send an introduction group email and then 
hand over to the group to keep in contact and share 
ideas, success stories and challenges.
Please support each other with constructive 
feedback and professional, courteous comments.
Networking
An opportunity to share ideas, successes and challenges with others

skillsbuilder.org
Please follow the link in the email to give feedback
Thank you Skills Leaders!
Final thoughts
●
What is your focus/priority for moving forward?
●
What support will you need to achieve this?. 

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Please follow the link in the email 
to give feedback
Thank you Skills Leaders!
Final thoughts
●
What is your focus/priority for 
moving forward?
●
What support will you need to 
achieve this?

Global SLTD2 23-24.pptx