1. Moving into the
senior phase –
how SfLLW
works in
qualifications

2. Aims
• to recognise SfLLW as
familiar, commonplace part of learning and
teaching
• to discuss how they feature in qualifications
in the senior phase
• to explore thinking round how they might be
incorporated into subject/topic areas

3. How familiar are you with the SfLLW
framework used in qualifications?
Using the tool bottom left select:
• Tick = very familiar, can’t tell me any more
• Cross= not very/ not at all familiar, can you
tell me a bit more?

4. Skills for learning, life and work
• Literacy
• Numeracy
• Health and Wellbeing
• Employability, Enterprise and Citizenship
• Thinking skills

5. SQA’s Skills Framework:
Skills for Learning, Skills for Life and Skills for
Work
1 Literacy This is the ability to communicate by reading, by writing, and by
listening and talking.
2 Numeracy This is the ability to use numbers to solve problems by
counting, doing calculations, measuring, and understanding graphs
and charts. This is also the ability to understand the results.
3 Health and wellbeing This is the ability to take care of yourself and others, and to be
responsible for your learning and welfare. It includes managing your
feelings, developing a positive and active attitude to life, and building
relationships with others.
4 Employability, enterprise and citizenship This is the ability to develop skills, understandings and personal
attributes — including a positive attitude to work, to others and to the
world’s resources.
5 Thinking skills This is the ability to develop the cognitive skills of remembering and
identifying, understanding, applying, analysing, evaluating, and
creating.

6. Which is the most important skill
area for learners, in your opinion?

7. Do you agree?

11. •Skills for Learning, Skills for Life and Skills for Work will not be
automatically certificated.
•The development of these skills is the responsibility of all
practitioners. Learners have an entitlement to opportunities
designed to develop them.
• Many of the opportunities to develop the skills will be naturally
occurring, through learning and teaching activities.
•The unit / course specification will highlight the SfLLW that will
be developed in the course of study

12. Developing skills for learning, skills for life
and skills for work
Learners are expected to develop broad generic skills as
an integral part of their learning experience. The Unit
Specification lists the skills for learning, skills for life and
skills for work that learners should develop through this
Course. These are based on SQA’s Skills Framework:
Skills for Learning, Skills for Life and Skills for Work and
must be built into the Unit where there are appropriate
opportunities. The level of these skills will be appropriate
to the level of the Unit.

13. Developing skills for learning, skills for life
and skills for work
Computing & Information Science (National 5)
Engineering Science (Higher)
History (National 5)
Biology (National 4)
Art & Design (National 5)
English (National 5)

14. Developing skills for learning, skills for life and skills for work
Design and Development National 5 Unit
• Numeracy
• Employability, enterprise and citizenship
• Thinking Skills

15. Design and Development National 5 Unit
2 Numeracy
2.1 Number processing Learners can be given opportunities to develop their
number processing skills by gaining practice in
problem solving in numeric-based contexts which
involve eg multiplication, division or calculating
percentages. Problem solving contexts could then be
set in which software would take decisions and vary
the output based on the results of calculations.
2.3 Information Information handling skills could be developed by
handling setting problem solving contexts in which learners are
required to use data set out in tables or a graphical
format as the basis for input to their programs which
then process the data to produce required output.

16. Design and Development National 5 Unit
4 Employability, enterprise and citizenship
4.2 Information and Throughout the Unit learners will be
communication technology continuously interacting with the
technology around them and will be
given abundant opportunities to extend
their ICT skills. When producing their
report for Outcome 3, they will be given
opportunities to specifically develop their
ICT-based research, evaluation and
decision making skills.

17. Design and Development National 5 Unit
5 Thinking skills
5.3 Applying Learners will be given opportunities to
apply their software-based knowledge and
skills and then test their solutions.
5.4 Analysing and evaluating Learners will develop skills in analysing
and evaluating through the process of
researching and completing the report for
Outcome 3.

18. Information Systems Design & Development
National 5 Unit
• Numeracy
• Employability, enterprise and citizenship
• Thinking Skills

19. Information Systems Design & Development
National 5 Unit
2 Numeracy
2.1 Number processing Learners can be given opportunities to develop their number processing skill
by gaining practice in problem solving in numeric-based contexts, eg
calculation of main memory, storage requirements, resolution, bit depth and
sampling rate, and then making informed decisions based on the results of
these calculations.
2.3 Information Information handling skills could be developed by setting problem solving
handling contexts in which learners are required to interpret data in different structure
eg flat-files or linked tables in databases, visual layout and navigation for we
pages, including appropriate file formats, storage requirements, comparison
of current input/output devices using the criteria of speed of data transfer,
resolution, cost and capacity.

20. Developing skills for learning, skills for life and
skills for work
Engineering Contexts & Challenges (Higher) Unit
• Numeracy
• Employability, enterprise & citizenship
• Thinking Skills
• Other SfLLW

21. Engineering Contexts & Challenges (Higher) Unit
2 Numeracy
2.3 Information handling •Drawing and interpreting system and sub-system
diagrams
•Interpreting online and other data sources and
using these in the design of sub-systems
•Calculating values to produce devices with
particular characteristics

22. Engineering Contexts & Challenges (Higher) Unit
4 Employability, enterprise
and citizenship
4.2 Information and •Researching engineering applications
communication technology using online resources
(ICT)
•Preparing, delivering and reflecting
on a presentation of research findings

23. Engineering Contexts & Challenges (Higher) Unit
5 Thinking Skills
5.2 Understanding •Describing the function of one or more complex
engineering systems
•Describing the role of engineers within a project
•Describing some social, economic and environmental
impacts of engineering
•Describing how engineering solutions contribute to
tackling climate change
5.3 Applying •Using knowledge gained from previous learning to
design sub-systems which will function in a
predetermined way
•Testing, reflecting on and modifying sub-systems to
perform in the desired way

24. Engineering Contexts & Challenges (Higher) Unit
The Unit may also provide opportunities to develop or
consolidate other skills for learning, life and work,
including:
• reading and writing
• number processes
• working with others
• enterprise and citizenship
• evaluating

25. Developing skills for learning, skills for life and
skills for work
Engineering Contexts & Challenges (Higher) Unit
• Numeracy
• Employability, enterprise & citizenship
• Thinking skills

26. Engineering Contexts & Challenges (Higher) Unit
2 Numeracy
2.1 Number processes •Using meters to measure voltage, current and
resistance
•Problem solving questions applying Ohm’s law to
calculate values of resistance, current and voltage
•Using variables in arithmetic processes as part of
control programming
2.3 Information handling •Use of Boolean algebra in analysing and designing
logic circuits
•Interpreting information on operating characteristics
of electronic components from logarithmic graphs
•Producing flowcharts and control programs
•Producing and interpreting truth tables

27. Engineering Contexts & Challenges (Higher) Unit
4 Employability, enterprise &
citizenship
4.2 Information & communication •Using circuit simulation software
technology (ICT) •Programming of microcontroller systems
•Storing evidence (notes, reports, diagrams)
in digital format
5 Thinking Skills
5.3 Applying •Practical problem solving in designing analogue, digital,
and programmed control systems
•Applying electronic control concepts to real-life example
and situations
5.4 Analysing & •Testing and evaluating analogue, digital, and
evaluating programmed control systems

28. Developing skills for learning, skills for life and
skills for work
Mechanisms & Structures (Higher) Unit
• Numeracy
• Employability, enterprise & citizenship
• Thinking Skills

29. Mechanisms & Structures (Higher) Unit
2 Numeracy
2.1 Number processes •Using formulae involving torque
•Calculating efficiency, work done and power
•Calculating forces in frames and reaction forces
•Calculating Young’s Modulus and factor of safety
•Calculating shear stress and strain
•Applying correct units to results
2.3 Information handling •Studying diagrams of mechanisms (couplings and
bearings)
•Building pneumatic systems from diagrams
•Drawing diagrams of structures, mechanisms and
pneumatic systems
•Drawing stress/strain graphs for different materials

30. Mechanisms & Structures (Higher) Unit
4 Employability, enterprise &
Citizenship
4.2 Information & communication •Using simulation packages
technology (ICT) •Researching mechanisms using online
resources
5 Thinking Skills
5.3 Applying •Applying knowledge of structures,
pneumatics and drive systems to solve
practical problems
•Using calculated results during the design
of systems
5.4 Analysing & evaluating •Identifying key aspects of a problem
•Evaluating mechanical and pneumatic
solutions against a specification
•Choosing mechanical or pneumatic devices
to solve a problem

31. Developing skills for learning, skills for life and
skills for work
History National 5
SfLLW
Reading & Writing
Use of historical sources

32. History National 5
• The skills for learning, skills for life and skills for work listed above may not be formally assessed
by SQA, however Course planners should identify opportunities to enhance these skills
throughout the Course. Formative assessment of these skills should be used to provide feedback
to learners with advice on how they can be improved. Learners should be aware of the skills they
are building and teachers/lecturers can provide advice on opportunities to practice and improve
them.
• History lends itself to the development of literacy skills, particularly reading and writing. Learners
should be encouraged to read as widely as possible and undertake extended writing where
appropriate in order to facilitate progression to the Higher History Course and the world of work.
• Citizenship will be developed through an examination of Scotland’s place within the world, self-
awareness and growing identity.
• By studying a European and World time period learners will develop a wider and deeper
perspective on significant international historical events and themes.
• Thinking skills will be developed across all time periods. Through the nature of historical study,
learners will develop their understanding of key issues and key events as well as identifiable skills
and they will be able to apply them. The learner will work with a variety of sources of varying
difficulties that will develop their ability to understand knowledge and apply this knowledge.
• There may also be opportunities for other, additional skills for learning, skills for life and skills for
work to be developed in the Course. However, this could vary across centres depending on
approaches being used to deliver the Unit in a centre and this should be for individual teachers
and lecturers to decide.

33. History National 5
Reading and writing
• Through completing the Course, learners will have the opportunity to
develop many aspects of literacy. For example, they may read a variety of
texts about a topic or issue they are studying, including a range of
newspapers in print or electronic form. They may study these alongside
academic research or government reports at an appropriate level. This
means that they will also be able to consider many different types of text
and consider their benefits and limitations in terms of providing information
to help them complete their assignment.
• This Course also allows for considerable scope for the development of
writing skills. Although learners need not present the evidence for
assessment in written form, it is likely that it will involve at least some written
work (although this is not essential). Candidates may describe and
summarise the research they have carried out, assess and evaluate the
value of different sources, and express opinions and viewpoints, as well as
personally reflect upon what has been learned. The range of styles of
written response to the topic or issue is very wide.

34. History National 5
Use of historical sources
• In this Course learners will encounter and use a wide range of sources of
information. Learners should be able to interpret and evaluate historical
source material. They should be able to record and display information in
various forms derived from a variety of sources, such as books, notes,
lessons and the internet. Source evaluation exercises, creating
presentations, movies, role plays, debates, class discussion, extended
writing, interviewing members of the public, investigation tasks, the creation
of timelines, individual work, and group work will all help develop skills
needed for the world of work.
• Further exemplification of how skills for learning, skills for life and skills for
work may be developed can be found in the History (National 5) Unit
Support Notes.

35. Developing skills for learning, skills for life and
skills for work
Biology National 4
• Numeracy
• Thinking Skills
• Literacy, Working with Others, Creating & Citizenship

36. Biology National 4
Numeracy
• 2.1 Number processes
• Number processes means solving problems arising in everyday life through carrying
out calculations, when dealing with data and results from experiments/investigations
and everyday class work, making informed decisions based on the results of these
calculations and understanding these results
• 2.2 Money, time and measurement
• This means using and understanding time and measurement to solve problems and
handle data in a variety of biology contexts, including practical and investigative
• 2.3 Information handling
• Information handling means being able to interpret biological data in tables, charts
and other graphical displays to draw sensible conclusions throughout the Course. It
involves interpreting the data and considering its reliability in making reasoned
deductions and informed decisions. It also

37. Biology National 4
Thinking skills
• 5.3 Applying
• Applying is the ability to use existing information to solve biological
problems in different contexts, and to plan, organise and complete a
task such as an investigation.
• 5.4 Analysing and evaluating
• This covers the ability to identify and weigh-up the features of a
situation or issue in biology and use judgement of them in coming to
a conclusion. It includes reviewing and considering any potential
solutions.

38. Biology National 4
• Literacy
• Learners develop the literacy skills to effectively communicate key biology concepts and describe,
clearly, biology issues in various media forms. Learners will have opportunities to communicate
knowledge and understanding, with an emphasis on applications and environmental, ethical
and/or social impacts. Learners will have opportunities to develop listening and reading skills
when gathering and processing information.
• Working with Others
• Learning activities provide many opportunities, in all areas of the Course, for learners to work with
others. Practical activities and investigations, in particular, offer opportunities for group work,
which is an important aspect of biology and should be encouraged.
• Creating
• Through learning in biology, learners can demonstrate their creativity. In particular, when planning
and designing experiments/investigations, learners have the opportunity to be innovative in their
approach. Learners also have the opportunities to make, write, say or do something new.
• Citizenship
• Learners will develop citizenship skills, when considering the applications of biology on our lives,
as well as environmental and ethical implications.

39. Developing skills for learning, skills for life and
skills for work
Art & Design National 5
Creative Methods
SfLLW
Health & wellbeing

40. Art & Design National 5
Creative Methods
• Teachers/lecturers could, for example, use a practical demonstration of
materials and specific techniques, an extract of text/imagery or music to
evoke a mood or feeling, or a class presentation on a specific artist or
designers as a starting point for creative learning.
• Creative ideas can also be developed in response to an external theme or
topic, for example sustainability. This type of approach can be useful in
providing contextualised learning experiences through Art and Design that
relate to other areas of the curriculum. There could be opportunities to use a
combined approach to developing practical work across the Course, for
example by using a sketchbook approach to collect and document the
development of creative ideas. This approach may be beneficial if using a
common stimulus for both expressive and design contexts.

41. Art & Design National 5
Developing skills for learning, skills for life and skills for work
• It is important that learners have opportunities to develop broad generic skills as an integral part of
their learning experience. Most of these listed generic skills will not be formally assessed by SQA.
They will rely on the expertise of delivery staff and curriculum planners to ensure that
opportunities are provided for learners to enhance all of the skills needed to be successful in
further learning, in their lives and for work purposes.
• Teachers/lecturers should make learners aware of the skills, knowledge and understanding that
they are developing throughout the Course. There are many opportunities to develop these skills
in day-to-day teaching and learning activities in the classroom.
• A variety of skills for learning, skills for life and skills for work will be developed in the Art and
Design (National 5) Course. These include:
– 3 Health and wellbeing
– 3.1 Personal learning
– 5 Thinking skills
– 5.3 Applying
– 5.4 Analysing
– 5.5 Creating

42. Art & Design National 5
3 Health and wellbeing skills
• 3.1 Personal learning
• The development of thinking skills is related to the development of personal learning. Applied
thinking skills could be evidenced by keeping annotated sketchbooks/logs/blogs or folios and
seeing evidence of personal creative decision making in the work produced by learners. This type
of ongoing analysis and critical reflection by learners could be used to help teachers/lecturers
monitor learner progress and to help learners identify next steps for learning.
• Learners may also wish to draw on evidence they produce from the Course to contribute to
Literacy and/or Numeracy Units. Although literacy skills are not formally recognised in the Course,
the teaching and learning approaches used by teachers/lecturers could provide opportunities to
focus on the development of literacy skills in the Course.
• However, care needs to be taken to suggest these as realistic and optional — the drive for skills
development should not constitute a barrier for learners. It should instead open up greater
opportunities for personalisation and choice.
• Teachers/lecturers should also think about the sort of assessment approaches that encourage
different kinds of skills. Additional advice and guidance on useful assessment approaches for
skills building is given in the @approaches to assessment’ section below.

43. Developing skills for learning, skills for life and
skills for work
English National 5
Learners are expected to develop broad generic skills as an integral part of
their learning experience. The Course Specification lists the skills for learning,
skills for life and skills for work that learners should develop through this
Course. These are based on SQA’s Skills Framework: Skills for Learning, Skills
for Life and Skills for Work and must be built into the Course where there are
appropriate opportunities. The level of these skills will be appropriate to the
level of the Course.
• 1 Literacy
• 1.1 Reading
• 1.2 Writing
• 1.3 Listening and talking
• 5 Thinking skills
• 5.3 Applying
• 5.4 Analysing and evaluating

45. How are you going to make it
work ( better?) in your area?
Take a minute - Use chat box

46. On comments from out and about...
What are your thoughts about this?
How do you think that happens?
How do you do it just now?
How do you think you might do it in future?

47. How well did we meet our
aims?
Quick poll

48. Things that can help
SQA website
SfLLW framework
SfLLWtoolkit ( SQA secure site)
SfLLW SQA Academy Course
or speak to us
Ruth Ohldag
Charlie O’Donnell
Margaret Tierney

49. Any questions?
Thank you!