International Advanced Level

Subject: English Language

The need for Transferable Skills
Sources: Cognitive/Intrapersonal and Interpersonal skills adapted and taken from the NRC framework

In recent years, higher education institutions and employers have consistently highlighted the need for students to develop a range of transferable skills to enable them to respond with confidence to the
demands of undergraduate study and the world of work. The Organisation for Economic Co-operation and Development (OECD) defines skills, or competencies, as ‘the bundle of knowledge, attributes and
capacities that can be learned and that enable individuals to successfully and consistently perform an activity or task and can be built upon and extended through learning’.

To support the design of our qualifications, the Pearson Research Team selected and evaluated seven global 21st-century skills frameworks. Following on from this process, the team identified the National
Research Council’s (NRC) framework as the most evidence-based and robust skills framework, and have used this as a basis for our adapted skills framework.

The framework includes cognitive, intrapersonal skills and interpersonal skills. These skills have been interpreted to ensure they are appropriate for this subject. All of the skills listed are evident or accessible
in the teaching, learning and/or assessment of the qualification.

Identifying and highlighting these skills in International Advanced Level qualifications ensures that it is not only the academic and cognitive skills that are developed, but those broader elements that
universities highlight as being essential for success. Skills such as self-directed study, independent research, self-awareness of own strengths and weaknesses and time-management are skills that students
cannot learn from a textbook but have to be developed through the teaching and learning experience that can be provided through an international curriculum.

In the tables below, we have taken the NRC framework skills and provided definitions of how each skill can be interpreted for this subject. This will enable teachers and learners to understand examples of
how they can develop each skill through an International Advanced Level qualification.

Intrapersonal skills Interpersonal skills Cognitive skills

Intellectual Openness Teamwork and collaboration Cognitive Processes and Strategies

Adaptability Responding to an unseen text with flexibility Communication Producing cogent written responses in Critical thinking Developing a critical perspective on
and creativity. Showing the ability to response to questions set and issues a range of texts as a reader.
broaden conceptual horizons in decoding and raised. Writing effectively for a specific
understanding the text. audience, purpose and/or context. Inferring meaning, drawing
conclusions.
Applying research to a specific task/issue.
Selecting and organising evidence to
Adapting source material to generate a new support assertions.
text. Developing opinions, judgements or
decisions.
Shaping texts to meet the
requirements of audience, purpose
and context.

Personal and Responding to unfamiliar text with Collaboration Sharing work with others on a research Problem solving Organising data and information to
social consideration of the social, cultural, task. coherently address a
responsibility geographic, economic and political that problem/question.
shape the language from which it is Seeking solutions when producing
comprised. texts with specific audiences, generic
forms, purposes and contexts.
Continuous Reflecting on own learning and performance. Teamwork Working in groups to explore Analysis Apply appropriate levels of language
Learning Responding to criticism and feedback to plan, texts/themes/issues. Coordinating the analysis to a range of written and
develop and improve. work of others. spoken texts using key language
Reflecting on and developing their own Working with others to construct well- frameworks and levels.
values, beliefs and attitudes in the light of argued, well-informed, balanced and
what they have learnt and contribute to their structured written or spoken arguments,
preparation for adult life in a pluralistic demonstrating their depth and breadth
society and global community. of understanding of the subject.
Intellectual Undertaking a research task which is self- Co-operation Sharing resources form research or Reasoning/argumentation Constructing a reasoned argument
interest and directed, pursuing a line of personal interest study. for why a writer or speaker makes
curiosity using a range of research methods including specific language choices to achieve
information technology and wider knowledge their particular intentions.
sources.
Work ethic/conscientiousness Interpersonal skills Using verbal and non-verbal Interpretation Decoding an unseen written or
communication skills in a discussion. spoken text and understanding
Listening effectively to the views of explicit or implicit meaning and the
others. aims of the writer/speaker.

Initiative Extending research and investigation beyond Empathy/perspective Adopting or commenting on the Decision Making Selection appropriate evidence from
given parameters. taking perspective of a writer/speaker both in range of source data.
Producing recordings of spoken language as the interrogation of a source text or in
prompts for analysis transcription and/or the development of original writing.
discussion.
Self-direction Ability to conduct research independently. Negotiation Discussing an issue. Being tolerant of Adaptive learning Responding to unfamiliar texts with
Incorporation of own ideas and opinions into different perspectives whilst maintaining flexibility and awareness of the
responses. own stance/line of research. social, cultural and historical factors
that shape them.
Adapting and applying appropriate
language frameworks and levels to
the linguistic investigation and
or/transformation of these texts.
Responsibility Taking overall responsibility for the quality Leadership Executive function Application of research and planning
and range of study, especially when to the specific requirements of a
undertaking individual research. task/question.
Perseverance Responding to feedback and criticism Leadership Taking a leading role in a discussion, Creativity
positively to plan for development and presentation or research task.
improvement. Practising under
controlled/timed conditions.
Willingness to re-draft, undertake further
reading or keep at a task until completed.
Productivity Writing effectively in response to issues and Responsibility Taking responsibility for allocated task in Creativity Create a new text for a specified
source materials within the timeframe of the group activities. Supporting and genre, context audience and purpose
examination. considering the views of others. using their own ideas and material
Conducting research in sufficient depth and provided in the source materials.
detail to address potential issues/questions.
Self-regulation Planning research; reflection on language Assertive Able to construct a persuasive argument Innovation Comparing different texts and
(metacognition, choices made when responding to source communication using rhetorical features in written and drawing illuminating and personal
forethought, materials or generating new texts. spoken communication. points of comparison.
reflection) Identification of areas for improvement in Able to sustain viewpoint whilst Creating new text by adapting, and
own study/responses. considering those in opposition. adding to, source materials.
Ethics Exploring the ethical intentions of a text. Self-presentation Able to present own opinions and
Producing texts with a specific moral perspectives with clarity and integrity, in
purpose. writing and in speech.
Enable students to utilise a number of
different opportunities to exhibit
communication skills in variety of ways
including written and verbal.
Integrity Challenge students to reflect on and develop
their own values, beliefs and attitudes in the
light of what they have learnt and contribute
to their preparation for adult life in a
pluralistic society and global community.
Positive Core Self Evaluation

Self- Ability to work remotely, work

monitoring/self- autonomously, be self-motivating and self-
evaluation/self- monitoring, willing and able to acquire new
reinforcement information and skills related to work.