A collaborative approach to trackin acheivement with a focus on skills in Alva Academy: Summary of findings
Almost all of the 57 young people involved in the pilot evidenced progress in developing skills through participation in personal achievement opportunities across school and community settings. The focus was not merely on counting those who evidenced skills growth but on empowering young people to better understand, describe, and take ownership of their skills development.
Throughout the pilot, all involved recognised the critical role of the youth work approach, grounded in Community Learning and Development (CLD) values, ethics, and competencies.
- The Youth Work Outcome and Skills Framework provided a shared, accessible skills language across school and community contexts. This enabled young people to reflect on their progress, identify strengths, and plan for the future
- Both young people and practitioners reported an improved understanding of skills across various contexts
- Practitioners, including youth workers and teachers, could effectively track and evidence skills development across diverse achievement settings
- Young people gained confidence in articulating their skills, understanding their importance, and applying them in written and verbal contexts
- Spaces for collaboration, idea-sharing, and building confidence in using the framework were essential for success
- Teachers needed time to become familiar with the framework, highlighting the importance of professional learning opportunities
- Some practitioners faced challenges in finding time to record observations and capture
- Youth workers’ expertise in skills tracking and achievement was recognised as valuable in supporting teachers
Throughout the pilot, all involved recognised the critical role of the youth work approach, grounded in Community Learning and Development (CLD) values, ethics, and competencies.
Young people
They reflected that they understood the skills they developed, why these skills mattered and noticed when they had made progress on a skill more so that before this pilot. Many highlighted the importance of being given the opportunity to reflect on skills progress and using varied methods to measure and evidence their skills. Young people gave 10 recommendations to make this approach successful in other settings. (detailed in section 7)
Practitioners
Youth workers and teachers valued the framework’s ability to map skills development comprehensively. It provided clear ways to evidence of growth across different learning contexts while strengthening partnerships between youth work and school settings.
This pilot demonstrated a transformative learning experience for all involved. By prioritising agency and ownership, the approach empowered young people to grow and articulate their skills effectively. It also fostered professional collaboration, reinforcing the value of a shared skills framework for personal achievement opportunities across youth work, CLD and school settings.
The prospect for further development locally, regionally, and nationally is clear, with potential for strengthened partnerships and broader impact on the wider skills agenda as part of education reform.
