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Functional skills update

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  • 1. Functional Skills Update @Nov 2010
    John Pallister
    A Draft Presentation for Crowd Validation – Version 2
  • 2. uncertain times
    Gaspirtz http://upload.wikimedia.org/wikipedia/commons/5/5f/Crystal_ball.jpg
  • 3. Research method
  • 4. Latest information gathered from:
    Web sites
    eMail enquiries to:
    Skills Funding Agency
    Skills for Life Network
  • 5. Ready for a review?
    “A review of Functional Skills is likely to take place after 2-3 years following the outcome of monitoring and comparability exercises, there is no fixed timescale for the review of Functional Skills. 
     {eMail response ofqual 11th Nov 2010}
  • 6. Part of the Wolf Review?
    “There is no specific reference to Functional skills as part of the Wolf Review, however, given the broad scope of the work and its coverage of the qualification offer, it is possible that they may be included. {QCDA eMail Response - 04/11/2010 }
  • 7. An overcrowded National Curriculum
    “the repeated addition of new material (egfunctional skills, Citizenship …Rendering the situation more complex has been the uncertainty surrounding that which is statutory and that which is not – exemplified by the ambiguity over the Literacy and Numeracy strategies and, more recently, Personal, Learning and Thinking Skills,
  • 8. Part of the National Curriculum Review?
    “review to be launched in December this year and be introduced from September 2013
    “the national curriculum review would specifically look at what is happening in "the most successful school systems" around the world.
    “The government is looking overseas for comparisons
    "Successful countries build their curriculum around subjects”.. need to look what they do in places like Hong Kong, Singapore, Massachusetts and Alberta".
    “research, "Could do better … argues for a "narrower and deeper" curriculum, with a focus on "key concepts and bodies of knowledge". http://www.bbc.co.uk/news/education-11797506
  • 9. The Big Picture
    Skills supporting personalised learning - www.JohnPallister.net
  • 10. http://www.dcsf.gov.uk/14-19/documents/qualifications_map.JPG
  • 11. national suites of provision,14–19
    Foundation Learning;
    GCSEs and A-levels;
    http://www.excellencegateway.org.uk/FLT Sept 2009
  • 12. Functional Skills; a Reminder
  • 13.
  • 14.
  • 15.
  • 16.
  • 17.
  • 18. Not a hurdle, but a big part of GCSEs?
    “GCSE assessments in English language must allocate a weighting of 45-55 per cent for the functional elements of English.
    “GCSE assessments in mathematics must allocate a weighting of 20-30 per cent on higher tier and 30-40 per cent on foundation tier for the functional elements of mathematics. http://www.ofqual.gov.uk/files/2009-03-gcse-maths-subject-criteria.pdf
    “GCSE assessments in ICT must allocate a weighting of 45–55 per cent for the functional elements of ICT. http://www.ofqual.gov.uk/files/2009-03-gcse-ict-subject-criteria.pdf
  • 19. Latest information – Skills Funding Agency
    “I can confirm that the Q&A on Functional Skills that you refer to below is up to date.  I will have it amended to include a date. {eMail response from skillsfundingagency.bis.gov.uk Wed 10th Nov 2010 }
  • 20. OfstedFindings (1)
    “the part of the course covering English, maths and ICT or "functional skills" was "highly problematic” Diplomas: the second year , 26 Oct 2010 http://www.ofsted.gov.uk/Ofsted-home/Publications-and-research/Browse-all-by/Documents-by-type/Thematic-reports/Diplomas-the-second-year/%28language%29/eng-GB
    “This part was often taught in isolation, mostly back at schools and colleges, and many students did not realise that "functional skills" were an important part of their course. Diplomas: the second year , 26 Oct 2010 http://www.ofsted.gov.uk/Ofsted-home/Publications-and-research/Browse-all-by/Documents-by-type/Thematic-reports/Diplomas-the-second-year/%28language%29/eng-GB
  • 21. Ofsted Findings (2)
    “It found that while the main subject learning of the Diplomas was going well other areas, and particularly functional skills, needed more attention. “Work in functional skills lacked co-ordination in just under half the consortia visited and, as a result, the quality of teaching and learning varied considerably,” inspectors said.
    “The report highlights the need for 14-19 partnerships and Diploma consortia to coordinate their approaches to functional skills, and link this work more closely to the principle learning in Diploma courses.
    “For older students, evaluation of the implementation of Diplomas shows that, even in some successful consortia, the teaching of functional skills is less engaging and of poorer quality than the vocational elements.
    Report at http://www.ofsted.gov.uk/Ofsted-home/Publications-and-research/Browse-all-by/Documents-by-type/Thematic-reports/Implementation-of-14-19-reforms-including-the-introduction-of-Diplomas
  • 22. the delivery of the ‘functional skills’ of English, mathematics and ICT was often weak. When taught in isolation from the vocational content of the Diploma –sometimes in a different institution - the lack of connection left learners struggling to develop and apply functional skills.
    More also needs to be done to make the teaching of the functional skills of English, mathematics and ICT more industry-relevant, and joined up with the main subject content.'
    Diplomas: the second year - 26 Oct 2010 http://www.ofsted.gov.uk/Ofsted-home/Publications-and-research/Browse-all-by/Documents-by-type/Thematic-reports/Diplomas-the-second-year
  • 23. andAlan?
    “SCAAT points for Adult Literacy and Adult Numeracy (ALAN) and key skills from 2010 Next year, 2011, will be the last year that basic skills (ALAN) and key skills will be included in the Key Stage 4 (KS4) School and College Achievement and Attainment Tables (SCAATs). Those learners whose results are due to be reported in 2012 or later should be registered on functional skills qualifications to ensure their results are included in the KS4 indicators and the average point score per pupil. If schools do have pupils with basic skills (ALAN) and key skills to be reported at the end of KS4 in 2012, although pupils will be awarded these qualifications, their attainment will not be reported in the SCAATs. (16 March 2010)
    http://www.edexcel.com/quals/skillsforlife/alan/pages/viewNotice.aspx?notice=1864 Accessed 8/11/2010
    “ALAN will continue until at least 2012 {email response edexcel 8/11/2010}
  • 24. Relaxed for Apprenticeships?
    “The final certification date for KS has changed (31st March 2013) as well as the final registration date (31st March 2011), for apprentices only.
    {QCDA eMailresponse 4th Nov 2010 }
  • 25. More Learners on Apprenticeships
    A pathway; a route or a suite that 20% of learners will follow by 2020.
    "We anticipate that around one in five of all young people will be undertaking an apprenticeship in the next decade. In the coming years, we want apprenticeships to be seen alongside university as a great option for young people who want the best jobs, the best careers and the best chance to get on - and we will only do this if they have the confidence of both learners and employees."http://www.dius.gov.uk/news_and_speeches/press_releases/apprenticeships_legislation
  • 26. and Adult Apprenticeships?
    “Chancellor George Osborne yesterday promised to "double" the number of apprenticeships for over-19s to boost the skills of the UK workforce and help generate growth.
    “The Business Department said that by 2014/15, the Coalition will spend up to £250m creating an extra 75,000 apprenticeships for adults in the workplace, with a view to providing an extra 75,000 places per year from 2014/15. The latest figures show that in 2008/09, there were 84,700 apprenticeship starts for the 19 to 24-year-old age group. http://www.telegraph.co.uk/finance/jobs/8076632/Spending-Review-2010-Apprenticeships-doubled-but-job-fears-remain.html21st Oct 2010
    Functional Skills are a component of all Apprenticeships (including Adult Apprenticeships)
    More Apprenticeships = more Functional Skills
    Qcda information sheet - Apprenticeship relaxation etc http://www.habia.org/uploads/QCDA_FS_transition_arrangements_factsheet_February_2010.pdf
  • 27. A replacement for Adult Basic Skills?
    Hugh Tollyfield, BIS, ALP Conference 25th October 2010 www.learningproviders.org.uk/file/?id=131&type=event
  • 28. “With regard to the future there is no decision as yet regarding Functional Skills vis a vis Adult BasicCertificates {eMail response from skillsfundingagency.bis.gov.uk Wed 10th Nov 2010 }
  • 29. Lots of qualifications available?(134 on 15th Nov)
  • 30. INSERT breakdown by Level/subject
  • 31. Delivery staff need special qualifications?
    “There has been no recent news regarding qualifications required by functional skills tutors other than that indicated below
    “LLUK were commissioned by BIS to consider the teaching role and make recommendations about the professional development needs of teachers of functional skills. 
    “BIS will make a response shortly informed both by these recommendations and the findings of the adult pilot for functional skills. 
    {eMail response from LLUK 16th Nov 2010}
    the independent employer-led sector skills council responsible for the professional development of staff working in the UK lifelong learning sector http://www.lluk.org/
    Useful GRAPHS/CHARTS http://www.lluk.org/documents/skills-for-life-workforce-data-report-290909.pdf
  • 32. Distilled messages
  • 33. From: Ofsted
    “more needed to be done to improve the teaching of functional skills and make it more joined up with the main subject content. http://www.bbc.co.uk/news/education-11621382Implementation of 14–19 reforms, including the introduction of Diplomas , 17 Aug 2009 http://www.ofsted.gov.uk/Ofsted-home/Publications-and-research/Browse-all-by/Documents-by-type/Thematic-reports/Implementation-of-14-19-reforms-including-the-introduction-of-Diplomas
    “Work in functional skills lacked co-ordination in just under half the consortia visited and, as a result, the quality of teaching and learning varied considerably,” Implementation of 14–19 reforms, including the introduction of Diplomas Date: 17 Aug 2009 http://www.ofsted.gov.uk/Ofsted-home/Publications-and-research/Browse-all-by/Documents-by-type/Thematic-reports/Implementation-of-14-19-reforms-including-the-introduction-of-Diplomas
    Diplomas: the second year , 26 Oct 2010 http://www.ofsted.gov.uk/Ofsted-home/Publications-and-research/Browse-all-by/Documents-by-type/Thematic-reports/Diplomas-the-second-year/%28language%29/eng-GB
  • 34. From: Fssp
  • 35. Need
    “an overblown curriculum specification can give rise to undue pace, and that undue pace erodes deep learning, promotes a ‘tick box’ approach to learning amongst both teachers and learners (Black P & Wiliam D 1998; Children, Schools and Families Committee 2009), and compromises genuine accumulation of learning (characterised by retention and redeployment of knowledge and skills). http://www.cambridgeassessment.org.uk/ca/digitalAssets/188853_Could_do_better_FINAL_inc_foreword.pdf
  • 36. From: National Strategies
    “Learners find it difficult to 'decode' tasks and identify the skills needed to solve the problem. They need to increase their confidence and independence to manage time-limited assessments with ease.
  • 37. From Could do better: using international comparisons to refine the National Curriculum in England together with the Secretary of State’s foreword.
    “careful and subtle contextualisation of fundamental concepts is the key to deep learning and to unlocking the motivation of individual learners, and of different groups of learners (Stigler & Stevenson op cit; Black P, Harrison C, Lee C, Marshall B & Wiliam D op cit). http://www.cambridgeassessment.org.uk/ca/digitalAssets/188853_Could_do_better_FINAL_inc_foreword.pdf
  • 38. From: Could do better:Using international comparisons to refine the National Curriculum in England
    “The work on iteration of theory and practice in pedagogy in high performing Asian nations (Stigler and Stevenson op cit) suggests that different contexts constantly should be woven into lessons, and the contexts adapted to each child, in order to find the particular key to opening their understanding of a crucial concept. http://www.cambridgeassessment.org.uk/ca/digitalAssets/188853_Could_do_better_FINAL_inc_foreword.pdf
  • 39. an measure of achievement ?
    “Functional Skills are one of the achievement measures for the 2020 World Class Skills literacy and numeracy targets (successor to the 2010 Skills for Life targets). http://www.ocnwmr.org.uk/page.asp?section=000100010006000300040002www.dius.gov.uk/worldclassskills.pdf
    “The new government has removed all targets. {eMailskillsfundingagency.bis.gov.uk}
  • 40. Used on the School Report Card?
    “we want to make sure that as many young people as possible develop their functional skills to level 2 and take the stand alone assessment to demonstrate this. From national roll-out in 2010 we will strongly encourage schools to give young people opportunities to enter and achieve freestanding functional skills qualifications, so that they can demonstrate success in learning these vital skills. DCSF will aim to reflect the above in finalising the Report Card and any associated indicators. http://www.dcsf.gov.uk/14-19/index.cfm?go=site.home&sid=3&pid=225&lid=658&l4id=312&ptype=Single&ctype=FAQAccessed 18 Nov 2010 http://publications.education.gov.uk/eOrderingDownload/DCSF-RR112.pdf
    “Initiative has ‘non-existent’ future, according to insiders. Plans to hold schools accountable with US-style “report cards” have been dropped by the coalition Government, The TES has learnt. http://www.tes.co.uk/article.aspx?storycode=6056913
  • 41. White Paper (leak) and Report Card?
    “At GCSE, league tables will be reformed to eliminate the much-maligned A*-C measure by which schools are ranked and "equivalent" qualifications will no longer be counted. Schools will have to publish details of which subjects and qualifications their grade declarations relate to. http://www.telegraph.co.uk/education/educationnews/8147987/Education-White-Paper-key-points-explained.html
  • 42. The Wider Key Skills?
    “Wider Key Skills will be available for certification until the 31st August 2012 by those AOs that choose to continue offering them.
    {QCDA eMailresponse 4th Nov 2010 }
  • 43. The Functional skills support programme?
    The Functional Skills Support Programme officially closed at the end of August 2010. LSIS will continue to provide functional skills advice, materials and resources for post-16 providers until March 2011, pending the outcome of any review of the qualifications framework.
    To request additional support, please complete the application form for the Improvement Adviser Service Support and send it by email to the appropriate regional contact listed on the form.
    Functional skills support for schools and local authorities will be maintained by National Strategies until March 2011.
    http://www.excellencegateway.org.uk/functionalskills Accessed 8/11/2010
  • 44. Support available from IAS