Functional skills


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  • Builds the range of skills, practices in a range of contexts and demonstrates mastery in a range of contexts.
  • Tomlinson report (14-19 reform) argued it was possible to leave school with a C in English and Maths, without having a satisfactory level of literacy and numeracy. Close the skills gapNot an add-on, more of a change in delivery and approach to teaching and learning.
  • Tomlinson report (14-19 reform) argued it was possible to leave school with a C in English and Maths, without having a satisfactory level of literacy and numeracy. Close the skills gapNot an add-on, more of a change in delivery and approach to teaching and learning.
  • Support also available below. - leaders online course = force_uj - videos
  • Online assessment will have implications due to volume of learners.
  • a coordinated approach will lead to opportunities for students to practice their skills in a range of contexts.If taught discreetly learners will not see the relevance and the need for transferability.Level 3 FS - Under development and mapped to new A-levels.Literacy, numeracy and ICT AFL – target setting should cover functionality. All responsible for the monitoring of functionality.
  • Funding – Diploma Formula GrantNon diploma – Dedicated Schools Grant
  • What would be expected in a building skills lesson compared to an application of skills lesson.A task has a realistic context if it:is grounded within recognisable, real-life challenges and simulationsincorporates problems with a range of solutions and actual consequencesis grounded in a work-related environment that results in communicating with real audiencesinvolves interaction with professionals and workershas links within the local and global communityFor a task to be purposeful it needs to have:a clear outcome that relates to a real-life challenge or simulation for a real audienceachievable and measurable goalsopportunities for learners to develop an answer to the questions ‘why am I doing this?’ and ‘how will I use these skills elsewhere?’ open-ended pathways that require learners to choose and justify an appropriate route through the problem to achieve a viable and acceptable solution considering the original contextopportunities for learners to select, apply and evaluate a range of skills.Relevant - It needs to relate to:the learner's experience, interests, education or homea learner’s future employment, further learning or personal aspirationswhat the learner needs to achieve in the functional skills qualification the learner as part of their learning pathway and programme of study.
  • Functional skills

    1. 1. Functional skills<br />
    2. 2. “Functional skills will provide individuals with the essential knowledge, skills and understanding that will enable them to operate confidently, effectively and independently in life and work”.<br />14-19 education and skills: implementation plan (DfES, 2005).<br />BUILD > APPLY > MASTER<br />
    3. 3. “Performance <br />Standards”<br />
    4. 4. Take full part in formal and informal discussions/exchanges.<br />Read and understand a range of texts.<br />“Example <br />standards”<br /><ul><li> Select and apply mathematics in an organised way to find solutions to practical problems for different purposes.
    5. 5. Interpret and communicate solutions to practical problems, drawing simple conclusions and giving explanations.</li></ul>Expected to be <br />embedded at KS3<br /><ul><li> Present information in ways that are fit for purpose and audience
    6. 6. Select and use a variety of sources of information independently to meet needs</li></ul>Level 1<br />
    7. 7. Functional skills<br />Whether functional skills are taught through an integrated or standalone programme, it is essential that they are developed through purposeful ‘real-life’ or realistic activities with a strong focus on discussion, explanation, decision making and problem solving.<br />Learners should have opportunities to reflect on different approaches to a task, focus on the information they need to find and use, and devise a strategy for achieving their objectives.<br />Many existing teaching practices are well suited to this approach, including learner-centred and problem-centred approaches, active learning, partnership learning and assessment for learning.<br />THIS IS GOOD TEACHING!<br />
    8. 8. Key Messages<br />Students will sit specific functional skills tests, under exam conditions, separate from GCSEs. <br />Responding to employers – And14-19 Reform, Skills Agenda, Gilbert Review, ECM, ‘Raising Skills, Improving Life Chances’.<br />Stand-alone qualification<br />FS qualification is awarded at all levels – Entry 1, 2, 3, Level 1, 2. But need level 2 to be accredited with diploma.<br />FS are embedded into all Key Stage 3 Programmes Of Study<br />FS are embedded into English, Maths and ICT new learning objectives and all GCSEs.<br />30–45 Guided Learning Hours per functional skill is the indicative figure.<br />Compulsory element of diplomas<br />
    9. 9. Key Messages<br />The OFSTED thematic review (August 2009) identified that functional skills had a “lower priority than principle learning” when reviewing the diploma qualification. They also reported there was “little collaboration” and that the “quality of teaching and learning varied considerably”. <br />Make a positive contribution by learning in real-life, purposeful contexts.<br />Setting a culture is incentive enough<br />LA Subject inspectors looking for functionality<br />County Durham FS policy ‘entitlement to all’<br />Shift in delivery<br />Linked to outstanding teaching<br />BUILD > APPLY > MASTER<br />
    10. 10. Key Messages<br />A successful learner...<br />Builds a range of functional skills<br />Practises applying them in a range of contexts (real-life and purposeful)<br />Secures/masters them by choosing the most appropriate skill to tackle problems in increasingly unfamiliar contexts<br />An effective teacher...<br />Directs the building of functional skills<br />Guides the application of skills<br />Challenges learners to secure/master across all subjects<br />
    11. 11. Teaching English, Maths or ICT?!<br />September 2010 – full roll out.<br />Do not have to use the same awarding body for GCSE/Diploma. <br />No shelf life – enter in Year 9, if ready.<br />Test when ready (mastery assessment) – implications on assessment and monitoring procedures<br />Covers what is already taught – but encourages the ability to select the right tools to solve different problems.<br />Free training available<br />Awarding bodies working as a committee to develop online assessment.<br />Single-level assessment<br />
    12. 12. Not English, Maths or ICT?!<br />2008 – First Diploma teaching<br />Preparing students for any pathway.<br />Embedded in KS3 curriculum<br />ICTAC and Maths/English across the curriculum – underpins success in all areas.<br />New GCSE specifications reflect functionality.<br />Schemes of work mapped to functionality.<br />Coordinated approach<br />Improves retention and improves post-16 participation rates<br />Prepare learners for successful progression into alternative routes. <br />
    13. 13. Teaching a diploma?<br />Discrete delivery of functional skills defeats the object of developing learners’ ability to apply functional skills in purposeful contexts (familiar and unfamiliar).<br />The aim is to move towards ‘Fully embedded’<br />Crucially, whatever approach is taken in your centre or consortium, you will need to plan how the functional skills will be integrated into Principal Learning.<br />This will mean working in a team with other teachers, especially functional skills teachers, and will require the full support of your senior management or leadership team.<br />
    14. 14. Opportunities to build and apply<br />BUILD<br />Questioning<br />Explaining<br />Modelling<br />Guided learning<br />Group problem solving<br />APPLY<br /><ul><li>Range of contexts
    15. 15. Real and purposeful
    16. 16. Familiar and increasingly unfamilar
    17. 17. Cross-curricular
    18. 18. Less scaffolding
    19. 19. Facilitator ‘Guide on the side’</li></ul>Module 1 National Strategies Functional Skills Training<br />
    20. 20. Best Practice<br />Most effective approaches involve embedding and across all areas<br />Linked to objectives and success criteria<br />KS3 – end of unit assessment on the application of the skills acquired. (‘Am I Functional packs’)<br />Centre developed ‘Enterprise’ style challenges<br />Skilled to Go pack<br />FSSP/LSIS ‘Functional skills in diploma’ packs. <br />Planning tool within the above pack<br />Functional skills in... (Subject Packs)<br />Links to PLTS and Enterprise (Personal Learning Thinking Skills) <br />Staff audit/development plan<br />Raise the profile – FS week, FS newsletter, FS steering group, whole staff roadshow.<br />
    21. 21. Action Plan…<br />Diploma learners<br />Map in schemes of work (literacy, numeracy and ICT will usually be incorporated anyway).<br />Be aware of standards<br />Provide opportunities for students to build and apply the skills then to demonstrate mastery in all subject areas. <br />Refer to the functional skill standards. Inform learners. <br />Take a problem solving approach.<br />Vary the tasks – homework, starters, Q & A, tasks, modelling.<br />See functional skills as a great opportunity for us and the learners!!<br />