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the what , how and when of functional skills 2010
- 1. to explore the what , how and when of functional skills
- 2. To ensure functional skills success by motivating, engaging, tracking and supporting learners in functional skills development through effective and differentiated planning.
- 3. Individual learner results Group tracking by level Initial assessment BKSB diagnostic
- 4. Planning for success Planning for assessment and tracking of FS Learning using a combination of in-context and standalone learning opportunities, electronic resources, vocational and standalone FS workbooks, practice tests and scenarios to engage learners Using BKSB tracking grids to Identify priorities for group work and distributing worksheets as referenced by the software Supporting individuals with supplementary materials referenced through BKSB to practice skills Using vocational work books to supplement and provide ideas for activities in context
- 5. Mark work produced on BKSB PDF worksheets using answer sheets and mapping to FS criteria Using functional skills criteria to : Highlight naturally occurring opportunities in all schemes of work To enable us to assess functional skills development during the course of other learning To design assessment opportunities in all programmes that will enable us to provide evidence against these criteria Link to Edexcel Functional skills criteria
- 6. Track individual progress and set targets through 1:1 during assessment and review weeks Using all contact time to support functional skills learning In standalone I hour functional skills sessions Sharing progress information with colleagues Enabling peer assessment of Functional Skills
- 7. Using automated marking skills checks to ensure competency Using functional skills scenario workbooks to explore using skills in ‘ unfamiliar’ contexts in preparation for final assessments and exams
- 8. Complete BKSB diagnostics Use results to plan a scheme of work Use generic functional skills workbooks in delivery Use Vocational workbooks in delivery Use functional skills scenarios to apply learning to unfamiliar contexts Use skills checks Right move week We are here! Start this now! Between now and predicted final assessment date Between now and March if leading to a test Assessment and review weeks Assessment and review weeks
- 10. Learner results
- 11. Learner results Generic workbook materials Vocational work book materials
- 12. U:BKSB FUNCTIONAL SKILL SCENARIO U:BKSB VOCATIONAL WORKBOOKS
- 14. Learner results Generic workbook materials Vocational work book materials
- 16. Complete BKSB diagnostics Use results to plan a scheme of work Use generic functional skills workbooks in delivery Use Vocational workbooks in delivery Use functional skills scenarios to apply learning to unfamiliar contexts Use skills checks Right move week We are here! Start this now! Between now and predicted final assessment date Between now and March if leading to a test Assessment and review weeks Assessment and review weeks
Editor's Notes
- This presentation continues our work in focussing our approach to functional skills at epping. We will be looking at ways we can develop a programme using all available assessment, feedback and support for learning opportunities in the EFC academic year. This briefing will not cover all aspects of delivery as some of this is best explored in small group training. We do however hope to give some idea of how we can start planning for delivery in this area using all available resources. Today is the deadline for the diagnostics to have been completed. So having this information where do we go form here? Not covering all the ground as this will be covered in team sessions I will be covering the main features of our approach Shaun will illustrate what this might look like in practice. At the end of the session which should not take the whole of the CPD slot Claire cook, Dan Spacagna myself and Shaun will stay behind to answer and collate any questions you might have.
- Using everything we know about their functional skills ability so far
- So how do we plan for success?
- How do we assess?
- We use feedback
- But what does this all look like in practice? Shaun is going to illustrate what this might look like in practice looking from where we are in the year and the kind of things that he will be doing to deliver throughout the year
- This tracking grid tells me what I need to prioritise. The numbers of learners who share a common skills gap. I can plan group work around the materials it references or plan for individual needs in the same way
- This is Rashid’s ILP. I access this through learner results in BKSB. This gives me access to materials I can use.
- So from Rashid’s ILP we get a refernce to a generic workbook an we can supplement this with the vocational workbook. Rashid hates maths we need to keep him engaged.
- Just to remind how this resources link. The vocational workbooks enable planning in familiar contexts. The skills checks check whether learners are truly competent. This is automatically marked and learners have no access to answers. Once you feel they are flexible enough to tackle using the skills in unfamiliar contexts we take them to functional skills scenarios. This will be happening closer to final assessment time.
- Just to remind where you can get these resources. Currently in U: drive but soon in the moodle functional skills site. The vocational workbooks enable planning in familiar contexts. The skills checks check whether learners are truly competent. This is automatically marked and learners have no access to answers. Once you feel they are flexible enough to tackle using the skills in unfamiliar contexts we take them to functional skills scenarios. This will be happening closer to final assessment time.