2 What are Functional Skills? How do they fit in and how will they be assessed?

3 What are functional skills? The DfES defined functional skills as: ‘the core elements of English, mathematics and ICT that provide an individual with the essential knowledge, skills, and understanding that will enable them to operate confidently effectively and independently in life and at work.’ Education and Skills: Implementation Plan (DfES, 2005a ) The intention is that, in due course, functional skills qualifications will provide a single ladder of achievement from Entry to Level 3 that is available to all learners aged 14+ in all sectors.

4 A key characteristic of functional skills is that they are based on a problem solving approach. Learners who are ‘functionally skilled’ are able to use and apply the English/mathematics/ICT they know to tackle problems that arise in their life and work. Clearly, teachers cannot know what English/mathematics/ICT their learners will use as they move through their lives. This means that we cannot identify a curriculum core that every learner will use. Instead, and much more powerfully, learners should be taught to use and apply the English/mathematics/ICT that they know, and to ask for help with the areas in which they are less confident. It is essential to think of learners becoming functional in their English/ mathematics/ICT, rather than thinking that there is a vital body of knowledge, known as functional English/mathematics/ICT. The implications for teaching and learning are significant and will need to be introduced gradually and thoughtfully, but they do not threaten aspects of existing good practice. What are functional skills?

5 A key characteristic of functional skills is that they are based on a problem solving approach. Learners who are ‘functionally skilled’ are able to use and apply the English/mathematics/ICT they know to tackle problems that arise in their life and work. Clearly, teachers cannot know what English/mathematics/ICT their learners will use as they move through their lives. This means that we cannot identify a curriculum core that every learner will use. Instead, and much more powerfully, learners should be taught to use and apply the English/mathematics/ICT that they know, and to ask for help with the areas in which they are less confident. It is essential to think of learners becoming functional in their English/ mathematics/ICT, rather than thinking that there is a vital body of knowledge, known as functional English/mathematics/ICT. The implications for teaching and learning are significant and will need to be introduced gradually and thoughtfully, but they do not threaten aspects of existing good practice. What are functional skills?

6 A key characteristic of functional skills is that they are based on a problem solving approach. Learners who are ‘functionally skilled’ are able to use and apply the English/mathematics/ICT they know to tackle problems that arise in their life and work. Clearly, teachers cannot know what English/mathematics/ICT their learners will use as they move through their lives. This means that we cannot identify a curriculum core that every learner will use. Instead, and much more powerfully, learners should be taught to use and apply the English/mathematics/ICT that they know, and to ask for help with the areas in which they are less confident. It is essential to think of learners becoming functional in their English/ mathematics/ICT, rather than thinking that there is a vital body of knowledge, known as functional English/mathematics/ICT. The implications for teaching and learning are significant and will need to be introduced gradually and thoughtfully, but they do not threaten aspects of existing good practice. What are functional skills?

7 This is not simply a matter of young people not being ‘good at maths’ or ‘not being able to spell and punctuate’. While some may have these weaknesses, the real problem is that even those who can demonstrate the knowledge and understanding required by GCSE do not know how to use and apply their knowledge in practical work-based contexts; this is a problem of skills rather than of knowledge. Functional skills are not only about knowledge – they are about the use and application of English, mathematics and ICT in real contexts What are functional skills?

8 This is not simply a matter of young people not being ‘good at maths’ or ‘not being able to spell and punctuate’. While some may have these weaknesses, the real problem is that even those who can demonstrate the knowledge and understanding required by GCSE do not know how to use and apply their knowledge in practical work-based contexts; this is a problem of skills rather than of knowledge. Functional skills are not only about knowledge – they are about the use and application of English, mathematics and ICT in real contexts What are functional skills?

9 At the heart of Functional Skills is good teaching and learning Evidence suggests that strategies to improve test and examination performance, including ‘booster’ lessons, revision classes and extensive intervention, coupled with a heavy emphasis on ‘teaching to the test’, succeed in preparing pupils to gain the qualifications but are not equipping them well enough mathematically for their futures. It is of vital importance to shift from a narrow emphasis on disparate skills towards a focus on pupils’ mathematical understanding. Teachers need encouragement to invest in such approaches to teaching. Mathematics: Understanding the score

10 How do they fit in?

11 Available as free standing qualification for learners aged 14 and over Embedded in the new KS3 (level 1) and KS4 (level 2) programmes of study A mandatory component of the Diplomas An integral part of the relevant GCSE from 2010 How do they fit in?

12 The assessment methods for functional skills qualifications must be fit for purpose across a wide range of learners in a wide range of contexts. It may be that no one method will be appropriate to all settings. Many of the principles are common to all three functional skills, including: the assessment can be entirely task-based, or a combination of tasks with test-style items the assessment should not be entirely test-based assessment items may be externally set by an awarding body or requirements may be externally set and provide for internally contextualised task-based assessments assessment is of the candidate’s own ability to solve a problem or reach an outcome by independent application of skills …and how will they be assessed?

13 …and how will they be assessed? Functional English Speaking and Listening Reading Writing Functional Maths Representing Analysing Interpreting Functional ICT Use ICT Systems Find and select information Develop, present and communicate information

14 Functional skills (in all subject areas) focuses on progression in Complexity Familiarity Technical demand Independence …and how will they be assessed?