Introduction to functional skills Functional Skills Support Programme Preparing for functional skills: Barbara Calvert Functional Skills Regional Coordinator North West

Introduction to functional skills The landscape of reform A levels National Curriculum Foundation Learning Tier Diploma GCSEs Apprenticeships Key Stage 4 Key Stage 3 Extended project KS 4 Engagement Programme Functiona l Skills 1

Introduction to functional skills Functional skills ‘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.’ education and skills; implementation plan (DfES, 2005) 7

Introduction to functional skills Functional skills: the basics >Functional skills are: –stand-alone qualifications in English, mathematics and ICT –available at Entry 1, 2 and 3, and levels 1 and 2 (level 3 in development) –draft standards that have drawn on the National Curriculum, GCSEs, key skills, and Skills for Life –based on mastery assessment with no grading 8

Introduction to functional skills How do functional skills fit with other qualifications? >Functional skills are: –stand-alone qualifications –an essential component of Diplomas –part of the progression pathways within Foundation Learning Tier –embedded within the new National Curriculum at KS 3 and KS 4 5

Introduction to functional skills How will functional skills fit with other qualifications? >Functional skills will: –link with GCSE specifications –replace key skills in Communication, Application of Number and ICT and Skills for Life –replace key skills in apprenticeship frameworks 6

Introduction to functional skills Functional skills: characteristics >Functional skills are: –applied skills –transferable –relevant to all contexts –appropriate for all learners. 9

Introduction to functional skills Skills development >A learner –does not necessarily know a skill exists unless it is explicitly named and identified –does not necessarily learn a skill unless it is taught –does not necessarily acquire a skill unless given the opportunity to use it –cannot necessarily transfer a skill unless given other opportunities where the skill is explicitly identified.

Introduction to functional skills The three-stage process of learning >A successful learner: –builds the full range of functional skills –practises applying those skills in a range of contexts –demonstrates ‘mastery’ in a range of contexts. 11

Introduction to functional skills QCA design principles for the assessment of functional skills >Independent application of skills for a purpose within a ‘real-life’ context >Task-based or a combination of task/s and test- style items >Maximum time limits >Controlled, supervised assessment conditions >Mainly externally set and marked >No proxies for functional skills

Introduction to functional skills What is a task? >Purposeful application of skills >Problem-solving approach >Realistic generic contexts

Introduction to functional skills Contexts for task-based assessment >Work and education >Community, citizenship and environment >Media and communications >Family, home and social issues

Introduction to functional skills Process not just content It is essential to think of learners becoming functional with English, mathematics and ICT skills, rather than thinking that there is a vital body of knowledge, known as functional skills. 10

Introduction to functional skills Functional skills: key features >Functional skills are: –Focused on process not content –Applied in a range of purposeful contexts –Competence based –Available at Entry level and levels 1 and 2 –Differentiated by the level of demand in: –Complexity –Familiarity –Technical demand –Independence

Introduction to functional skills Approaches to support the delivery of functional skills Discrete Taught by functional skills specialists separately from other subject areas Fully embedded Taught by all deliverers and developed and applied within and across the programme of learning Partly embedded Taught by functional skills specialists and flexibly applied in a range of contexts Mostly embedded Taught by functional skills specialists, reinforced and applied in a range of purposeful contexts within and across the programme of learning

Introduction to functional skills Implications for collaborative delivery of functional skills –What is the learner’s level of functional skills? –Where is the learner taught functional skills? –Where does the learner apply these skills? –Who decides the learner has ‘mastered’ these skills? –Who has responsibility for quality assurance? –How will learner progress be monitored? –How will the CPD needs of the consortium be met?

Introduction to functional skills Support for functional skills pilot centres Functional Skills Support Programme  National Strategies  LSIS  Regional Coordinators  In-house training  Regional networks  Resources

Introduction to functional skills QIA/LSN CPD modules >Functional skills in Diplomas for Managers >Teaching functional English/Maths/ICT >Delivering functional skills in FLT >Delivering functional skills in Diplomas >Delivering functional skills in Apprenticeships >Moving up a level: progressing from Entry 3 to Level 1 functional skills >Teaching mastery through problem solving approaches to functional skills

Introduction to functional skills Implications for planning >Monitor pilot activity >Access pilot resources >Address CPD needs >Build on existing expertise >Plan for a 2-3 year development cycle