Functional Skills Support Programme CPD Training Ben Chappell-ICT, Beth Crookes-English, Roger Ray-Maths

Welcome Please use 3 Post-it notes to answer the following questions What do I know about Functional Skills? What do I need to find out about Functional Skills? What are the Key Issues? .

Aims The aim of this session is to provide you with the opportunity to gain a quick update on the planning and support available for delivering Functional Skills: When are they going to be introduced? Identify how Functional Skills relate to other programmes Begin to think about supporting the process of planning for delivery

True/False Quiz   x  x x x x   True False 1 Functional Skills are a mandatory part of the diploma 2 The are three FS 3 A current grade to A*-C in GCSE E,M & ICT can be counted as a proxy for L2 FS 4 The GLH for FS within a Foundation Diploma is 120 GLH 5 Achievement of FS in Advance Diploma must be at the same level as the diploma 6 A learner who does not achieve FS will not get any certification from a Diploma POS 7 FS are the same as Personal, Learning and Thinking Skills 8 Only learners age 14-19 can achieve FS qualification 9 Functional Skills are not graded 10 Functional Skills are being piloted between Sept 2007-2010   x  x x x x  

Successes and challenges • What have been your ‘top 3’ successes this year? • What are your ‘top 3’ challenges and possible solutions? Use the ‘Successes and Challenges’ handout to record your thoughts and the ideas from other practitioners.

Timeline 2008-9 2009-10 2010-11 2011-12 2012-13 2013-14 Year 7 Year 8 FS in New KS3 Framework FS in New GCSE’s Year 8 Year 9 Year 10 FS in Diplomas Year 11

Core training delivered by the National Strategy 1. From building to applying skills 2. Real, purposeful and relevant contexts 3. Assessing progress 4. Entry Level to level 1 5 Demonstrating mastery 6. Leading functional skills Plus 7. An introduction to functional skills This slide simply summarises the previous three, but allocates a number to each module in order to link them to the four cornerstones (see next slide).

The four core modules for schools Autumn term 2008 Teaching functional skills: Teaching functional skills: From building to applying skills Within real, purposeful and relevant contexts Spring term 2009 Teaching functional skills: Teaching functional skills: Assessing progress From Entry level to Level 1

DVD ROM Modules 1- 4 contents Video sequences for all four modules identified by sessions and activities in the training Transcripts Presenters’ notes, handouts, slide presentations Additional resources Guide

Spring term 2010 Three new modules 2009-10 An Introduction Summer term 2009 Teaching functional skills: An Introduction Spring term 2010 Teaching functional skills: Teaching functional skills: The modules can be flexibly delivered as full days, half days or twilight sessions. Each module is equivalent to a half day of training or at least two twilight sessions. The sessions are generic and subject-specific and so offer opportunities for within and cross-subject dissemination. Where the modules are delivered in sessions over a more extended period, then the time in between can be used to implement actions arising from the training. These actions can then be reviewed at the start of the next event. The further details for this slide are provided in the presenters’ notes. Demonstrating Mastery Leading functional skills

Getting the right support NS support: 4 core modules plus e-learning LA consultants LSIS support: post-16 modules, regional consultants Awarding bodies: examinations and assessment SSAT support: Diploma development There are four models of support available for FS development. The National Strategies has a support model that for the pilot is focused on the offer of four core training modules. These will be delivered as part of core training led by LA consultants, and followed up with e-learning materials to support delivery and dissemination in school centres. LA consultants will also support the embedding of FS in English, mathematics and science as the renewed Frameworks and APP are established. The Learning and Skills Network has a team of regional coordinators who offer support, built around a series of modules, focused primarily at post-16 settings (further education, work-based providers and other settings). The Specialist Schools and Academies Trust is responsible for training support for the Diploma – and for embedding FS teaching within the Diploma. Schools must however remain aware of the link between FS Level 2 and GCSEs in English, mathematics and ICT. Awarding bodies are responsible for the practical elements of assessment training that focus on the delivery of the terminal examinations that they offer.

Continual professional development For schools: - 4 modules of the 16 are CORE For pilot centres: - Entitlement to two days CPD as half day or twilight sessions - Choice of 12 modules each equivalent to a half day - Available from second half of autumn term to first half of spring term - Support for dissemination available on line.

Contacts Yorkshire & Humberside:- National Strategy Debbie Price Email:debbie.price@nationalstrategies.co.uk Functional Skills Support Programme Co-ordinator: Gail Lydon Mobile: 0797 0977795 Email: FunctionalSkills.YorkshireAndHumberside@fsmail.net Book by end of March access up to 15th of May 2009 Register for Diploma information on www.diploma-support.org/

Publications Managing the delivery of functional skills Teaching and learning functional English Teaching and learning functional ICT Teaching and learning functional mathematics Plus other useful documents available electronically: http://excellence.qia.org.uk/functionalskills

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

Functional Skills in Context Functional Skills in a Creative and Media Diploma

Strategic planning and implementation If Entry 1 = Y5; Entry 2 = Y6; Entry 3 = Y7; Level 1 = Y8 and Level 2 = Y9/10/11 What are the strategic planning and implementation implications for: Transfer from KS 2-3? New curriculum arrangements at KS3? Alignment with PLTS and APP? Transfer / Transition to KS4 – Learner Pathways 14 – 19? This session allows us to review the progress that has been made so far in preparing for the introduction of the renewed Framework for Year 7 by reviewing schemes of work and beginning to plan for progression using learning objectives and developing learning outcomes. 17

Strategic planning and implementation How do functional skills fit into the bigger picture? How do functional skills relate to existing curricula and qualifications? How can functional skills improve learning and raise achievement? How can I promote functional skills to staff, learners, and parents? How will functional skills work in my organisation? What will my staff need to make functional skills work? This session allows us to review the progress that has been made so far in preparing for the introduction of the renewed Framework for Year 7 by reviewing schemes of work and beginning to plan for progression using learning objectives and developing learning outcomes. 18

Strategic planning and implementation Schools who have integrated functional skills into the curriculum have found their pupils are motivated by the broader curriculum and enjoy working independently and flexibly. Their pupils are better able to transfer skills between subjects and to apply their skills in a range of contexts. When planning to include functional skills in the curriculum you need to consider: what you are trying to achieve? how you will organise the curriculum to achieve those aims? how well you are monitoring & evaluating the achievement of those aims? This session allows us to review the progress that has been made so far in preparing for the introduction of the renewed Framework for Year 7 by reviewing schemes of work and beginning to plan for progression using learning objectives and developing learning outcomes. 19

There are many approaches to developing functional skills including: How will you organise the curriculum to achieve your priorities? There are many approaches to developing functional skills including: through subjects, with links across subjects being made through common topics or themes separately timetabled thematic days, activity weeks and events, often including block timetabling activities integrated into the routines of the school, such as running a mini-enterprise or community event. This session allows us to review the progress that has been made so far in preparing for the introduction of the renewed Framework for Year 7 by reviewing schemes of work and beginning to plan for progression using learning objectives and developing learning outcomes. 20

staffing, including teachers and mentors space and facilities In order to deliver functional skills you will need to consider how to make best use of: time staffing, including teachers and mentors space and facilities resources and equipment approaches to teaching, learning and assessment. This session allows us to review the progress that has been made so far in preparing for the introduction of the renewed Framework for Year 7 by reviewing schemes of work and beginning to plan for progression using learning objectives and developing learning outcomes. 21

Long-term plans Slide 4.10 22

Functional skills within the plan Slide 4.13 23 23

Functional Skills Module 3 & 4 Dates For Your Diary Functional Skills Module 3 & 4 Training 2009 28th April  2009 Maths     Ramada 29th April  2009 English    Tickton Grange 30th April  2009 ICT          Ramada

Ten critical success factors Promoting a positive agenda for functional skills Implementing an effective curriculum model Establishing clearly defined roles and responsibilities Coordinating activity across the institution/consortium *Delivering effective teaching and learning *Establishing clear assessment procedures, both internal and external Using resources efficiently and effectively *Embedding quality assurance Delivering appropriate staff development Reviewing and planning ahead © Crown copyright 2008 00046-2008DOM-EN

Plenary Write down 3 actions which you are personally going to take between now and Easter On a scale of 1 to 10, how likely are you to carry out each of these actions? If you gave an action a score less than “8” it is unlikely that it will be carried out! © Crown copyright 2008 00046-2008DOM-EN

Any Burning Questions ?