1. © Crown copyright 2006 July 2007 Devon Subject leader development meeting

2. © Crown copyright 2006 To provide an overview of current developments and plans Functional mathematics – messages for schools

3. © Crown copyright 2006 3 The compelling need for young people with better skills What are the reasons for functional Skills? Low participation rates post-16 Raise standards in English and mathematics at Level 2 by age of 16 and 19 Engagement of more students through ‘applied’ teaching and learning Giving learners the skills that employers want

4. © Crown copyright 2006 4 The vision The Skills Agenda 14 - 19 Education and Skills white paper February 2005 The skills white paper ‘Getting on in business getting on at work’ March 2005 The Leitch review of skills report November 2006 2020 Vision - the Gilbert Review December 2006 Higher Standards, Better Schools for All white paper October 2005

5. © Crown copyright 2006 5 Main features of 14-19 reform Retention of GCSE and A level Strengthened core - functional skills Strengthened Key Stage 3 New Diplomas Flexibility Personalisation

6. © Crown copyright 2006 6 What are functional skills? What does the term mean to you? The official definition: ‘Functional skills are core elements of English, mathematics and ICT that provide an individual with essential knowledge, skills and understanding that will enable them to operate confidently, effectively and independently in life and work.’ 14-19 Education and Skills Implementation Plan (DfES December 2005) …so how is this different?

7. © Crown copyright 2006 7 What makes functional skills different? Set of standards that run from Entry Level to Level 2 ( Level 3 in development). www.qca.org.ukwww.qca.org.uk/15895.html Focus on the delivery of transferable skills that need to be taught, developed and applied in a range of purposeful contexts. Competence based, ‘mastery’ model. For all learners - incorporated into revised GCSE English, mathematics and ICT - mandatory part of new Diplomas - valid as stand-alone qualifications.

8. © Crown copyright 2006 8

9. 9 Functional skills: the basics There are three functional skills: English, mathematics, ICT. They are for all learners. They are a core component of the reform of 14–19 education and training. QCA has developed draft standards at Entry Levels 1, 2 and 3, and Levels 1 and 2.

10. © Crown copyright 2006 10 How will functional skills fit with other qualifications? Functional skills will be: stand-alone qualifications linked with GCSE an essential part of the Diploma.

11. © Crown copyright 2006 11 Functional skills activityDate Trials of draft standards and assessment methodology (involving approx 50 centres) Autumn 2006 Three year certificated pilots of functional English, maths and ICT in GCSE and other contexts (involving approx 1000 centres) September 2007 All three functional skills piloted within first tranche of diplomas September 2008 Functional English, maths and ICT available nationally including in revised GCSEs September 2010

12. © Crown copyright 2006 12 Diploma framework Generic Learning Principal Learning Additional Specialist Learning Work Experience Project assignment Functional skills, discretely assessed, developed and applied across the Diploma. Personal, learning and thinking skills Sector related skills and knowledge, 50% practical skills used in workplace Range of additional options endorsed by employers Minimum of 10 days At levels 1 and 2 chosen by learner, discretely assessed, single unit qualifications. Extended project at Level 3

13. © Crown copyright 2006 13 Diploma LinesFirst Introduction Engineering September 2008 Society, Health and Development IT Creative and Media Construction and the Built Environment Land-based and Environment September 2009 Manufacturing Hair and Beauty Business Administration and Finance Hospitality and Catering Public Services September 2010 Sport and Leisure Retail Travel and Tourism

14. © Crown copyright 2006 14 Activity 1 Time to pause and reflect. What opportunities does this agenda provide for your school and for your learners? What are the possible threats? How will you as Subject leaders address these?

15. © Crown copyright 2006 15 The standards The standards define what the learner must be able to do at each level. There are five levels: Entry levels 1, 2 and 3, Level 1 and Level 2. QCA has produced the standards. QCA and the awarding bodies develop assessment methodologies, specifications and qualifications. Currently there are no schemes of work or specifications. No candidates in the pilot will have a GCSE qualification withheld because they have not reached the required standard in functional skills.

16. © Crown copyright 2006 16 What is functional mathematics? Functional mathematics requires learners to be able to use mathematics in ways that make them effective and involved as citizens, able to operate confidently in life and to work in a wide range of contexts. The aim of the mathematics standards is to encourage people to demonstrate their mathematical skills in a range of contexts and for various purposes. They are essentially concerned with developing and recognising the ability of learners to apply and transfer skills in ways that are appropriate to their situation.

17. © Crown copyright 2006 17 Activity 2 Take a look at the Functional skills standards for mathematics: What implications does this present for: learners? teachers? those managing the curriculum?

18. © Crown copyright 2006 18 The pilot 1000 centres Diploma Gateway centres, plus centres recruited by QCA Range of settings – schools, colleges, adult learning, work-based, prisons, etc Functional skills with GCSE, stand- alone, and (from 2008) in the Diploma

19. © Crown copyright 2006 19 Timescales Three-year pilots of English, mathematics and ICT start in September 2007. All three functional skills piloted within first tranche of Diplomas from September 2008. All three functional skills available nationally from September 2010. Functional skills will replace key skills and Skills for Life.

20. © Crown copyright 2006 20 Role of the pilot centres A genuine pilot: developing over three years informing the national roll-out in 2010 determining how functional skills will be taught and assessed providing examples of good practice to share with other centres demonstrating collaborative working ensuring that accessibility issues are thoroughly considered.

21. © Crown copyright 2006 21 CPD package The overall training and support package will comprise a blend made up of: 4 days face-to-face training online resources and CPD materials local consultancy networking the development of hubs of local best practice The 4 days will be a compulsory element for centre representatives in piloted subjects; thereafter each consortium/centre will draw down the support it needs

22. © Crown copyright 2006 22 Some implications for centres and Diploma partnerships  Where will functional skills be taught and developed?  How will they be applied within meaningful contexts?  What approach to delivery will enhance the transferability of skills?  How will learner progress be tracked and the quality of their learning experience be assured?

23. © Crown copyright 2006 23 Some implications for teaching and learning How can we ensure that: learners understand that they are learning skills that they will use and apply in a variety of contexts? learners understand that these skills are usually used in combination? learners learn to select the skills they need for a particular task?

24. © Crown copyright 2006 24 What can subject leaders do now? Monitor how effectively learners are being developed as active learners Ensure that their schemes of work appropriately plan for the teaching of ‘using and applying’ mathematics Explore what opportunities will there be to apply mathematics in other areas of study and what other relevant learning contexts can be brought into the mathematics classroom Use the consortium to share development expertise

25. © Crown copyright 2006 25 What can mathematics teachers do now? The best preparation for functional skills is to ensure that teacher’s planning and teaching approaches fully reflect the demands of the ‘using and applying’ strand of the current National Curriculum and enables pupils to make choices in their selection of mathematical techniques and strategies.

26. © Crown copyright 2006 26 Discuss the next steps that you will take to support the implementation of functional skills within your school? What structures already existing to support functional skills development locally? How well developed is ‘using and applying’ mathematics at KS4 at present? How will the pilots help to develop good practice? What needs to be in this and next years’ mathematics improvement plans for functional skills development?

27. © Crown copyright 2006 27 Next steps  Address queries to: secondary@Capita.co.uk Ask.FUNCTIONALSKILLS@dfes.gsi.gov.uk