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Functional Mathematics

Functional Mathematics. Linda Horne 21 st June 2007. Functional Skills – Why?. The skills white paper ‘Getting on in business getting on at work’ March 2005. The need for change. The Skills Agenda. The Leitch review of skills November 2006. 14-19 Education and Skills white paper

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Functional Mathematics

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  1. Functional Mathematics Linda Horne 21st June 2007

  2. Functional Skills – Why? The skills white paper ‘Getting on in business getting on at work’ March 2005 The need for change The Skills Agenda The Leitch review of skills November 2006 14-19 Education and Skills white paper February 2005

  3. Functional Skills – Why? The compelling need for young people with better skills Leitch report. Dec 2006

  4. Main features of 14-19 reforms • Retention of GCSE and A Level • Strengthened core – functional skills • Strengthened key stage 3 • New (general and specialised) diplomas • Age 16 no longer a fixed point

  5. ‘Specialised diploma framework

  6. Diploma Lines • September 2008 • Engineering • Society, Health and development • IT • Creative and media • Construction and the built environment

  7. Diploma Lines • September 2009 • Land based and environment • Manufacturing • Hair and Beauty • Business Administration and Finance • Hospitality and Catering

  8. Diploma Lines • September 2010 • Public Services • Sport and Leisure • Retail • Travel and Tourism

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

  10. Design principles • Each skill area to be available at Entry Levels 1–3 and at Levels 1-3 (initially Entry Levels and Levels 1 and 2) • Made available as free-standing qualifications for learners aged 14 and over as well as part of GCSEs • Based on mastery assessment with no grading (completent/not yet competent, as NVQ model)

  11. The place of functional mathematics • UK needs more young people with greater mastery of appropriate levels of mathematics skills than is currently the case: • More young people to continue longer with study of maths • Clear view of what are the appropriate skills and what constitutes mastery • Teaching and learning to promote these skills

  12. The place of functional mathematics • Many adults from all walks of life have difficulty with what appears to be simple mathematics • The standard of mathematical ability of entrants to trade courses and apprenticeships is often very low. Many have missing and/or insecure skills

  13. The remit The DfES 14-19 Workforce Working Group has commissioned the Quality Improvement Agency (QIA) and the Secondary National Strategy (SNS) to establish a programme of support for the national roll out of functional skills in September 2009

  14. The CPD package • 4 days face to face training (compulsory) • Online resources and CPD materials • Local consultancy • Networking • The development of hubs of local best practice

  15. Timelines for support • Training for consultants May, September 2007 and January 2008 • 4 days centre based training from June 2007 (2 days), October 2007 (1 day) and March 2008 (1 day) • Ongoing LA consultant and LSN support as needed and targeted

  16. Key features of training • Day 1 – standards and raising issues • Day 2 – transferability and planning • Day 3 – assessment and monitoring • Day 4 - review

  17. Functional mathematics 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.

  18. Functional mathematics standards • Process: • One entity, 3 attributes: Representing, analysing and interpreting • Levels: • Differentiated by: Complexity, familiarity, technical demand and independence

  19. Transferability For learners to embed functional skills within their own learning and be successful it is essential that they have opportunities to: • build the full range of functional mathematics skills • apply those skills in a range of contexts • demonstrate mastery independently in a range of contexts

  20. Where can I find out more? • The latest version of the standards are available on: www.qca.org.uk • The DfES website: www.dfes.gov.uk • Functional skills support programme www.qia.org.uk • Your awarding body

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