FUNCTIONAL SKILLS

FUNCTIONAL SKILLS PowerPoint PPT Presentation


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FUNCTIONAL SKILLS. Presentation . WHY HAVE FUNCTIONAL SKILLS BEEN INTRODUCED?. Employers want to recruit people who can APPLY knowledge, not those who just HAVE knowledge.With fewer and fewer opportunities for unskilled jobs, society needs a literate, numerate, flexible workforce. So what are functional skills?.

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FUNCTIONAL SKILLS

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2. FUNCTIONAL SKILLS Presentation

3. WHY HAVE FUNCTIONAL SKILLS BEEN INTRODUCED? Employers want to recruit people who can APPLY knowledge, not those who just HAVE knowledge. With fewer and fewer opportunities for unskilled jobs, society needs a literate, numerate, flexible workforce

4. So what are functional skills? a single suite of qualifications designed to “ensure young people and adults can engage purposefully as citizens and in employment”. Assessed in English, maths and ICT but have implications for all curriculum areas compulsory part of Diploma, apprenticeships, and foundation learning intended to replace key skills and adult numeracy/literacy from 2010 Overview of background Convergence agenda pre-dates Tomlinson. level 2 hurdle controversial Aim for more employer and HE recognition/buy-in than key skills has Shift towards competence-based approach to English and Maths within schools Titles are perhaps a step back from key skills – may encourage some to see this as subjects rather than skills. Will be huge – QCA estimate 2.5 million functional skills qualifications awarded each year.Overview of background Convergence agenda pre-dates Tomlinson. level 2 hurdle controversial Aim for more employer and HE recognition/buy-in than key skills has Shift towards competence-based approach to English and Maths within schools Titles are perhaps a step back from key skills – may encourage some to see this as subjects rather than skills. Will be huge – QCA estimate 2.5 million functional skills qualifications awarded each year.

5. What are the priorities? Need to remember what functional skills are for – about ‘doing’ and having the capacity to apply the right skills in the right situations. Need to remember what functional skills are for – about ‘doing’ and having the capacity to apply the right skills in the right situations.

6. The landscape of reform

7. Functional skills and Diplomas Learners must achieve all three functional skills qualifications to achieve their diploma For Foundation diploma: Level 1 Functional English, mathematics and ICT For Higher and Advanced diplomas: Level 2 Functional English, mathematics and ICT There are no proxies for functional skills qualifications.

8. Diploma lines of learning

9. Diploma framework

10. 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 embedded within the new National Curriculum at KS 3 and KS 4

11. How will functional skills fit with other qualifications? Functional skills will: be embedded in the new GCSE qualifications replace key skills in Communication, Application of Number and ICT and may replace Skills for Life replace key skills in apprenticeship frameworks

12. Functional skills: assessment basics Functional skills are: Stand-alone qualifications in English, mathematics and ICT available at Entry 1, 2 and 3, and levels 1 and 2 draft standards that have drawn on the National Curriculum, GCSEs, key skills, and Skills for Life based on mastery assessment with no grading.

13. Functional skills: characteristics Functional skills are: applied skills transferable relevant to all contexts appropriate for all learners.

14. Process not just content

15. 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.

16. A 3-Year Pilot 2007-2009 Qualifications achieved during pilot accredited and valid Working towards “Test when ready”

17. PROCESS SKILLS Functional skills are: Focused on process not content Applied in a range of purposeful contexts Competence based Differentiated by the level of demand in: Complexity Familiarity Technical demand Independence

18. DCSF QUOTE ‘Although assessment of functional skills will be through a stand-alone test, at school level, that is the tip of a wider set of reforms that see functional skills incorporated into KS3 and KS4 programmes of study and more functional and applied approaches being reflected in "mainstream" English, maths and ICT GCSE. ’

19. STANDARDS Exam boards are still refining assessments to match criteria set by QCA Assessment is through task and test

20. QUALIFICATION There are 12 Awarding Bodies engaged in piloting activity across all types of centre including schools, general FE colleges, training provision, in the workplace and in the offender institutions

21. AQA OCR EDEXCEL WELSH BOARD (WJEC) CITY AND GUILDS ASDAN EAL (Emta Awards Ltd) NOCN (National open college Network) NCFE (Northern Council for Further Education) OCNW (Open College North West VTCT (Vocational training Charitable Trust) EDI (Education development International)

22. The assessment principles In general, all assessments must: be (at least partially) task-based take place under supervised conditions be summative – no continuous assessment involve a range of contexts – not just learners’ comfort zone be (eventually) available on-demand not involve more than a 2-3 hours’ work have a ‘pass mark’ or similar of about 70%. portfolio assessment won’t be acceptable, although neither is just a multiple choice test. Principles that QCA have disseminated to ABs – note the assessment cannot involve portfolios or be integrated with other qualifications. Teaching, on the other hand, will almost always work better when integrated with Principal Learning. Principles that QCA have disseminated to ABs – note the assessment cannot involve portfolios or be integrated with other qualifications. Teaching, on the other hand, will almost always work better when integrated with Principal Learning.

23. CONTEXTS FOR TASKS Work and education Community, citizenship and environment Media and communications Family, home and social issues

24. EXAMPLE OF A FS LESSON TASK

25. Examples of Assessments Hand-out provides a brief snapshot, and even since these examples were produced the assessment has evolved to become even more open-ended QCA is keen to ensure that the papers don’t resemble GCSE Papers

26. RECAP Level 2 Functional skills in all 3 subject needed for Level 2 and level 3 Diploma, from inception of Diplomas Qualifications achieved during pilot accredited and valid Working towards “Test when ready”

27. LOCAL PILOTS 14 LOCAL CENTRES INVOLVED IN THE PILOT HAND-OUT SHOWS APPROXIMATE DISTRIBUTION OF LEARNERS INVOLVED NUMBER OF ENTRIES WILL INCREASE DRAMATICALLY YEAR ON YEAR

28. Why functional skills?

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