Overview of presentation

1. Overview of presentation This briefing has been prepared for those interested in the development of functional skills. • Information on these slides was produced in January 2007 • Subsequent updates should be taken into account when using this information • Information is correct until the outcomes of the trials are known • Briefing/awareness-raising (not training) • Expected length of session is 60 minutes • Briefing is not contextualised

2. Functional skills Briefing March 8th 2007, South London Partnership, Lorna Hunte Jackson

3. Overview • The need for change - the vision • What are functional skills? • Who is developing them? • How will they be implemented? • Timelines • Considerations • Workforce development support

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

5. Reasons for change

6. The vision-what are we going to achieve? • Up-skilling across all sectors • A streamlined approach to skills • A strengthened workforce • The offer of a single cumulative ladder of achievement and progression (including young people and adults) • Accessible and relevant content to all candidates Coherent progression routes • Reflect the needs of learners, teachers, HEIs and employers

7. Main features of 14-19 reform • Retention of GCSE and A level • Strengthened core - functional skills • Strengthened key stage 3 • New Diplomas • Age 16 no longer a fixed point • Flexibility • Personalisation

8. The skills agenda and functional skills • Central to the delivery of the 14-19 and Skills strategies • Crucial to the personal development of all learners aged 14 and above • Have a central role across all sectors • Fundamental to tackling the skills gap in England

9. Defining functionality ‘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’ QCA October 2005

10. 14-19 education and skills implementation plan ‘Passing these functional skills qualifications will be a requirement for achieving a C or better in GCSE, English, maths or ICT. Young people will therefore have to master the functional skills in order to achieve a new Diploma or an apprenticeship’

11. Content In line with the demands of: • GCSEs in English, maths and ICT • The National Curriculum • Skills for Life • The key skills of Communication, Application of Number and ICT

12. Functional skills Will be: • Incorporated into revised GCSEs • A mandatory component of the new Diplomas • Valid as stand-alone qualifications

13. Functional skills Will be available at: • Entry level (1-3) • Level One • Level Two • Level Three (in development)

14. Who is involved in the development? 1. • DfES working groups • Design of qualification (QCA) • Workforce development (FSSP) • Communication and stakeholder engagement (DfES, FSSP) • Awarding bodies

15. Who is involved in the development? 2. • CEL and NCSL - Preparation for school, college and training provider managers • TDA and LLUK – standards for ITT and QTLS • QIA and SSAT – preparation of materials and support for specialised Diplomas • QIA (LSN) and SNS - preparation of materials and support for functional skills • Diploma Development Partnerships (DDP) • Awarding bodies

16. Who is involved in the development? 3. QCA • Development of draft standards • Consultation on draft standards • Coordinate trials on the standards and possible assessment approaches with awarding bodies

17. What makes functional skills different? • Focus on the delivery of transferable, practical, applied skills underpinned by knowledge and understanding • Competence not compensation • Provide a platform for employability and success in life • An enabling agenda • Part of mainstream provision 14-16 • Enhancing current GCSE provision

18. Draft standards for functional skills Designed by QCA in consultation with relevant organisations. They: • Set out the expected knowledge, understanding and skills as well as their scope and level of demand • Are not detailed curricula or schemes of work • Do not set out models of assessment

19. In the case of English the functional skills standards aim to ensure that: • Individuals are confident and capable when using the skills of speaking, listening, reading and writing • In life and work individuals will be able to read and understand information and instructions • They will be able to make an oral presentation or report, contribute to discussions and use speech to work in teams and to agree actions.

20. In the case of functional maths the standards aim to ensure that: • Individuals have sufficient understanding of a range of mathematical concepts and are able to use them • Individuals will have the confidence and capability to use maths to solve problems • In life and work individuals will develop the analytical and reasoning skills to draw conclusions, identify errors and validate and interpret results. • Process skills

21. In the case of functional ICT the standards aim to ensure that: • Individuals are confident and capable when using ICT systems and tools to meet a variety of needs • Individuals will be able to use ICT to find, select and bring together information and use ICT to develop, interpret and exchange information • In life and work individuals will be able to apply ICT safely.

22. Assessment QCA are currently trialling the standards and possible assessment approaches with providers and are working in collaboration with awarding bodies.

24. Functional skills and the new Diploma • 14 lines of learning, reflecting occupational sectors by 2013 • Employer- influenced • Must include functional maths, English and ICT ( ICT assessed at Level 1 for Level 1 specialised Diplomas, at Level 2 for Level 2 and Level 3 specialised diplomas) • Combine ‘specialised learning’ and relevant GCSEs and A levels • Must be equivalent to at least 5 GCSEs at Level 2

25. Timeline for Diplomas 2008 • First 5 Diplomas available (construction, creative and media, engineering, Society, Health and Development and ICT) 2009 • Next 5 Diplomas available (land based, hair and beauty, business administration and finance, manufacturing, hospitality and catering) 2010 • Final 4 Diplomas available (public services, sport and leisure, retail, travel and tourism)

26. Structure of the new Diplomas • Principal learning – sector related skills and knowledge, mixture of GCSEs, A levels and vocational qualifications. At least 50% focus on developing practical skills used in workplace. • Generic learning – functional skills, Personal, learning and thinking skills (PLTS) • Additional/specialist learning – range of additional, appropriate options endorsed by employers

27. Structure of the new Diplomas In addition they must include: • Learning in a workplace – minimum 10 days work experience • A project – learners will have the freedom to design a project relating to any aspect of their design

28. Relationship between personal, learning and thinking skills and the wider key skills Diplomas

29. Functional skills and Skills for Life/ key skills • Candidates can register for key skills and SfL qualifications until at least 2010 thus allowing achievement up to 2012 • National support continues for key skills until 2008 • QIA has commissioned CfBT to lead the Skills for Life Improvement Programme (SfLIP)

30. What advice would we give to key skills and Skills for Life centres 1. Don’t give up on current practice: • Almost 1.5 million key skills qualifications have been awarded up to September 2005, with 544,000 awards achieved from October 2004 to September 2005 • 839,000 adults have achieved literacy, numeracy and language qualifications since 2001 (Getting on in business, getting on at work, March 2005) • Wider key skills are now included in these figures and are proving popular • Initial Advice and Guidance (IAG) is crucial for learners • Employer engagement

31. What other advice would we give? 2. Transfer current effective practice • Embed/ integrate key skills and Skills for Life • Continue with whole organisation approach to delivery • Continue with good practice in teaching and learning and assessment • Collaborative teaching – specialists and supporting staff • Build on existing models within apprenticeship frameworks

32. What other advice would we give? 3. Keep informed about • Outcomes of the trials • Development of the qualifications • Progress of the pilots • Developments in assessment methodologies • Development of the draft standards

33. Challenges • Assessment • Awareness raising • Curriculum planning • Impact on achievement • Teaching and learning • Timescales • Volume of learners • Workforce development

34. Functional Skills Support Programme A programme jointly managed by Secondary National Strategy (SNS) and Quality Improvement Agency (QIA) on behalf of Department for Education and Skills (DfES)

35. Functional Skills Support Programme (FSSP) The FSSP will work with organisations in the pilot centres and will provide: • Materials and resources • Training and networks • A website • A CPD package

36. Possible CPD package for pilots • The overall training and support package will consist of: • 4 days face-to-face training online resources and CPD materials. These 4 days will be a compulsory element thereafter each consortia/centre will draw down the support it needs. • Local consultancy • Networking • The development of hubs of local best practice.

37. Equivalent between levels * test plus portfolio for assessment

38. Further information and support For website information: handout 4