Family Learning EventAn Introduction by

Susannah Chambers

(Development Manager – Family Learning, ACLS)

Family Learning – Contexts

1.National

2.Regional

3.Local

7 Wonders!

Why Are We Here?

Aims and objectives of event (split into morning and afternoon workshops)

Itinerary

• Structure of day

• Housekeeping (toilets, fire drill)

• Event evaluation

• Post-event vision

Fully Functional

Michael Reid will lead our morning workshop:• The Functional Skills agenda• Shift from Skills for Life to Functional Skills…• … but Skills for Life elements are still important on the

planning!• Changes in assessment (beyond September 2012)• Functional Skills standards (what are they and how do

we apply them in family learning provision)?• What are the opportunities and pitfalls to plan for at this

transition point?

Why Functional Skills?• Replacement to Skills for Life/ALAN/Key Skills• 2006 Leitch review of skills• 5 million adults lack ‘functional’ literacy• 7 million adults lack ‘functional’ numeracy• Feedback from employers and educators• Alternative to GCSE• Transferable skills essential for everyday functionality at

work, home and independence• Replace Skills for Life from 1st September 2012

What are Functional Skills?• Unlisted, Stand alone qualifications• 30 – 45 Guided Learning Hours• Ranges from Entry 1 to Level 2 in maths, English and

ICT• Problem based scenarios rather than 1 mark questions• 25% maximum multiple choice• Is still related to the Adult Literacy/Numeracy Core

Curricula, testing most of the same skills

What are Functional Skills?Functional Skills criteria – assessments must:• Provide realistic contexts, scenarios and problems

• Require application of knowledge, skills and understanding for a purpose

• Require problem solving that assess process skills and the outcome of their application in different contexts

• Consist entirely or predominantly of open response questions

Differences to Key Skills

Key Skills Communication Functional Skills English

Portfolio (internally marked, externally moderated)

Writing assessment (formal and informal e.g. letter, article, email)

Multiple choice test based on specific aspects of English

Reading assessment (reading documents and questions)

Speaking and Listening assessments (internally marked, externally moderated)

Dictionaries are allowed

Differences to Key Skills

Key Skills Application of Number

Functional Skills Maths

Portfolio (internally marked, externally moderated)

End assessment

Calculators are allowed

Multiple choice test based on specific aspects of maths

Our Story So Far• June 2010 - Anxiety over the switch, awaiting further

information• September 2010 – End of national pilot - made the

decision to switch• Autumn 2010 – Research of AOs, various exam papers,

resources, LSIS events, full staff events. Approval to deliver via City and Guilds

• January 2011 – All students working towards FS in all 3 subjects.

• April 2011 – First certifications.• Development of Schemes of Work and Session Plans

mapped to the core curricula was carried out during the whole process.

Functional Skills – Key Requirements

• Whole Organisation Approach - Events• Rigorous initial and diagnostic assessment

(ForSkills/BKSB)• Individual learning plans• Specialist tutors. Although no specific maths/English/ICT

qualifications are necessary• A well planned programme of study• Encourages learners to ‘think’• Practice assessment questions

Assessment of Functional Skills• A variety of awarding organisations to choose from• Important to find the ‘right’ one for you• On-demand, on-screen and paper based assessments• Entry level is internally assessed and verified • Levels 1 and 2 externally assessed• 3 parts to English: Reading, Writing and Speaking and

Listening• Internal and external verification processes

Opportunities and Strengths• Valued by employers and colleges• A better qualification with more integrity• Start from fresh• Adapt old resources• Create new and exciting resources, session plans and

schemes of work• A wealth of online resources to use or adapt• Learner buy-in and motivation• Students see the relevance• Our staff and students prefer it!• More achievements• More effective teaching and learning

Bloom’s Taxonomy

Potential Pitfalls• Reluctance to change• Choosing the right awarding organisation• Seeking approval• Costs associated with re-sits• Lack of assessment and verification structure• Insufficient initial assessment• Planning• Audit trail for funding purposes

Question comparison

Skills for Life

A worker has her own transport.

She claimed travel allowance for using her car on 6 journeys. What is the average travel

allowance she claimed last week? (1 mark)

a) £5.20

b) £5.00

c) £2.80

d) £2.40

A: £2.40

B: £2.80

C: £5.20

D: £2.80

E: £8.00

F: £8.80

Total: £30

Question comparisonFunctional Skills

Mary and John are deciding where to go on holiday. They would like to go to the warmest. Compare the data below. Where should Mary and John go? Show all of your working and justify your answer. (8 marks)

Average Daytime Temperature in June

Cornwall Skegness Blackpool

2011 20° C 21° C 18° C

2010 18° C 15° C 20° C

2009 19° C 16° C 16° C

2008 18° C 20° C

2007 20° C

Task• The percentage handout is a good way to assess a

learner’s knowledge of percentage but does not adequately assess understanding, problem solving skills or their ability to apply percentages.

• How can this resource be made more ‘functional’?

• In pairs, create a percentage resource that does assess understanding, application and problem solving.

Mapping Task

Do not throw away your blue or green books!

• Using the resource you have just created, map this to the Adult Literacy and Numeracy Core Curricula.

• Then map it to the Functional Skills standards.