Implications for English, Maths and ICT Functional Skills.

Implications for English, Maths and ICT

Functional Skills

Implications for EnglishFunctional Skills

English Programme

Key agendas over the past few years 14-19 Education and Skills White Paper (Feb

2005)

Personalised learning 14-19 Implementation Plan (Dec 2005)

Leith Report (Dec 2006) Level 1 English Entry 3 maths ICT – no target

Modernisation of the exam process Every Child Matters

English Programme

Key agendas over the next few yearsSecondary National Strategy Priorities for English 07/08 –

Improving rates of progression of all pupil groups Improving 5+ A*-C inc English and Mathematics attainment at Key Stage 3 at L5+ and L6+, and Key

Stage 4 at GCSE grades A*-C, with a specific, closely targeted focus on reading at KS3, boys’ writing, progression at KS4 and intervention for underperforming pupils at all stages;

increasing conversion rates for individuals and groups of pupils from KS2 to KS3 and to KS4 in English - in particular, increasing the proportions of pupils making two levels of progress over KS2 and KS3 Improve progression and raise attainment in English at KS3 at both L5+ and L6+, and A*-C grades at GCSE.

English Programme

Key agendas over the next few years

Effective wave 1, 2 and 3 interventions to improve attainment of underperforming groups

Increase the impact in schools of assessment for learning (AfL) through Assessing Pupil Progress (APP), and secondary intervention (including national dissemination of Study Plus) by building up a cadre of leading intervention teachers in all departments.

Strengthen improvement in subject leadership, teaching and learning in English with key focuses on reading, especially Shakespeare, and boys’ writing.

Increase pupils’ engagement and independence in learning in English through improving the teaching of speaking and listening, with particular attention to dialogic teaching and drama, and through the more effective use of ICT in English.

English Programme


Effective wave 1, 2 and 3 interventions to improve attainment of underperforming groups

Prepare the fieldforce to help schools respond to the curriculum review in English and the 14-19 reform programme, so that changes to KS3 programmes of Study and 14-19 developments, especially Functional Skills, can be developed in a coherent way, maintaining a focus on standards.

Raising standards for underachieving groups Ethnicity, Social Class and Achievement, Special Educational

Needs & Gifted and Talented

Personalised learningFlexibilityEvery Child Matters

What do Functional Skills look like in EnglishFunctional Skills will be: A stand-alone qualification Linked with GCSE An essential part of the Diploma A genuine pilot The draft standards draw on the National Curriculum,

GCSEs, key skills, and Skills for Life. At Level 1, they are being embedded into the Key Stage

3 revised programmes of study from September 2008. The standards define what the learner must be able to

do at each level. Foundation Learning Tier (FLT)

What do Functional Skills look like in English There are five levels: Entry levels 1, 2 and 3, Level 1

and Level 2. 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.

What do Functional Skills look like in English

Speaking and Listening ComponentEntry 1 – 2The content corresponds to national curriculum English

level 1; adult literacy standards entry 1. The content corresponds to national curriculum English

level 2; adult literacy standards entry 2.Entry 3 – Level 1 The content corresponds to national curriculum English

level 3; adult literacy standards entry 3 The content corresponds to national curriculum English

level 4/5; adult literacy standards and communication key skill, level 1

Level 2 The content corresponds to national curriculum English

level 6; adult literacy standards and communication key skill, level 2.

What do Functional Skills look like in English

Reading and Writing ComponentsEntry 1 -3 The content corresponds to national curriculum English



level 3; adult literacy standards entry 3.Level 1 – 2 The content corresponds to national curriculum English

level 4/5; adult literacy standards and communication key skill, level 1.

The content corresponds to national curriculum English level 6; adult literacy standards and communication key skill, level 2.

How will learners use their‘functional’ skills in English?‘Functional’ skills: English – Level 1 Utilising these skills:

A student moving to a new flat is able to contact and inform the bank of a change of address appropriately either in person, over the telephone, or in writing.

Having prepared in advance, an administrator in an insurance company is able to benefit from a meeting with her line manager about general performance. She is able to identify and articulate her personal strengths and areas where she needs more support. She has read the company’s human resources information board and identified training courses that are available that will help her to progress in her role. She shares the details of these with her manager, who agrees that she should book onto the courses.

How will learners use their‘functional’ skills in English?‘Functional’ skills: English – Level 2 Utilising

these skills:

As part of a classroom project a student is able to assemble a range of evidence supporting a point of view from websites and books, to discuss which is relevant and to seek further material, if needed, to form the basis for a report.

Shift workers in a hotel are able to write clear updates in the issues log for the oncoming shifts, recording jobs done, those in progress and requests for action. These are brief, accurate and precise in order for the next shift to act upon them effectively.

Assessment possibilities

Model 1. Functional skills as a stand alone qualification Model 2. Functional skills as a paper within the GCSE

which does not contribute to the GCSE grade. This paper can also be used to certificate as a stand alone qualification

Model 3. As model 2, but the marks from the FS contribute to the GCSE grade


AQA

‘AQA is planning to pilot both free standing and revised GCSE (incorporating functional skills) qualifications from September 2007’.

OCR

‘Following the success of our Functional Skills trials, OCR is currently recruiting centres to be involved in our Functional Skills pilots for our stand alone and our revised GCSEs for English and ICT (incorporating Functional Skills) qualifications from September 2007’.


EDEXCEL

Likely to offer Level 1 & 2 in maths, English and ICT Will be either 1 test or 1 set of tasks per qualification

(except English with a speaking and listening component) Tests likely to be 60-90 mins long Tasks could be longer but will be done in one ‘sitting’ Everything will be marked by Edexcel, there will be no

internal assessment and no portfolio No information about planned assessment models

available yet until QCA ratify our plans Entry level planned for 2008

Consultants training in September 2007 will focus on assessment

Functional Skills

Mathematics

Mathematics Programme


• Personalised learning• 14-19 Curriculum• Review of the secondary curriculum KS3 and KS4 • New diplomas and GCSE courses• Functional mathematics• Review of secondary curriculum KS3 and KS4• KS3/4 Progression maps-planning tools for

intervention• Intervention team on-line CPD training modules• Study Plus KS4 Intervention• Every Child Matters

What do Functional Skills look like in Mathematics Links to new KS3 – using and applying (process) is now integrated

within the curriculum Process skills form the basis of the FS standards for mathematics

- representing- analysing- interpreting

Standards equivalent to NC levels/grades and adult numeracy standards.

Level differentiation through;- complexity- familiarity- technical demandindependence

Coverage and Range are equivalent to the content and skills required for both NC and adult numeracy standards

Performance indicators show how well pupils use and apply or process the content and skills they have learned

How will learners use their‘functional’ skills in Maths?

‘Functional’ skills: mathematics – Level 1 Utilising these skills:

A retail worker is able to calculate in their head the approximate value of the goods a customer has bought and use this understanding to identify discrepancies and to check that totals generated by a cash register, or scanner, are correct.

A member of a reprographics team is able to look at statistics and graphs detailing paper usage and identify trends that might suggest that equipment requires servicing.

A couple reviewing their utility bills are able to calculate their average electricity usage, with seasonal variation, and predict and plan general expenditure over time, minimising financial pressures and personal stress.



A student planning her transition to further or higher education is able to research and make informed judgements about various banking products available. Reviewing competitive packages, including joining offers, different interest rates, financial charges and savings benefits, the student is able to calculate the most suitable, best value product for their lifestyle. Tailoring personal banking to meet their needs, the student can begin to experience the excitement of being a self-determining young adult.



A contract builder is able to plan for the week ahead before purchasing the supplies he will need for various tasks. He measures the area of the bathroom he needs to tile, as well as the size of the tiles his client has chosen. From these figures he is able to calculate the total surface area and the approximate number of tiles he will need to complete the job. Examining the recommended materials for the adhesive and grouting, he is also able to calculate the quantity required per tile to establish all the products he will need to purchase at the hardware store.


Linked to new government targets Still to be finalised – 3 year project Assessment for learning throughout Summative assessment may be by test,

task or combination of both Assessment with GCSE for 2010 cohort Assessment through diplomas for 2008

cohort QCA to report findings soon Consultants training in September will

focus on assessment

Implications for the Curriculum in English and Mathematics

Not a bolt-on extra Affects all pupils Matches new Key Stage specifications and

can be addressed within planning Can make use of the new planning toolkit

templates which encourages planning through rich activities

Links with intervention at KS3 and KS4 (Study Plus)

Need time to be allocated for planning for both school and consortia

The who, what , why and where of functional skills English and Maths

Need to establish clearly defined roles for the management and delivery of English/Maths FS

Consider the coordination role for FS English/Maths within own school and between consortia

Focus on content, range and process delivery through GCSE/Diploma or both

Decide if FS are delivered at own school or consortia lead schools

National programme for all pupils with the opportunity of one year trial for diploma with 3 years for GCSE

Questions &

Answers

Functional Skills

ICT ProgrammeKey agenda over the next few years

• Review of secondary curriculum (KS3)• KS3 testing - ‘when ready testing’?• Functional ICT – impacting on new GCSE syllabus• IT diploma and others requiring ICT functional skill• New ICT courses post 14 – OCR National, BTEC, DIDA• New A’Level syllabus• Harnessing Technology agenda, e-learning platforms• Computers for pupils, bridging the digital divide

Big Picture. ECM, BSF and Gilbert review, personalisation, home-school links and opening up Web 2.0 technologies.

At Level 1, they are being embedded into the Key Stage 3 revised programmes of study from September 2008.

Level 2 descriptors are also matched to KS4 (level 6-ish).

The application of ICT capability into workplace scenarios is a key feature of most existing ICT courses so this is not new to us.

Nature of the curriculum change

New GCSE syllabus will include Functional Skills (2008). Integrated (as keyskills are now). Stand alone as pass/fail and awarded separately. As a ‘paper 1’ with marks, similar to short course

GCSE. OCR Nationals, BTEC Firsts, Applied GCSE.

Last certification August 2011 (y10 entry in 2009) DiDA

Last certification August 2012 (y10 entry in 2010) Keyskills

To be replaced by functional skills from 2010 but certified until 2012 (OCR)

Existing Courses

How will learners use their‘functional’ skills in ICT?

‘Functional’ skills: ICT – Level 1 Utilising these skills:

An individual is able to complete transactions such as shopping for groceries and other items online and arrange home delivery.

A family moving to a new area is able to find information online on health, social services and local facilities.

An employee is able to respond appropriately to email messages from colleagues and use e-mail to contact suppliers and customers.

How will learners use their‘functional’ skills in ICT?‘Functional’ skills: ICT – Level 2 Utilising these skills: Learners are able to create and use a simple

questionnaire to obtain views on healthy eating and input the data into a spreadsheet. They can analyse the information, create representative charts and compose a presentation on their findings for a science class.

A self-employed boiler service engineer is able to set up a database of customers, with names, addresses and job details, so that a mailing can be sent to remind clients of boiler maintenance and to ensure that all jobs undertaken are accurately recorded.

ComplexityFamiliarityTechnical demandIndependence

Progression ...

AQA and OCR both refer to ‘task based’ assessment models.

‘OCR trialled a task-based approach to assessment that required candidates to complete a series of short tasks based on real life/work purposeful’.

EDEXCEL Will be either 1 test or 1 set of tasks per

qualification (except English with a speaking and listening component)

Tests likely to be 60-90 minutes long Tasks could be longer but will be done in one

‘sitting’ Everything will be marked by Edexcel, there will

be no internal assessment and no portfolio Suggested ‘on-demand’ testing, this may open

the door for online testing.

Assessment – task based???

All pupils will be expected to pass Functional Skills ICT as part of any diploma package, an ICT GCSE or as part of a level 3 diploma.

When will our pupils attempt to pass FS ICT? Will they be taught in discrete ICT lessons.? Is our curriculum provision adequate? Have we the staffing and resources to cope with

the expected demand?

Implications - decisions

39

Models for delivery of ICT capability.

DiscreteTaught and assessed by ICT specialists separately from

other subject areas

Fully embeddedTaught, developed,

applied and assessed within and across the

programme of learning – no ICT specialists.

Partly embeddedTaught by ICT specialists and flexibly applied in a range of contexts; still

usually assessed by ICT staff.

Mostly embeddedTaught mainly by ICT specialists; reinforced,

applied and assessed in a range of purposeful

contexts within the specialism.

WHO will teach the ICT content? WHAT will the curriculum look like? What

syllabus? WHEN will pupils be taught and also be

assessed? WHERE will the delivery be? HOW will we manage the resource

requirements, including staff time for development?

WHAT (again) are the longer term implications for our school and consortium?

Who, what, when, where and how?

What are the key decisions to be made at school and consortium level?

Questions &

Answers

Implications for English, Maths and ICT Functional Skills.

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