Functional Skills Christmaths Elves. Functional Skills Christmaths Elves.
Introduction to Functional Skillswsassets.s3.amazonaws.com/ws/nso/pdf/a85ee456987f... ·...
Transcript of Introduction to Functional Skillswsassets.s3.amazonaws.com/ws/nso/pdf/a85ee456987f... ·...
The Coalition Government took office on 11 May 2010. This publication was published prior to that date and may not reflect current government policy. You may choose to use these materials, however you should also consult the Department for Education website www.education.gov.uk for updated policy and resources.
Introduction to Functional Skills
Introduction to Functional Skills
14-19 Reforms
14-19 Reforms 14-19Reforms
14-19Reforms
Introduction to Functional Skills
First published in 2009 Ref: 00543-2009DOM-EN
Disclaimer
The Department for Children, Schools and Families wishes to make it clear that the Department and its agents accept no responsibility for the actual content of any materials suggested as information sources in this publication, whether these are in the form of printed publications or on a website.
In these materials, icons, logos, software products and websites are used for contextual and practical reasons. Their use should not be interpreted as an endorsement of particular companies or their products.
The websites referred to in these materials existed at the time of going to print.
Please check all website references carefully to see if they have changed and substitute other references where appropriate.
HER
TFO
RD O
FFSE
T LT
D 0
5-20
09
The National Strategies | SecondaryIntroduction to Functional Skills
00543-2009DOM-EN© Crown copyright 2009
Handout 1: Functional skills are…
about competency•about creating independent learners•nothing new•a bolt-on to the curriculum•workplace skills•transferable•interesting•fun•technically demanding•the responsibility of three key departments•essential for economic well-being•skills for life•for learners everywhere•creative•time-consuming•about mastery•to create more assessment opportunities•coursework under a different guise•contextualised•a subset of the revised National Curriculum programme of study•about learning through application•not for high achievers•for success in learning•important for problem-solving•to meet the needs of employers•essential for GCSE success•a key tool in the personalisation agenda•about literacy, numeracy and using computers•costly•a replacement for key skills•needed for degree-level study•about progression•for the less academic•separate from the revised National Curriculum programme of study•
The National Strategies | SecondaryIntroduction to Functional Skills
00543-2009DOM-EN© Crown copyright 2009
Handout 2: Functional skills (diamond 9)
9The National Strategies | Secondary Introduction to Functional Skills
00543-2009DOM-EN© Crown copyright 2009
Handout 3: Functional skills – a brief introduction
What are functional skills?Functional skills in English, mathematics and information and communication technology (ICT) have been designed to help learners gain the most out of life, learning and work. They are learning tools that enable people:
to apply their knowledge and understanding to everyday life•to engage competently and confidently with others•to solve problems in both familiar and unfamiliar situations•to develop personally and professionally as positive citizens who can actively contribute to society.•
Why are functional skills important?‘The term “functional” should be considered in the broad sense of providing learners with the skills and abilities they need to take an active and responsible role in their communities, everyday life, the workplace and educational settings.’ (Functional skills standards, QCA 2007).
The functional skills standards provide a single ladder of achievement from Entry 1 to Level 2 that is available to all learners from Key Stage 3 upwards, whatever learning pathway they are taking. The standards support learners in building, developing and consolidating skills that can be applied and transferred to a range of contexts, both within and beyond the classroom. The focus is on securing skills that can be used in learning, work and everyday life.
To ensure that young people secure the right foundation of English, mathematics and ICT skills needed for progression into employment, achievement of functional skills at particular levels will also be compulsory requirements within a range of other qualifications. For example, functional skills:
will be required at Level 1 for a Foundation Diploma and at Level 2 for a Higher or •Advanced Diploma
form a mandatory part of Progressions Pathways within the Foundation Learning Tier •will replace key skills within apprenticeships from 2010 onwards•will be embedded in the GCSE criteria for English, mathematics and ICT for teaching from •September 2010 and assessments from 2012 onwards.
What are the functional skills standards?The functional skills standards are technical documents that define and differentiate the skill requirements for the functional skills qualifications. The standards used during the pilot phase will be incorporated into the Skills Criteria for the Functional Skills Qualifications and there will be minor changes to those used during the pilot phase. These will be published in Autumn 2009. For functional skills assessment, learner performance will be measured on a pass/fail basis at five levels: Entry 1, Entry 2, Entry 3, Level 1 and Level 2. Learners are not required to move sequentially through each level but to take the functional skills qualification at the appropriate level when they are ready to do so.
The standards explain the difference between the levels for each of the qualifications. They recognise that skills are demonstrated through their performance and that difficulty and level of demand are determined by four main factors or differentiators.
The National Strategies | Secondary Introduction to Functional Skills
10
© Crown copyright 200900543-2009DOM-EN
How is progression between levels determined?Progression between levels is determined by the four differentiators referred to above. These are the:
complexity of situations and activities•learner’s level of familiarity with the task or activity•technical demand associated with these activities•level of independence with which a learner can complete the activity.•
Each of these differentiators is explained in more detail within the functional skills standards.
Where do I go for further information and support?Functional skills qualifications are currently in the second year of a three-year pilot that involves over 2000 centres. They will be available nationally from September 2010 but are currently live qualifications for learners in the functional skills pilot and for those embarking on Diploma programmes from September 2008. QCA is leading on the pilot and further information relating to the functional skills standards and the amplification document relating to these standards can be found at: www.qca.org.uk/qca_6066.aspx
In addition, further information relating to the role of functional skills within the revised National Curriculum Key Stages 3 and 4 can be found at:
www.curriculum.qca.org.uk/key-stages-3-and-4/index.aspx
The Learning and Skills Improvement Service and the National Strategies are jointly responsible for delivering the functional skills support programme. This programme is charged with preparing practitioners to be fully competent and confident to teach functional skills. Support is free and available to all centres participating in the QCA pilot, including:
schools •colleges •work-based learning providers •Foundation Learning Tier pilot centres •offender learning •adult and community learning and other centres. •
For more information visit the Standards Site at: http://nationalstrategies.standards.dcsf.gov.uk or the Excellence Gateway at: www.excellence.qia.org.uk/159670
11The National Strategies | Secondary Introduction to Functional Skills
00543-2009DOM-EN© Crown copyright 2009
Han
dout
4: R
efle
ctiv
e lo
gSe
ssio
nKe
y le
arni
ng p
oint
sIt
ems
for a
ctio
n
1. A
n ov
ervi
ew o
f fun
ctio
nal s
kills
2. F
unct
iona
l ski
lls s
tand
ards
3. R
evie
win
g le
sson
pla
ns
4. N
ext s
teps
13The National Strategies | Secondary Introduction to Functional Skills
00543-2009DOM-EN© Crown copyright 2009
Engl
ish
Han
dout
5: C
over
age
and
rang
e st
atem
ents
Spea
king
and
list
enin
g
Use
tech
niqu
es to
cla
rify
and
conf
irm
unde
rsta
ndin
g.
Giv
e ow
n po
int o
f vie
w a
nd li
sten
to a
nd re
spon
d ap
prop
riate
ly to
oth
ers’
poi
nts
of v
iew
.
Use
form
al a
nd in
form
al la
ngua
ge a
s ap
prop
riate
.
Follo
w th
e m
ain
poin
ts o
f dis
cuss
ions
and
mak
e re
leva
nt c
ontr
ibut
ions
, res
pect
ing
othe
rs’ t
urn-
taki
ng ri
ghts
.
In fa
mili
ar fo
rmal
and
info
rmal
exc
hang
es a
nd
disc
ussi
ons.
Spea
king
and
list
enin
g
Mak
e re
leva
nt c
ontr
ibut
ions
to d
iscu
ssio
ns,
resp
ondi
ng a
ppro
pria
tely
to o
ther
s.
Prep
are
for a
nd c
ontr
ibut
e to
form
al
disc
ussi
on o
f ide
as a
nd o
pini
ons.
Be fl
exib
le in
dis
cuss
ion,
mak
ing
diff
eren
t ki
nds
of c
ontr
ibut
ion.
Pres
ent i
nfor
mat
ion/
poin
ts o
f vie
w c
lear
ly a
nd
in a
ppro
pria
te la
ngua
ge.
In fo
rmal
and
info
rmal
exc
hang
es a
nd
disc
ussi
ons.
Spea
king
and
list
enin
g
List
en to
com
plex
info
rmat
ion
and
give
a re
leva
nt,
coge
nt re
spon
se in
app
ropr
iate
lang
uage
.
Pres
ent i
nfor
mat
ion
and
idea
s cl
early
and
per
suas
ivel
y to
oth
ers.
Ada
pt c
ontr
ibut
ions
in d
iscu
ssio
ns to
sui
t aud
ienc
e,
purp
ose
and
situ
atio
n.
Mak
e si
gnifi
cant
con
trib
utio
ns to
dis
cuss
ions
, tak
ing
a ra
nge
of ro
les
and
help
ing
to m
ove
disc
ussi
on fo
rwar
d to
reac
h de
cisi
ons.
In a
wid
e ra
nge
of c
onte
xts,
incl
udin
g th
ose
that
in
volv
e ot
hers
who
are
unf
amili
ar.
Read
ing
Und
erst
and
the
mai
n po
ints
of t
exts
(inc
ludi
ng
diag
ram
s or
gra
phic
al re
pres
enta
tions
). W
ritte
n te
xts
are
of m
ore
than
one
par
agra
ph a
t thi
s le
vel.
Obt
ain
spec
ific
info
rmat
ion
thro
ugh
deta
iled
read
ing.
Scan
text
s an
d us
e or
gani
satio
nal f
eatu
res
to
loca
te in
form
atio
n (fo
r exa
mpl
e, c
onte
nts,
in
dex,
men
us).
Use
str
ateg
ies
to re
ad a
nd u
nder
stan
d te
xts
in d
iffer
ent f
orm
ats
(for e
xam
ple,
web
pag
e,
appl
icat
ion
form
).
In te
xts
that
info
rm, i
nstr
uct,
des
crib
e an
d na
rrat
e, o
n pa
per a
nd o
n sc
reen
.
Read
ing
Iden
tify
the
mai
n po
ints
and
idea
s an
d ho
w
they
are
pre
sent
ed in
diff
eren
t tex
ts.
Und
erst
and
text
s in
det
ail.
Read
and
und
erst
and
text
s an
d ta
ke
appr
opria
te a
ctio
n.
In a
rang
e of
text
s in
clud
ing
repo
rts,
in
stru
ctio
nal,
expl
anat
ory
and
pers
uasi
ve
text
s, o
n pa
per a
nd o
n sc
reen
.
Read
ing
Sele
ct a
nd u
se d
iffer
ent t
ypes
of t
ext t
o ob
tain
re
leva
nt in
form
atio
n.
Read
and
sum
mar
ise
succ
inct
ly in
form
atio
n/id
eas
from
diff
eren
t sou
rces
.
Iden
tify
the
purp
oses
of t
exts
and
com
men
t on
how
ef
fect
ivel
y m
eani
ng is
con
veye
d.
Det
ect p
oint
of v
iew
, im
plic
it m
eani
ng a
nd/o
r bia
s.
Read
and
act
ivel
y re
spon
d to
diff
eren
t tex
ts (f
or
exam
ple,
repl
y to
eac
h po
int i
n a
lett
er o
f com
plai
nt).
In a
wid
e ra
nge
of te
xts
incl
udin
g re
port
s,
inst
ruct
iona
l, ex
plan
ator
y an
d pe
rsua
sive
text
s,
on p
aper
and
on
scre
en.
The National Strategies | Secondary Introduction to Functional Skills
14
© Crown copyright 200900543-2009DOM-EN
Wri
ting
Plan
, dra
ft a
nd o
rgan
ise
writ
ing.
Sequ
ence
writ
ing
logi
cally
and
cle
arly
.
Use
bas
ic g
ram
mar
incl
udin
g ap
prop
riate
ver
b te
nse
and
subj
ect/
verb
agr
eem
ent.
Spel
l cor
rect
ly a
nd c
heck
wor
k fo
r acc
urac
y.
In d
ocum
ents
suc
h as
form
s, e
mai
ls, l
ette
rs,
sim
ple
inst
ruct
ions
or s
hort
repo
rts,
on
pape
r an
d on
scr
een.
Wri
ting
Writ
e cl
early
and
coh
eren
tly in
clud
ing
an
appr
opria
te le
vel o
f det
ail.
Pres
ent i
nfor
mat
ion
in a
logi
cal s
eque
nce.
Use
lang
uage
, for
mat
and
str
uctu
re s
uita
ble
for p
urpo
se a
nd a
udie
nce.
Use
cor
rect
gra
mm
ar in
clud
ing
subj
ect/
verb
ag
reem
ent a
nd c
orre
ct a
nd c
onsi
sten
t use
of
tens
e.
Proo
frea
d an
d re
vise
writ
ing
for a
ccur
acy
of
gram
mar
, pun
ctua
tion
and
spel
ling,
and
so
that
mea
ning
is c
lear
.
In a
rang
e of
doc
umen
ts o
n pa
per a
nd o
n sc
reen
.
Wri
ting
Pres
ent i
nfor
mat
ion/
idea
s co
ncis
ely,
logi
cally
and
pe
rsua
sive
ly.
Pres
ent i
nfor
mat
ion
on c
ompl
ex s
ubje
cts
conc
isel
y an
d cl
early
.
Use
a ra
nge
of d
iffer
ent s
tyle
s of
writ
ing
for
diff
eren
t pur
pose
s.
Use
a ra
nge
of s
ente
nce
stru
ctur
es, i
nclu
ding
co
mpl
ex s
ente
nces
.
Punc
tuat
e ac
cura
tely
usi
ng c
omm
as, a
post
roph
es a
nd
inve
rted
com
mas
.
Ensu
re w
ritte
n w
ork
has
accu
rate
gra
mm
ar,
punc
tuat
ion
and
spel
ling,
and
that
mea
ning
is c
lear
.
In a
wid
e ra
nge
of d
ocum
ents
on
pape
r and
on
scr
een.
15The National Strategies | Secondary Introduction to Functional Skills
00543-2009DOM-EN© Crown copyright 2009
Entr
y 3
Leve
l 1Le
vel 2
Spea
king
and
list
enin
gSp
eaki
ng a
nd li
sten
ing
Spea
king
and
list
enin
g
Read
ing
Read
ing
Read
ing
Writ
ing
Writ
ing
Writ
ing
17The National Strategies | Secondary Introduction to Functional Skills
00543-2009DOM-EN© Crown copyright 2009
Engl
ish
Han
dout
6: A
nsw
er sh
eet
Entr
y 3
Leve
l 1Le
vel 2
Spea
king
and
list
enin
g
Use
tech
niqu
es to
cla
rify
and
conf
irm
unde
rsta
ndin
g.
Giv
e ow
n po
int o
f vie
w a
nd li
sten
to a
nd re
spon
d ap
prop
riate
ly to
oth
ers’
poi
nts
of v
iew
.
Use
form
al a
nd in
form
al la
ngua
ge a
s ap
prop
riate
.
Follo
w th
e m
ain
poin
ts o
f dis
cuss
ions
and
mak
e re
leva
nt c
ontr
ibut
ions
, res
pect
ing
othe
rs’ t
urn-
taki
ng ri
ghts
.
In fa
mili
ar fo
rmal
and
info
rmal
exc
hang
es
and
dis
cuss
ions
.
Spea
king
and
list
enin
g
Mak
e re
leva
nt c
ontr
ibut
ions
to
disc
ussi
ons,
resp
ondi
ng a
ppro
pria
tely
to
oth
ers.
Prep
are
for a
nd c
ontr
ibut
e to
form
al
disc
ussi
on o
f ide
as a
nd o
pini
ons.
Be fl
exib
le in
dis
cuss
ion,
mak
ing
diff
eren
t kin
ds o
f con
trib
utio
n.
Pres
ent i
nfor
mat
ion/
poin
ts o
f vie
w
clea
rly a
nd in
app
ropr
iate
lang
uage
.
In fo
rmal
and
info
rmal
exc
hang
es
and
disc
ussi
ons.
Spea
king
and
list
enin
g
List
en to
com
plex
info
rmat
ion
and
give
a re
leva
nt, c
ogen
t re
spon
se in
app
ropr
iate
lang
uage
.
Pres
ent i
nfor
mat
ion
and
idea
s cl
early
and
per
suas
ivel
y
to o
ther
s.
Ada
pt c
ontr
ibut
ions
in d
iscu
ssio
ns to
sui
t aud
ienc
e, p
urpo
se
and
situ
atio
n.
Mak
e si
gnifi
cant
con
trib
utio
ns to
dis
cuss
ions
, tak
ing
a ra
nge
of ro
les
and
help
ing
to m
ove
disc
ussi
on fo
rwar
d to
re
ach
deci
sion
s.
In a
wid
e ra
nge
of c
onte
xts,
incl
udin
g th
ose
that
invo
lve
othe
rs w
ho a
re u
nfam
iliar
.
Read
ing
Und
erst
and
the
mai
n po
ints
of t
exts
(inc
ludi
ng
diag
ram
s or
gra
phic
al re
pres
enta
tions
). W
ritte
n te
xts
are
of m
ore
than
one
par
agra
ph a
t thi
s le
vel.
Obt
ain
spec
ific
info
rmat
ion
thro
ugh
de
taile
d re
adin
g.
Scan
text
s an
d us
e or
gani
satio
nal f
eatu
res
to
loca
te in
form
atio
n (fo
r exa
mpl
e, c
onte
nts,
in
dex,
men
us).
Use
str
ateg
ies
to re
ad a
nd u
nder
stan
d te
xts
in d
iffer
ent f
orm
ats
(for e
xam
ple,
web
pag
e,
appl
icat
ion
form
).
In te
xts
that
info
rm, i
nstr
uct,
des
crib
e an
d na
rrat
e, o
n pa
per a
nd o
n sc
reen
.
Read
ing
Iden
tify
the
mai
n po
ints
and
idea
s an
d ho
w th
ey a
re p
rese
nted
in
diff
eren
t tex
ts.
Und
erst
and
text
s in
det
ail.
Read
and
und
erst
and
text
s an
d ta
ke
appr
opria
te a
ctio
n.
In a
rang
e of
text
s in
clud
ing
repo
rts,
in
stru
ctio
nal,
expl
anat
ory
and
pers
uasi
ve te
xts,
on
pape
r and
on
scr
een.
Read
ing
Sele
ct a
nd u
se d
iffer
ent t
ypes
of t
ext t
o ob
tain
re
leva
nt in
form
atio
n.
Read
and
sum
mar
ise
succ
inct
ly in
form
atio
n/id
eas
from
di
ffer
ent s
ourc
es.
Iden
tify
the
purp
oses
of t
exts
and
com
men
t on
how
ef
fect
ivel
y m
eani
ng is
con
veye
d.
Det
ect p
oint
of v
iew
, im
plic
it m
eani
ng a
nd/o
r bia
s.
Read
and
act
ivel
y re
spon
d to
diff
eren
t tex
ts (f
or e
xam
ple,
re
ply
to e
ach
poin
t in
a le
tter
of c
ompl
aint
).
In a
wid
e ra
nge
of te
xts
incl
udin
g re
port
s, in
stru
ctio
nal,
expl
anat
ory
and
pers
uasi
ve te
xts,
on
pape
r and
on
scr
een.
The National Strategies | Secondary Introduction to Functional Skills
18
© Crown copyright 200900543-2009DOM-EN
Wri
ting
Plan
, dra
ft a
nd o
rgan
ise
writ
ing.
Sequ
ence
writ
ing
logi
cally
and
cle
arly
.
Use
bas
ic g
ram
mar
incl
udin
g ap
prop
riate
ver
b te
nse
and
subj
ect/
verb
agr
eem
ent.
Spel
l cor
rect
ly a
nd c
heck
wor
k fo
r acc
urac
y.
In d
ocum
ents
suc
h as
form
s, e
mai
ls, l
ette
rs,
sim
ple
inst
ruct
ions
or s
hort
repo
rts,
on
pape
r an
d on
scr
een.
Wri
ting
Writ
e cl
early
and
coh
eren
tly in
clud
ing
an a
ppro
pria
te le
vel o
f det
ail.
Pres
ent i
nfor
mat
ion
in a
logi
cal
sequ
ence
.
Use
lang
uage
, for
mat
and
str
uctu
re
suita
ble
for p
urpo
se a
nd a
udie
nce.
Use
cor
rect
gra
mm
ar in
clud
ing
subj
ect/
verb
agr
eem
ent a
nd c
orre
ct a
nd
cons
iste
nt u
se o
f ten
se.
Proo
frea
d an
d re
vise
writ
ing
for
accu
racy
of g
ram
mar
, pun
ctua
tion
and
spel
ling
and
so th
at m
eani
ng is
cle
ar.
In a
rang
e of
doc
umen
ts o
n pa
per
and
on s
cree
n.
Wri
ting
Pres
ent i
nfor
mat
ion/
idea
s co
ncis
ely,
logi
cally
and
pe
rsua
sive
ly.
Pres
ent i
nfor
mat
ion
on c
ompl
ex s
ubje
cts
conc
isel
y
and
clea
rly.
Use
a ra
nge
of d
iffer
ent s
tyle
s of
writ
ing
for d
iffer
ent
purp
oses
.
Use
a ra
nge
of s
ente
nce
stru
ctur
es, i
nclu
ding
co
mpl
ex s
ente
nces
.
Punc
tuat
e ac
cura
tely
usi
ng c
omm
as, a
post
roph
es a
nd
inve
rted
com
mas
.
Ensu
re w
ritte
n w
ork
has
accu
rate
gra
mm
ar, p
unct
uatio
n an
d sp
ellin
g, a
nd th
at m
eani
ng is
cle
ar.
In a
wid
e ra
nge
of d
ocum
ents
on
pape
r and
on
scre
en.
19The National Strategies | Secondary Introduction to Functional Skills
00543-2009DOM-EN© Crown copyright 2009
Engl
ish
Han
dout
7: P
rogr
essi
onFu
nctio
nal E
nglis
h co
mpo
nent
: Evi
denc
e of
leve
l diff
eren
tiatio
n fa
ctor
s th
at u
nder
pin
prog
ress
ion
(see
pag
e 8
of fu
nctio
nal s
kills
sta
ndar
ds fo
r a fu
ll de
finiti
on o
f eac
h fa
ctor
).
Leve
l dif
fere
ntia
tion
fact
orRe
quir
emen
ts a
t
Entr
y 3
Requ
irem
ents
at
Leve
l 1
Requ
irem
ents
at
Leve
l 2
Com
plex
ity
Fam
iliar
ity
Tech
nica
l dem
and
Inde
pend
ence
21The National Strategies | Secondary Introduction to Functional Skills
00543-2009DOM-EN© Crown copyright 2009
English Handout 8: Sample lesson plan: Hazards ahead!Prior learning In previous lessons, pupils were not equipped to talk about conventions. They •
could cite examples but they did not have an understanding of the key features of writing to instruct or writing to advise and were not able to articulate the difference.
Pupils were able to use formal language when appropriate but struggled to find •standard English that was fit for purpose when writing for a ‘youth’ audience.
Learning outcome Pupils will be able to select appropriate conventions for writing to instruct and •writing to advise.
Pupils will be able to alter their register when writing to suit different occasions.•Standards 3.2.3 use a range of different styles of writing for different purposes
Pupils will be using skills in speaking and listening to develop skills in writing.
Build Give five pupils cards containing instructions: • stand up, sit down, open your books at page 14, turn to face the person sitting next to you, look out of the window…
Ask pupils to read the instruction on their card then model advice for the same: •Would you all mind standing up please? Could you please sit yourselves back down, thanks. Let’s get started by turning to page 14, OK? It might be a good idea for you all to turn and face the person sitting next to you. Will you all look out of the window in order to see…
Ask pupils to work in pairs to describe the difference between the •two approaches.
Feedback Draw out the ‘tentative’ voice, the extra layers of information given and the •polite, collaborative tone used in advice and draw out the use of the imperative, urgent tone and succinct language used in instruction.
Key words: • tentative, explanation, reasoning, polite, collaborative, imperative, urgent, succinct. Put the key words on the whiteboard and then ask pupils to explain the difference to a new partner using the key words appropriately.
Recap from previous lesson the importance of matching spoken and written •language to audience and purpose and explain that at Level 2, it is important for subtle differences in style to be understood.
Scenario You have invited two friends over. The front gate has just been painted. There is new •carpet in the hallway and you have been warned that if someone gets it dirty, they will have to clean it until it is immaculate or there will be no more visitors.
The National Strategies | Secondary Introduction to Functional Skills
22
© Crown copyright 200900543-2009DOM-EN
Task Contact your friends (email, text, phone) to warn them of the hazards ahead. •Ask pupils to work in groups of three to decide how they will approach the •problem, to discuss the requirements of the task and to try out a few ideas.
Share ideas as whole class and draw out the instruction features of ‘Watch the •paint on the gate’ and the advice features in ‘It would be a good idea to take your shoes off because…’.
Apply Look at the flier ‘• Teens taking it to the extreme’, which tells the reader about an exciting range of extreme sports offered by a company based in Zurich. Can you see examples of writing to advise? What features make it suitable for a ‘youth’ audience?
Evaluate use of ‘keep stum’ – i.e. fit for purpose in the way ‘withhold all •information’ would not be. (This refers to the offer of a parent travelling at half price!)
Write the text for a flier that is to warn young people about an increase in thefts •in a local cinema. Pupils might need reassurance that they could both advise and instruct.
Plenary Revisit the list of key words and discuss how the skills used in the lesson are •transferable to other situations.
Draw out the difference between standard English and formal register from •examples in the class.
Reflect on the extent to which the skills discussed are secure and what is needed •to enable all to use them independently.
23The National Strategies | Secondary Introduction to Functional Skills
00543-2009DOM-EN© Crown copyright 2009
Mathematics Handout 5: Process skillsAt Level 1 pupils/learners: Process Coverage/range
recognise that a situation has aspects that can be represented using mathematics
add, subtract, multiply and divide whole numbers using a range of mental methods
consider the appropriateness and accuracy of the results and conclusions
extract and interpret information from tables, diagrams, charts and graphs
choose appropriate language and forms of presentation to communicate results and conclusions
examine patterns and relationships
decide on the methods, operations and tools, including ICT, to use in a situation
understand and use equivalences between common fractions, decimals and percentages
draw conclusions in the light of the situation
solve problems requiring calculation, with common measures including money, time, length, weight, capacity and temperature
25The National Strategies | Secondary Introduction to Functional Skills
00543-2009DOM-EN© Crown copyright 2009
Mathematics Handout 6: AnswersProcess skills or coverage/range?
At Level 1 students/learners: Process Coverage/range
recognise that a situation has aspects that can be represented using mathematics
add, subtract, multiply and divide whole numbers using a range of mental methods
consider the appropriateness and accuracy of the results and conclusions
extract and interpret information from tables, diagrams, charts and graphs
choose appropriate language and forms of presentation to communicate results and conclusions
examine patterns and relationships
decide on the methods, operations and tools, including ICT, to use in a situation
understand and use equivalences between common fractions, decimals and percentages
draw conclusions in the light of the situation
solve problems requiring calculation with common measures including money, time, length, weight, capacity and temperature
27The National Strategies | Secondary Introduction to Functional Skills
00543-2009DOM-EN© Crown copyright 2009
Mathematics Handout 7: Entry 3, Level 1 and Level 2select and apply skills in an organised way to find solutions to practical problems for different purposes
understand practical problems in familiar and accessible contexts and situations
draw conclusions and provide mathematical justifications
interpret and communicate solutions to practical problems, drawing simple conclusions and giving explanations
begin to develop own strategies for solving problems
interpret and communicate solutions to practical problems in familiar and unfamiliar routine contexts and situations
use appropriate checking procedures and evaluate their effectiveness at each stage
understand practical problems in familiar and unfamiliar contexts and situations, some of which are non-routine
identify and obtain necessary information to tackle the problem
understand routine and non-routine problems in a wide range of familiar and unfamiliar contexts and situations
identify the situation or problem and the mathematical methods needed to tackle it
select and apply a range of skills to find solutions
select and apply mathematics to obtain answers to simple given practical problems that are clear and routine
interpret and communicate solutions to practical problems that are clear and routine
use simple checking procedures
use appropriate checking procedures at each stage
The National Strategies | Secondary Introduction to Functional Skills
28
© Crown copyright 200900543-2009DOM-EN
Entry 3 Level 1 Level 2
29The National Strategies | Secondary Introduction to Functional Skills
00543-2009DOM-EN© Crown copyright 2009
Mat
hem
atic
s H
ando
ut 8
: Lev
els
Entr
y 3
Leve
l 1Le
vel 2
unde
rsta
nd p
ract
ical
pro
blem
s in
fam
iliar
and
ac
cess
ible
con
text
s an
d si
tuat
ions
unde
rsta
nd p
ract
ical
pro
blem
s in
fam
iliar
and
un
fam
iliar
con
text
s an
d si
tuat
ions
, som
e of
whi
ch
are
non-
rout
ine
unde
rsta
nd ro
utin
e an
d no
n-ro
utin
e pr
oble
ms
in
a w
ide
rang
e of
fam
iliar
and
unf
amili
ar c
onte
xts
and
situ
atio
ns
deve
lop
own
stra
tegi
es fo
r sol
ving
pro
blem
sid
entif
y an
d ob
tain
nec
essa
ry in
form
atio
n to
ta
ckle
the
prob
lem
iden
tify
the
situ
atio
n or
pro
blem
and
the
mat
hem
atic
al m
etho
ds n
eede
d to
tack
le it
sele
ct a
nd a
pply
mat
hem
atic
s to
obt
ain
answ
ers
to s
impl
e gi
ven
prac
tical
pro
blem
s th
at a
re c
lear
an
d ro
utin
e
sele
ct a
nd a
pply
ski
lls in
an
orga
nise
d w
ay to
fin
d so
lutio
ns to
pra
ctic
al p
robl
ems
for d
iffer
ent
purp
oses
sele
ct a
nd a
pply
a ra
nge
of s
kills
to fi
nd s
olut
ions
use
sim
ple
chec
king
pro
cedu
res
use
appr
opria
te c
heck
ing
proc
edur
es a
t ea
ch s
tage
use
appr
opria
te c
heck
ing
proc
edur
es a
nd
eval
uate
thei
r eff
ectiv
enes
s at
eac
h st
age
inte
rpre
t and
com
mun
icat
e so
lutio
ns to
pra
ctic
al
prob
lem
s th
at a
re c
lear
and
rout
ine
inte
rpre
t and
com
mun
icat
e so
lutio
ns to
pra
ctic
al
prob
lem
s, d
raw
ing
sim
ple
conc
lusi
ons
and
givi
ng
expl
anat
ions
inte
rpre
t and
com
mun
icat
e so
lutio
ns to
pra
ctic
al
prob
lem
s in
fam
iliar
and
unf
amili
ar ro
utin
e co
ntex
ts a
nd s
ituat
ions
draw
con
clus
ions
and
pro
vide
mat
hem
atic
al
just
ifica
tions
31The National Strategies | Secondary Introduction to Functional Skills
00543-2009DOM-EN© Crown copyright 2009
Mathematics Handout 9: Sample lesson plan: The new swimming pool – yes or no? This lesson plan is designed for learners in Key Stage 4 who are not confident with applying their skills in unfamiliar contexts.
Lesson 1 To support learners in building process skills
Learning objectives Compare and evaluate representations; explain the features selected and justify the choice of representation in relation to the context.
Learning outcomes Pupils build the process skills needed to enable them to understand a situation and choose an approach to tackle a problem.
English FS Take part in formal and informal discussions/exchanges•Mathematics FS Understand routine and non-routine problems in a wide range of familiar •
and unfamiliar contexts and situations
Identify the situation or problem and the mathematical methods needed •to tackle it
Resources Mini-whiteboards and marker pens
Half A3 flipchart paper and a range of different coloured marker pens for Reading Images activity
(For further information on Reading Images activities see Leading in Learning (LiL); go to www.standards.dcsf.gov.uk/nationalstrategies and search under the reference 0001-2006
Key vocabulary process skills, represent, model, analyse, interpret, communicate, complex, familiar
The National Strategies | Secondary Introduction to Functional Skills
32
© Crown copyright 200900543-2009DOM-EN
Teaching sequence Learning Time
Describing the problem and setting the scene
Show picture of a swimming pool with the following statement:
‘A company has a potential contract to dig and construct an outdoor swimming pool and the customer is anxious to complete the project within four weeks of the starting date. You are the project manager for the construction company. Can you deliver on time or should you recommend declining the contract?’
Using whiteboards, ask pupils to write a key question they would like to ask based on the prompt:
What do you need to know?•Pupils hold up whiteboards. Scan around; select one or two interesting responses. Briefly comment, praise and stress that this, the first step in solving the problem, involves the process skill representing, which involves making sense of situations.
Pupils begin to explore the problem and identify key questions which will inform their final decision. Pupils begin to develop skills to enable them to represent the problem using mathematics.
10 min
Explicitly sharing learning objectives with students
Why are we doing this? Take feedback and suggestions.
This activity will help you to develop strategies to ’visualize the situation‘ and begin to understand and tackle complex and unfamiliar problems.
Use the following key questions to help you.
What would you do first and why? •What information would you need? •What would you do if you did not have that information •and/or the skills to tackle the problem?
How could you transfer these skills across a range of •problems?
Reinforce that in this lesson we are particularly interested in how you tackle the problem, not just in the answer to the problem.
Pupils reflect on and develop their current understanding of how to begin to tackle complex and unfamiliar problems.
5 min
33The National Strategies | Secondary Introduction to Functional Skills
00543-2009DOM-EN© Crown copyright 2009
Teaching sequence Learning Time
Developing strategies to start to tackle an unfamiliar and/or complex problem
Put learners into groups of three or four. Give each group an A2 piece of paper and ask them to reproduce the following diagram.
What mathematics will I need to use?
Key questions (see above list). Description of problem.
Problem could include a picture of a swimming pool.
Explain that this diagram will help them to represent further the problem by offering them a strategy which supports the creation of an initial model of the situation.
If possible give each group a different coloured pen to use in the later annotation of these diagrams. Learners begin to fill in the second box with questions stimulated by the initial class activity.
After 5 minutes, allow each group to ask you for one piece of additional information. Decide in advance what information you are prepared to give. If you decide not to provide information, groups will need to consider whether the information is crucial to solving the problem and, if it is, how they could go about finding that information. This will give pupils a further opportunity to make choices and decisions.
Allow another 5 minutes to complete their questions in the second box. Ask them to move on to the final box to consider the mathematics they will need to use in order to analyse the questions they have posed. Allow a further 10 minutes for this activity.
Pupils explain their thinking to each other, look for connections, develop reasoning and enhance their process skills.
Creative thinking is encouraged throughout.
Pupils begin to select the mathematics they will need to use to find solutions to the initial question.
20 min
Sharing good practice through peer assessment
Groups circulate and annotate other groups’ sheets. Encourage pupils to make formative comments that will help the other groups develop their model.
Pupils refine their model by restructuring their understanding to take account of different points of view.
10 min
The National Strategies | Secondary Introduction to Functional Skills
34
© Crown copyright 200900543-2009DOM-EN
Teaching sequence Learning Time
Setting up an initial model
Ask groups to select an initial plan of action based on the question ’What would you do first and why?’
Ask them to consider the comments from other groups. Invite them to consider the mathematics they may need to use to implement their plan. Do they have the technical skills required? If not, do they think they would be able to learn/revise them or would they need to change their initial plan accordingly? Take feedback on the plans.
Explain that this phase is about interpreting and communicating the results of their earlier analysis of the problem.
Pupils apply restructured ideas to reinforce learning.
They are beginning to interpret and communicate the results of their earlier analysis of the problem.
10 min
Metacognitive plenary
Ask the pupils to think about what they have done today.
How would this way of thinking help to structure the •way you tackle any problem?
What is difficult about solving this type of problem?•Can you share any strategies that you have •developed today that you could transfer to solving other ’open-ended‘ problems like this?
Pupils begin to apply their understanding to their work and identify how they may improve their approaches to solving further practical problems in unfamiliar contexts, i.e. they are moving from ‘this is how I did the task’ to a more generalised ‘this is how you tackle tasks like this’.
10 min
35The National Strategies | Secondary Introduction to Functional Skills
00543-2009DOM-EN© Crown copyright 2009
ICT
Han
dout
5: S
kills
sta
ndar
ds
Man
age
info
rmat
ion
stor
age
Use
ICT
to p
lan
thei
r wor
k an
d ev
alua
te th
eir u
se o
f IC
T sy
stem
sTr
oubl
esho
otSe
lect
and
use
a v
arie
ty o
f sou
rces
of
info
rmat
ion
inde
pend
ently
to m
eet
need
s
Inte
ract
with
and
use
ICT
syst
ems
inde
pend
ently
to m
eet n
eeds
Sele
ct a
nd u
se IC
T to
com
mun
icat
e an
d ex
chan
ge in
form
atio
n sa
fely
, in
depe
nden
tly, r
espo
nsib
ly a
nd
effe
ctiv
ely
incl
udin
g st
orag
e of
m
essa
ges
and
cont
act l
ists
Use
ICT
to e
ffec
tivel
y pl
an w
ork
and
eval
uate
the
effe
ctiv
enes
s o
f the
ICT
syst
em u
sed
Sele
ct, i
nter
act w
ith a
nd u
se IC
T sy
stem
s in
depe
nden
tly fo
r a
com
plex
task
to m
eet a
va
riety
of n
eeds
Man
age
info
rmat
ion
stor
age
to
enab
le e
ffec
tive
retr
ieva
l
Sele
ct a
nd u
se IC
T to
com
mun
icat
e an
d ex
chan
ge in
form
atio
n sa
fely
, in
depe
nden
tly, r
espo
nsib
ly
and
effe
ctiv
ely
Sele
ct a
nd u
se a
var
iety
of s
ourc
es
of in
form
atio
n in
depe
nden
tly fo
r a
com
plex
task
Acc
ess,
sea
rch
for,
sele
ct a
nd u
se
ICT-
base
d in
form
atio
n an
d ev
alua
te
its fi
tnes
s fo
r pur
pose
Eval
uate
the
sele
ctio
n an
d us
e of
ICT
tool
s an
d fa
cilit
ies
used
to p
rese
nt
info
rmat
ion
Pres
ent i
nfor
mat
ion
in w
ays
that
are
fit
for p
urpo
se a
nd a
udie
nce
Brin
g to
geth
er in
form
atio
n to
sui
t co
nten
t and
pur
pose
Ente
r, de
velo
p an
d fo
rmat
in
form
atio
n in
depe
nden
tly to
sui
t its
mea
ning
and
pur
pose
37The National Strategies | SecondaryIntroduction to Functional Skills
00543-2009DOM-EN© Crown copyright 2009
ICT Handout 6: Functional skills gridLevel 1
Use ICT systems
Find and select information
Develop, present and communicate information
The National Strategies | Secondary Introduction to Functional Skills
38
© Crown copyright 200900543-2009DOM-EN
Level 2
Use ICT systems
Find and select information
Develop, present and communicate information
39The National Strategies | Secondary Introduction to Functional Skills
00543-2009DOM-EN© Crown copyright 2009
ICT Handout 7: Year 7 – Internet literacyLesson 4 Copyright
Learning objectives 1.2 Searching and selecting, fifth thread: Pupils recognise copyright and the impact on a variety of people
Learning outcomes Pupils are able to recognise copyright issues associated with downloading, sharing and using music, images and video
Pupils are able to apply these issues to their own work
ICT FS (Build) Find and select information, Level 1: 1.2 recognise copyright constraints on the use of information
ICT FS (Applying)
English FS (Applying) Speaking and listening: Take full part in formal and informal discussions/exchanges
Mathematics FS
(Applying)
Resources www.shapesoftime.net/pages/viewpage.asp?uniqid=13012 Information for teachers on copyright issues
Key vocabulary plagiarism, copyright, permission, author, creator, rights, downloading
Teaching sequence
Teaching sequence Learning Time
Starter: Use and misuse
Distribute ICT and Law grid, and cards which describe scenarios to be placed under headings: Data protection, Computer misuse, Health and safety, Copyright. In small groups pupils place cards on the grid in the right column. Teacher circulates to confirm understanding, and uses direct questioning to ensure that pupils understand why each scenario is affected by data protection, computer misuse, health and safety, or copyright law.
Pupils confirm their understanding of how certain laws relate to the use of ICT.
10 min
The National Strategies | Secondary Introduction to Functional Skills
40
© Crown copyright 200900543-2009DOM-EN
Plagiarism
Teacher explains that the lesson will focus specifically on copyright law and that in order to do this they will review their work and look at plagiarism. Define plagiarism and explain it is socially unacceptable and morally wrong; material copied might be untrue or invalid, and material may not be understood. Ask for examples of how it might affect their work in school.
Pupils begin to relate issues explored in the starter activity to their own experiences in school.
5 min
Copyright
Review current understanding of copyright through whole-class discussion on downloading images from the internet.
Set up role-play activity by explaining that the class is going to discuss the issue of using music from the internet, looking at it from different points of view.
Pupils reflect on and use their current understanding of copyright.
5 min
Divide the class into six groups and allocate roles.
Each group will consider aspects of copyright from the point of view of their character.
Provide briefing cards to help them get into role.
Ask the groups to list key ideas.
Introduce panel questions.
Provide ‘expert’ answers to ensure correct interpretation of the issues.
Pupils’ views are challenged and discussed (cognitive conflict).
10 min
Select one representative from each group to form a ‘panel of experts’ to cover the range of roles.
Questions are put to the panel concerning copyright.
(Provide panel questions for rest of pupils.)
Pupils restructure their understanding to take account of different views.
10 min
Extend discussion to apply understanding to image or video.
Pupils apply restructured ideas to reinforce learning.
5 min
Plenary: ‘Top tips’ for research
Teacher pulls class together and asks pupils to add to and modify their ‘Top tips’ poster/list/card, responding to feedback. Teacher shares good examples with the whole group.
Pupils begin to apply their understanding to their work and identify how they may improve their approaches to searching and selecting in order to comply with copyright requirements.
5 min
41The National Strategies | Secondary Introduction to Functional Skills
00543-2009DOM-EN© Crown copyright 2009
Handout 10: Examples of real, purposeful and relevant contexts
Education Life Work
Within the subject Writing for real audiences, such as to a living poet
Lobbying on a particular issue, such as timing of the school day
Designing and pitching a board game
Researching for the school council on an issue, such as break-time facilities
Using poetry from a particular country to develop cultural understanding
Designing a web page that promotes safe and responsible ICT use
Personal finance, such as taking out a mortgage
Writing a CV and introductory letter to a local employer as preparation for work experience
Researching skills and qualifications required for a particular career
Preparing for and participating in ‘mock’ interviews run by members of the local community
Across the curriculum Developing revision materials for the school’s virtual learning environment
Enterprise, project-based work on, for example, setting up and marketing a new band or designing and selling a product
Using citizenship to engage in global issues such as the Make Poverty History campaign
Designing and implementing a cultural identity and diversity day/week
Fundraising for a particular charity
Designing active industry days
Using PSHE to develop financial literacy and explore aspects such as where money comes from, where money goes, and risk and return
Outside the school School trips
Clubs/hobbies
Awards, e.g. Sports leaders award, Duke of Edinburgh
School productions
Planning and delivering a community event
Setting up an internet radio station that pupils can use to discuss topical issues with the community
Voluntary, community work such as supporting vulnerable groups and the local environment
Part-time paid work
The National Curriculum website (www.curriculum.qca.org.uk/key-stages-3-and-4/index.aspx) contains further examples of purposeful contexts for the application of skills. These are presented as short case studies which are threaded across the site in subjects, functional skills links and cross-curricular dimensions.
43The National Strategies | Secondary Introduction to Functional Skills
00543-2009DOM-EN© Crown copyright 2009
Handout 11: The functional skills core training for schools
An introduction to functional skillsThe introduction covers the basic ideas in the development of applied learning skills that enable learners to use functional English, mathematics and ICT successfully in their lives, their further studies and in future employment.
From building to applying skills1.
This module focuses on successful pedagogy for skills development as learners build and apply functional skills. During problem solving, learners will then be capable of using these skills when there are specific levels of demand.
Real, purposeful and relevant contexts2.
This module defines what is meant by real, purposeful and relevant contexts, then examines the teaching that enables learners to transfer the skills developed to problem solve in these contexts.
Assessing progress3.
This module examines the progression of learners as functional skills are learned. It examines how progression in learner independence is planned for and how teachers’ Assessments for Learning strategies are used for functional skills development.
Entry level to Level 14.
This module focuses on pedagogies for developing functional skills with those learners who have barriers to effective learning, especially with these applied skills.
Demonstrating mastery5.
This module examines what is meant by the demonstration of mastery of functional skills and what opportunities need to be provided for this during problem solving.
Leading functional skills6.
Effective functional skills development relies upon good strategic leadership across a department, across a school and between consortia centres. This module looks at key strategies associated with leadership for successful functional skills development.
Modules 1–4 and the introduction to functional skills are available for face-to-face training.
All seven modules are available as e-learning at: www.standards.dcsf.gov.uk/nationalstrategies
Audience: Schools, Senior and Middle Leaders and Teachers Date of issue: 06-2009 Ref: 00543-2009DOM-EN
Copies of this publication may be available from: www.teachernet.gov.uk/publications
You can download this publication and obtain further information at: www.standards.dcsf.gov.uk
Copies of this publication may be available from: DCSF Publications PO Box 5050 Sherwood Park Annesley Nottingham NG15 ODJ Tel 0845 60 222 60 Fax 0845 60 333 60 Textphone 0845 60 555 60 email: [email protected]
© Crown copyright 2009 Published by the Department for Children, Schools and Families
Extracts from this document may be reproduced for non-commercial research, education or training purposes on the condition that the source is acknowledged as Crown copyright, the publication title is specified, it is reproduced accurately and not used in a misleading context.
The permission to reproduce Crown copyright protected material does not extend to any material in this publication which is identified as being the copyright of a third party.
For any other use please contact [email protected] www.opsi.gov.uk/click-use/index.htm