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Page 1: Functional skills core training - Amazon Web Serviceswsassets.s3.amazonaws.com/ws/nso/pdf/e9b2ac7d3f1286735f6...Functional skills - core training Functional skills support programme

Functional skills support programme

Functional skills core training

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Module 4: Teaching functional skills – from Entry 3 to Level 1

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Session title Length Structure Resources

Introduction:

What do functional skills offer learners?

(generic to all three subjects)

20 min Exploration of what functional skills enable learners to do and achieve

Activity 1: Functional skills in action

Objectives for module

Handout 1: Functional skills – a brief introductionHandout 2: Reflective logVideo clip 1: Functional skills in action

1. Understanding progression from Entry 1 to Level 1

(initial subject-specific focus then generic to all three subjects)

30 min Activity 2: Identifying factors that underpin progression to Level 1

Activity 3: Building on current practice

Handout 3a: Functional English: progression tablesHandout 3b: Functional maths: progression tables Handout 3c: Functional ICT: progression tablesHandout 4: Level differentiation for English, mathematics and ICT

2. Overcoming potential barriers to learning

(generic opening followed by subject-specific Activity 5)

40 min Activity 4: Supporting learners to make progress and to succeed

Activity 5: Barriers and solutions

Handout 5: Resources to support effective skills-based teaching and learning Handout 6: Strategies to support effective skills teaching Handout 7a: Barriers and solutions (English)Handout 7b: Barriers and solutions (mathematics) Handout 7c: Barriers and solutions (ICT)Handout 8a: Barriers and solutions (English) sample answersHandout 8b: Barriers and solutions (mathematics) sample answersHandout 8c: Barriers and solutions (ICT) sample answers

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Session title Length Structure Resources

3. Developing teaching sequences to help learners move from Entry 3 to Level 1

(generic to all three subjects)

30 min Activity 6: Developing a short-term sequence of work

Handout 9: Medium-term plan: On your bike! Handout 10: Short-term teaching plan template

4. Messages emerging from current practice

(generic to all three subjects)

20 min Activity 7: Distilling key messages from current practice

Handout 11a: Case study – Unit specialising in the holistic education of pregnant young women and young mothersHandout 11b: Case study – Community special school Handout 11c: Case study – Alternative educationHandout 11d: Case study – Comprehensive schoolHandout 12: An overview of the four core modules provided by the National Strategies

5. Plenary and next steps

(generic to all three subjects)

10 min Overview of the four core modules and e-learning

Final reflection on learning outcomes and actions to be taken

Handout 2: Reflective log Handout 12: An overview of the four core modules provided by the National Strategies

Total:

150 min

N.B. The timings for this module are demanding given the need to rehearse broad aspects of functional skills as well as to address the focus of the module. The distribution of selected material prior to events is important to allow best use of time during the face-to-face training.

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Introduction: What do functional skills offer learners? (20 min)

ResourcesHandout 1: Functional skills – a brief introduction ●

Handout 2: Reflective log ●

Video clip 1: Functional skills in action ●

Key messages for this session

Functional skills provide:

a framework for skills development which will ● engage learners at all levelsopportunities for ● active, skills-based learning, which enable learners to transfer the skills they develop into other areas of the curriculum into real life and into the world of work

accreditation ● and transition to a range of qualifications and pathways.

By the end of this session participants should be able to answer the following questions.

What do I know about functional skills and what do I need to find out today? ●

What does successful Level 1 functional skills learning look like in practice? ●

What do functional skills offer my learners? ●

This module is likely to be accessed by a mixed audience including teachers responsible for the delivery of functional English, mathematics and ICT, as well as special educational needs coordinators (SENCOs), teaching assistants (TAs) and those involved in delivering the Foundation Learning Tier. Some of this audience may not have attended any previous modules of training. As a result, the level of understanding about functional skills will be varied. In order to address this it would be helpful if the following handouts were distributed electronically to participants in advance of this session:

Handout 1: Functional skills – a brief introduction ●

Handout 5: Resources to support effective skills-based teaching and ●

learningIn addition, as participants are arriving, have Handout 1: Functional skills – a brief introduction distributed on tables and ask individuals to glance through this to ensure that all are fully conversant with essential background details before the formal start of the day.

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Welcome participants. Explain the usual housekeeping procedures and introduce those who will be facilitating the day.

Explain that this training will build on previous training, which some participants may have attended (i.e. Modules 1, 2 and 3) and show Slide 1, which shows the relationship between them.

Presenters may also want to highlight the following.

This module is primarily intended for practitioners working with Key Stage 4 learners who have not yet reached Level 1 functionality, and thus draws on Key Stage 4 exemplification. However, the approaches and principles would be equally appropriate for Key Stage 3 learners and would support progression in functional skills across the key stage to Level 1 and beyond. Practitioners will see many links between the learning and teaching approaches within this module and:

Wave 1 quality first teaching ●

personalised intervention ●

raising attainment by engaging learners in compelling learning experiences. ●

Slide 1: The four core modules for schools

Emphasise that this training is not dependent on attendance at the previous modules, and that supporting information can be accessed via the e-learning modules www.nationalstrategiescpd.org.uk together with a range of resources and web links which will be referred to through the session.

Explain that the main focus for this module will be on learners who are working at Entry 3 and how they can be helped to attain Level 1. It will explore:

the functional skills standards expected of learners at Entry 3 and Level 1 ●

the key factors that support progression between the levels ●

some of the barriers to learning that pupils experience ●

approaches to teaching and planning that will enable these learners to make ●

progress and to achieve.

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In order to gain a sense of the final objective for all of us – which is the successful development of functional skills for Entry 3 learners so that they can progress and achieve at Level 1 – we are going to look at some learners working at Level 1, and try to derive some initial key messages about how that success was achieved.

Activity 1: Functional skills in action (10 min)Explain to participants that they are going to watch a brief video clip in which they will see functional skills in action. These are pupils in a Year 10 class, some of whom are working towards Level 1 functional skills. They are working within a ‘Study Plus’ context (please see www.standards.dcsf.gov.uk/nationalstrategies), and have been given the task of developing a business idea, presenting their plans, running the business and evaluating its success. In this particular case it is providing food for pupils in Years 7 to 9 through a shop they have called their ‘Hot-spot café’. They are being supported in a range of ways in the clip that follows. For example, learners have been allocated roles within their groups and a Teaching Assistant is working with this group. (Note for presenters: it will be helpful to point out which is the TA before participants view the full clip. Presenters should make it clear that the context of the café would not be appropriate for all schools and learners. It is the processes and approaches adopted by staff and pupils that are the focus.)

Ask participants to work in pairs, and while they are watching to:

jot down at least three positive features they notice about the skills and attitudes ●

these pupils are developing

for each of these features, note what they think enabled this to occur. ●

Show Video clip 1: Functional skills in action.

Provide time for pairs to discuss their findings and then take feedback from the group as a whole, focusing on what enabled the positive features to occur. Capture some key learning points, using the flipchart, the slides and the related notes to field responses.

Slide 2: Positive features

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In the clip, pupils are:

engaged in learning, committed to the context and task ●

increasing in confidence ●

actively demonstrating skills in a real-life context ●

thinking for themselves, which is essential for moving towards independence ●

supporting each other, jointly constructing ideas and goals, solving problems and ●

setting targets

planning and structuring how to tackle the task ●

responding to questions on the task through considered reflection ●

developing group-work skills, communicating effectively and sensitively through ●

dialogue and debate

developing a wide range of other personal, learning and thinking skills, for example ●

as creative thinkers, managing the process within the task

developing functional skills (such as mathematics, interpreting and communicating ●

solutions to practical problems; and in English, presenting to a target audience using appropriate language)

reflecting on and evaluating the skills they have developed ●

making links to other learning and contexts. ●

Emphasise the wider generic skills that the learners are developing here, which underpin the revised Key Stage 4 curriculum and which are an integral part of 14–19 Diplomas. These are central to the successful development of functional skills with learners at Entry 3 and provide much of the access to progression which is required.

If participants would like to find out more about personal learning and thinking skills (PLTS) refer them to the PLTS framework and supporting resources, including case studies that can be found on the QCA National Curriculum site at: www.qca.org.uk/curriculum by selecting ‘skills’ and then PLTS.

Move on to Slide 3 to draw out some of the key features that enabled these positive outcomes to occur, highlighting how they supported effective skills development.

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Slide 3: Enablers

Focus on the role played by the teaching assistant who guided and supported the learning through careful questioning that prompted reflection.

Draw this opening activity together by highlighting how functional skills can actively engage pupils in purposeful learning that enables them to develop a range of skills that they can transfer into a wide range of contexts in school, life and employment. In addition, functional skills are qualifications that support success within subjects and transition to further qualifications and pathways including the Foundation Learning Tier, GCSEs, apprenticeship and 14–19 Diplomas.

The challenge is: how will you enable your own learners who are currently at Entry level to make progress to achieve Level 1 functional skills?

We may have part-answered that through our pair discussion and feedback, and begun to agree ways forward – but now we are going to look at the process in more detail.

Explain to participants the objectives for this module (show Slide 4).

Slide 4: Module 4 objectives

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Finally, distribute Handout 2: Reflective log to participants, explaining that it can be used to make notes, reflect on the activities and thinking, and record, where appropriate, their own points for action. Stress that self-evaluation for teachers and organisations is absolutely critical for professional development and school improvement. The log will be referred to at the end of each session and will be used as a tool to plan next steps in the final session of the day.

However, there will already be a number of actions participants might consider even at this stage of the module, for example to:

explore the Study Plus initiative (please see www.standards.dcsf.gov.uk/ ●

nationalstrategies) to see whether there are approaches or contexts which would suit your learners

use ● Slide 2 to audit a sequence of work in terms of its impact on learning for a particular group of learners

explore whether the specific ‘Hot-spot café’ business idea would work within your ●

own organisation, or consider how it would need to be modified.

Use the focus of progression to introduce Session 1: Understanding progression from Entry 1 to Level 1.

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Session 1: Understanding progression from Entry 1 to Level 1 (30 min)

ResourcesHandout 3a: Functional English: progression tables ●

Handout 3b: Functional mathematics: progression tables ●

Handout 3c: Functional ICT: progression tables ●

Handout 4: Level differentiation for English, mathematics and ICT ●

Key messages for this session

In order to plan effectively for the needs of learners at Entry 3, it is important to:

recognise the key factors that underpin progression from Entry 3 to Level 1 ●

identify particular challenges that these factors may create for Entry 3 learners ●

address these learning needs. ●

The two key questions that participants should be able to answer at the end of this session are:

What does progression from Entry 3 to Level 1 look like for a learner? ●

What might I do to help support that progression? ●

In the introduction participants were able to have a brief look at what success at Level 1 might look like for some learners. However, in order to assist learners to move from Entry 3 to Level 1, it is important to have a clear sense of the progression between the levels, which can best be conveyed by going back to Entry 1 and following the standards through to Level 1. When the principles and factors that support progression have been clearly established, they can be converted into practice to identify the potential needs of learners and to support targeted and timely intervention.

Explain to participants that two key documents are available to help with this process and they are the:

functional skills standards ● , which define and differentiate the skill requirements at each level for each of the functional skills qualifications.

functional skills guidance: amplification of the standards ● (QCA, June 2008) – which supplements the standards and provides more detail about the knowledge, skills and understanding required at each level).

The amplification is a key document for teachers. In English and ICT it defines the skills learners need to secure if they are to progress from one level to the next. In mathematics it gives teachers additional information about coverage and range that

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helps to fix the standard required at each level. The full document can be downloaded from: www.qca.org.uk/qca_18249.aspx. (Note for presenters: the amplification document is almost 150 pages long so is not supplied in full as part of the training.)

Participants are going to look at progression tables taken from the amplification of the standards. These provide a basic summary of the progression between the different levels.

The following activity focuses on progression – first, within each subject and then on the generic features of progress towards level 1.

Activity 2: Identifying factors that underpin progression to Level 1 (25 min)

Part 1 (10 min)Participants will need Handouts 3a, 3b and 3c: progression tables for English, mathematics and ICT:

Handout 3a: Functional English: progression tables ● – pages 8–12 of the amplification document

Handout 3b: Functional mathematics: progression tables ● – pages 50–52 of the amplification document/performance criteria

Handout 3c: Functional ICT: progression tables ● – pages 114–121 of the amplification document.

Show Slide 5.

Slide 5: Four factors that underpin functional skills progression

Stress that these four differentiators operate at every level in developing learners who are confident, effective and independent. Do not go into detail at this stage.

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Participants work in subject trios to read and explore the progression table/performance measures for their subject, working together to explore and highlight any features of progression they notice from Entry 1 to Level 1 across different skills standards/performance measures. Depending on numbers, presenters could allocate different aspects of each subject to different trios, or each member of the trio could spend a few minutes looking individually and then bring their thoughts back to the trio. For example:

if they are in an ● English trio one person can look at Speaking and listening, another Reading and another Writing

if they are in an ● ICT trio one can look at ‘using ICT systems’, another at ‘find and select information’ and the third at ‘develop, present and communicate information’

if they are in a ● mathematics trio they could look at one page each.

Feedback at the end of this activity should be within subject trios, sharing the factors in progression which they have identified.

Note for presenter: You may want to highlight the opening statement on the progression tables, which makes clear that each level is built on the level before, so skills at Entry Level 2, for example, incorporate Entry 1.

Part 2 (6 min)Participants regroup into cross-subject trios. (Note for presenters: It will be important to make sure you have covered all 3 subjects in each trio, including where participants are non-specialists.)

Triad activity: In each trio, alternate the roles of speaker, questioner and note taker. Each speaker in turn explains for 2 minutes what features of progression they have highlighted for their subject and how they think these fit under the four differentiators. Then each questioner clarifies and checks understanding, while each note-taker adds to the key points or questions being raised.

Participants will have copies of all three handouts and will be able to reference these in their feedback.

Part 3 (5 min)Now give cross-subject trios a further 5 minutes. Participants are now asked to focus on the key question from the beginning of Session 1, with the focus firmly on the learner, rather than subject.

What does progression from Entry level to Level 1 involve for a learner?

Participants now use the notes from their feedback and their growing understanding of the skills/performance standards to come to an understanding of the generic demands that a learner will face in moving from Entry level to Level 1, focusing on the four differentiators as the headings under which to group their response.

Depending on numbers, presenters could ask each table to work with all four factors, or ask pairs to look at a particular one.

Take feedback from each group/table, ensuring the following points are drawn out.

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At Level 1 the context starts to become less familiar. It is still accessible to the ●

learner but the skills required may, for example, include non-routine aspects in mathematics and may involve several steps in ICT and options and evaluation in English. Guidance may be provided when the learner needs it. At all levels, autonomous decisions are required to find solutions. ●

As learners progress, teachers will need to consider their level of input and their ●

role in the learning taking place, such as when to scaffold, when to reduce levels of support, how to structure increasing levels of choice and autonomy and how to add challenge.

Explain and record on a flipchart, if required, where further guidance on these factors of progression is provided for each functional skill within the main standards document (these are also supplied, should they be required, on Handout 4: Level differentiation for English, mathematics and ICT):

Functional English, pages 8 and 9 ●

Functional mathematics, pages 20 and 21 ●

Functional ICT, pages 27 and 28. ●

Allow participants a few minutes to read these sections and compare the principles to their own explorations and understanding.

Activity 3: Building on current practice (5 min)Once participants have had a chance to read these pages, stress that in ensuring progression in functionality for their learners, they will be building on their current effective practice, informed by a sharper focus on what learners’ next steps need to be.

At Entry level the context the learner is expected to work in will be familiar and the situation or problems that they will apply their skills to will be clear and straightforward, with guidance and direction being provided as appropriate.

Draw this session to a close by referring back to the 'Hot-spot café' example. Ask participants to work in cross-subject pairs for five minutes to discuss real, purposeful and relevant contexts they may already be providing which help their learners to make progress in functional skills in terms of complexity, familiarity, technical demand and independence.

You may wish to use the following example of a school’s Open Day to model the focus for discussion. In LA training, consultants may call upon local examples of good practice to illustrate these more effectively.

ComplexityLearners are advertising the school’s Open Day: they are asked to think about ●

how ICT could help them to do this and which programmes might be most useful and appropriate for the task.

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Familiarity Learners have been writing letters to their families, inviting them to come to the ●

Open Day. Now they are asked to write another letter, this time to one of the governors, or to a local business or other organisation.

Technical demand

Learners use their ICT and English skills to draft an advertisement about the ●

Open Day for the local newspaper: they are asked to use a range of tools to check that the notice is accurate and fit for purpose. They are also asked to use their mathematics skills to work out how expensive the advertisement will be, according to the rates charged per line and per word, and whether they can afford the finished product on the budget given.

IndependenceA group of learners has been given the responsibility for running the reception ●

desk at the Open Day. They work together to plan how they are going to speak to visitors, what information they will need to give and what different roles they will each adopt. The headteacher also needs to know how many people have attended the event and what they thought about it.

Take feedback, asking each table for one example of an opportunity or purposeful context related to the four differentiators as in the example above. Stress that to ensure progress the contexts would need to be informed by effective teaching for applied learning and supported by some of the ‘enabling factors’ which were identified in the first activity.

PlenaryDraw together the key messages from this session by asking participants to turn to Handout 2: Reflective log and to record any action they might like to take such as:

reviewing and where necessary revising an existing unit or medium-term plan in ●

terms of how well it develops the four differentiators of functional skills progress

using this understanding of progression between levels to consider how their ●

practice enables learners to make progress from Entry level to Level 1, with a particular focus on developing independence.

An understanding of functional skills progression within and across the standards is essential but not sufficient to ensure progress for learners. For example, we may recognise increased autonomy as desirable, but we also know particular learners may not be used to or be willing to make choices and decisions for themselves. They may prefer to operate within a ‘comfort zone’ in which making choices means making mistakes, and is thus avoided. Equally, learners may struggle to remain ‘on-task’ and equate autonomy with a licence to follow their own interests regardless of their actual learning needs, the needs of the group or the demands of the activity. So we need to address the potential barriers to learning that some may be experiencing.

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Session 2: Overcoming potential barriers to learning (40 min)

ResourcesHandout 5: Resources to support effective skills-based teaching and ●

learning Handout 6: Strategies to support effective skills teaching ●

Handout 7a: Barriers and solutions (English) ●

Handout 7b: Barriers and solutions (mathematics) ●

Handout 7c: Barriers and solutions (ICT) ●

Handout 8a: Barriers and solutions (English) sample answers ●

Handout 8b: Barriers and solutions (mathematics) sample answers ●

Handout 8c: Barriers and solutions (ICT) sample answers ●

Key messages for the session

Entry 3 pupils can be supported to overcome potential barriers to functional skills learning that they may experience by a sequence we can summarise as CUE – a ‘cue’ for effective learning:

enhancing ● Confidence – so that they believe they can learn

developing ● Understanding – so that they know how to learn

increasing ● Engagement – so that they want to learn.

Pupils who are struggling with aspects of their learning will need extensive practice, a range of clear examples, sustained experience of transfer, well-pitched challenge and careful assessment.

They will need to recognise that experiencing difficulty and making mistakes is not a mark of failure, but part of learning.

By the end of this session participants should be able to answer the following questions:

What general and subject specific barriers to learning face Entry level learners? ●

What can I do to help them overcome these barriers? ●

How will I know when a learner has succeeded in overcoming a particular barrier? ●

Research including that captured in the ‘Making Good Progress’ series of documents produced by the DCSF highlights a range of typical comments made by learners who are struggling to make progress. Show participants Slide 6.

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Slide 6: Learners commenting on their learning

Note for presenters: there may be participants who feel that this is presenting a deficit model of these learners, but it is worth pointing out that the positives (what they enjoy, what helps them learn) are strongly implied by these statements and that most have a clear understanding of what they need in order to move forward. The comments indicate that it is the learners’ limiting beliefs and self-concepts or ‘perception blocks’ which are the issue here, not external labelling.

Explain that these comments can be distilled into three areas, which, if addressed, can help these learners make progress with their functional skills. Say that there is a simple mnemonic for recalling these, namely CUE – the CUE to learning.

Show Slide 7.

Slide 7: The CUE to learning

Acknowledge that there are other factors that will need to be taken into consideration when, for example, supporting learners with specific types of educational need but these three are cross-cutting factors that can be applied to a broad range of learners of all abilities.

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Activity 4: Supporting learners to make progress and to succeed (15 min)Ask participants to work in small mixed functional skills subject groups made up of three or four individuals. Each group should take one of the three factors from Slide 7 (i.e. confidence, understanding or engagement). Presenters should ensure that each area has been covered.

Ask participants to take a piece of flipchart paper, head it up with the factor they are exploring and draw a picture/figure of a learner in the centre. In their groups they are then to gather and record as many strategies, approaches and techniques as possible in 5 minutes that will assist learners in breaking down the barriers they identified in slide 6. (Note for presenters: return to slide 6 to support this activity.)

For example, presenters could model a response to the question: how can a learner be supported to gain confidence/belief that they can succeed with developing their functional skills? The following diagram can be drawn on a flipchart.

Learner

through peer support, providing positive responses to the work they do

emphasising that making mistakes is an integral part of

learning, and that you can’t progress without challenges

Take quick feedback via flipcharts to whole group and then gallery posters by displaying them on the wall. Encourage participants to view them in order to draw out links and note any additional suggestions. Ideas could include:

providing relevant contexts ●

building positive relationships within the group ●

teacher and learners breaking tasks into achievable steps ●

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dialogue within and outside the classroom between teacher and learners and peers ●

building peer support ●

encouraging learners to ask questions ●

creating a positive climate for learning (including routines, physical environment, ●

supportive language)

being clear about expectations ●

presenting a range of engaging tasks and resources ●

celebrating success. ●

Summarise the discussion by listing key elements in teaching and learning which support best progress for all learners, including those progressing from Entry 3 to level 1. For example:

quality first teaching (including explicit objectives, wide repertoire of teaching ●

approaches, guided learning, interactive questioning and dialogue)

targeted and early intervention ●

opportunities for learners to work together to experiment with more open-ended ●

tasks, to take risks and explore different approaches to solving a problem

planned opportunities for pupils to reflect on their learning, which includes time to ●

ask questions

immediate feedback that is constructive and focused on clear targets that capture ●

the next steps for improvement.

It is especially important to stress at this point that there are many supportive resources, which provide guidance on effective skills-based learning, such as:

the Study Plus initiative ●

expert learner materials and approaches ●

Leading in Learning ●

Making Good Progress/Getting back on track ●

existing functional skills materials. ●

There are also approaches to tutoring and coaching which can be used to support progress in functional skills such as The Learning Conversation (available at www.nationalstrategiescpd.org.uk).

Allow 5 minutes for participants to explore Handout 5: Resources to support effective skills-based teaching and learning, which outlines these documents or web links for further reference. These initiatives and guidance documents suggest a range of approaches which can be harnessed as part of effective functional skills learning and development.

In Module 2 we identified that the following factors need to be in place to support learners to develop their functional skills. Reveal Slide 8.

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Slide 8: Key factors in successful skills learning and application (learners)

Of course, for learners at Entry level, these are not straightforward approaches to adopt and will require teachers to consider a range of strategies to support learners to be able to build, develop and apply their functional skills. Much of this has been addressed in the activity that has just been completed but in addition, Handout 6: Strategies to support effective skills teaching contains some further key messages and approaches that teachers may wish to consider when planning how to support learners to move from Entry 3 to Level 1.

Allow time for participants to read the handout and explain how they will then use it to inform some of the solutions they may wish to provide for the next activity.

Activity 5: Barriers and solutions (20 min)Explain to participants that having explored some of the generic strategies that help to move learners forward it is now time to look at subject-specific challenges that learners may face as they move from Entry 3 to Level 1, exploring how the strategies we have discussed can now be applied to very specific contexts.

Divide participants into subject groups of three or four people. Distribute the appropriate subject handout to each group: Handout 7a: Barriers and solutions (English), Handout 7b: Barriers and solutions (mathematics), Handout 7c: Barriers and solutions (ICT).Explain that the handouts capture specific aspects of the functional skills standards that may prove difficult for Entry 3 learners and which chief examiners have highlighted as requiring further attention in their awarding body reports. Explain they have 15 minutes to complete Handout 7 following the modelled example. They will need to provide solutions and practical examples to address the barriers that have been identified. They may wish to refer to Handout 6 and Handout 4 to provide a stimulus

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for their ideas.

Once participants have worked through a minimum of one example, ask them to share their findings within their subject cluster. Mention that there are sample answers for each of the handouts in the participants’ pack that individuals can refer to later. (See Handouts 8a, 8b and 8c.)

Complete the activity by asking participants as a whole group to consider the final stage, which wasn’t included on the handout but is of primary importance in supporting progression.

Key question: How would you know if the barrier you were exploring had been overcome? Refer participants back to the opening video clip – would the teaching assistant have been able to say with any confidence that a particular challenge that a learner or group of learners had been experiencing had been overcome as they completed the ‘Hot-spot café’ activity? Why do you think this?

Note to presenters: Yes – the teaching assistant was able to check the level of understanding of certain learners by asking questions and the learners themselves could measure their progress against pre-supplied functional skills checklists. The teaching assistant would also have been able to make some judgement about engagement and commitment to the learning, and the extent to which non-mathematical skills were being successfully demonstrated (such as negotiation, cooperation, adding new ideas, greater independence, etc).

The teaching assistant was making a day-to-day assessment of progression, which feeds into a tracking and monitoring system. The outcomes of that then feed into periodic assessment where the teacher, with the learner, stands back and takes an overview of where the learner is and begins to make a decision about whether the skills have been secured and the learner can demonstrate mastery. This may well be informed by feedback from a wide range of colleagues including other teachers and work placement providers who engage with the learner. Mention that if participants would like to find out more about assessing the progress of learners they can do so by accessing Module 3 online.

Stress that although the subject knowledge, content and skills demanded are related to the functional skills standards for that subject, the main factors in progression are not wholly subject-based, but derive from the deployment of effective teaching and learning strategies that we have explored in this session.

It is how the subject content is mediated and taught via these approaches that leads to success.

In other words, teaching for progress in functional skills needs:

knowledge of what differentiates attainment at Entry 3 and Level 1 in relation to the ●

functional skills standards

explicit attention in planning to functional skills and personal, learning and thinking ●

skills as well as subject content

the pedagogy for applied learning which involves teachers using a wide repertoire ●

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of approaches to enable learners to build, apply and demonstrate mastery in functional skills

opportunities and support for learners to transfer and apply their learning within and ●

across subjects and in a range of familiar and unfamiliar contexts

strong assessment for learning. ●

Planning coherent sequences of work that embed effective teaching strategies to overcome potential barriers to learning is the next step to support learners working at Entry level to make progress. This will be the focus of the following session.

PlenaryDraw together the messages from this session by asking participants to turn to Handout 2: Reflective log and to record key learning points and items for action that have emerged, such as:

modify or strengthen aspects of practice to take into account potential barriers that ●

learners may experience with developing aspects of functional skills

from ● Handout 5: Resources to support the effective skills-based teaching and learning, choose a resource to explore in greater detail to support your learners in overcoming the barriers to their learning.

Explain that the next session will enable us to look at how we use the strategies we have explored so far to enable learners to secure their skills development and apply their functional skills both within and outside the classroom.

Note to presenters: if you wish to take a refreshment break during this module, this is the most appropriate point.

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Session 3: Developing teaching sequences to help learners move from Entry 3 to Level 1 (30 min)

ResourcesHandout 9: Medium-term plan: On your bike! ●

Handout 10: Short-term teaching plan template ●

Key messages for this session

The key to helping Entry 3 learners make progress to Level 1 in their functional skills is in planning sequences of work that:

are engaging, compelling and motivating ●

draw on a range of effective teaching strategies ●

pay particular attention to addressing potential barriers to learning ●

build in appropriate intervention strategies ●

utilise the three-stage process of functional skills development ●

take account of the four differentiators that underpin progression ●

provide opportunities for assessment, evaluation and reflection. ●

State that the key questions participants should be able to answer by the end of this session are:

What are the implications of the ‘build, apply, mastery’ model of progression for my ●

planning?

How can I plan for progression effectively? ●

Stress the importance of devising and developing sequences of work that will enable learners at Entry 3 to progress towards Level 1. The three-stage process that supports functional skills development is central to the planning of any teaching sequence. Show Slide 9.

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Slide 9: The three-stage process of skills development

Add that for these skills to be mastered teachers will need to draw on and embed within their planning the four differentiators of progression discussed in Activity 2. They will need to ensure that the teaching sequence:

is complex enough to meet the Level 1 requirements ●

supports learners applying the skills they are developing to varied and, where ●

appropriate, less familiar contexts and audiences

incorporates a suitable level of technical demand ●

encourages learners to demonstrate that they can apply the skills they have ●

developed with a degree of independence.

Ultimately teachers will need to ensure that their learners are ready for transitional assessment and that, when entered for the test, they will succeed. The teaching sequences developed will provide a ‘picture of readiness’ for both the teacher and the pupils concerned.

Activity 6: Developing a short-term sequence of work (25 min)Divide participants into subject-based pairs and distribute Handout 9: Medium-term plan – On your bike! Stress to participants that this is not a completed, ready-to-go medium-term plan, but is simply a suggested context and provides an overview of a sequence that needs to be worked up further. The plan could be linked to a particular Diploma line to provide further context, but could equally be a plan for learners who are working towards Level 1 functionality.

The task is for participants to use the medium-term plan as a prompt to design their own short-term teaching sequence (approximately one or two lessons).

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They should:

decide which of the functional skills standards embedded within the medium-term ●

plan provided they want to focus on in planning a short-term teaching sequence. It may help to link the sequence to one of the four stages contained within the plan

focus on developing a short-term sequence that they could use with their particular ●

learners, so they may need to modify aspects of the context according to subject and local needs. For example, the plan is designed as a Key Stage 4 plan but could be adapted for Key Stage 3 learners

draw on the effective approaches and pedagogy explored in Session 2, in particular ●

considering how the differentiators of progression might be included (for example, building greater independence and decision-making, considering the changing role of the teacher and increasing the demand of the task).

Use Slide 10 to provide a framework of prompts to assist pairs in their initial discussion.

Slide 10: Designing a teaching sequence

Talk through the slide – highlight in particular that the objectives selected need to relate to the functional skills standards.

Keep the slide up on the screen and explain that they have 15 minutes to design their own short-term sequence. Stress that all pairs at the end of that time must have a completed plan ready to share with another pair so that everyone leaves the session with some practical ideas that they can take and use with their learners.

Distribute Handout 10: Short-term teaching plan template for pairs to record their ideas on. Stop the activity after 15 minutes – ask pairs to form groups of four and to exchange their ideas.

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PlenaryPull the session together by asking participants to capture key learning points and items for action that have emerged as a result of this session on Handout 2: Reflective log, such as:

use the factors outlined in ● Slide 10 to inform short-term planning

share ideas and approaches with other members of the department or team. ●

Explain that the final session will provide an opportunity to look at some case studies that explore how other organisations have supported learners working at Entry 3 to make progress and achieve at Level 1.

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Session 4: Messages emerging from current practice (20 min)

ResourcesHandout 11a: Case study – Unit specialising in the holistic education of ●

pregnant young women and young mothers Handout 11b: Case study – Community special school ●

Handout 11c: Case study – Alternative education ●

Handout 11d: Case study – Comprehensive school ●

Handout 12: An overview of the four core modules provided by the National ●

Strategies

Key message for this session

We can learn a great deal from looking at what others are doing, even when their circumstances and contexts are different to our own.

Highlight that at the end of this session participants should be able to answer the following key questions.

What approaches have been successful for other practitioners and learners? ●

How can I use these to develop my practice? ●

Reiterate that this module has highlighted that there are a series of generic factors that underpin effective functional skills teaching and learning, whether at Key Stage 3 or 4, and that these can be tailored according to learners' needs and the context within which they are learning.

If this is the case, then we can aid our professional development, help our targeted learners, and make our planning processes more manageable by looking at:

what other teachers do ●

what other learners are doing (not just Entry 3 learners) ●

what other subjects and departments are doing ●

what other organisations as a whole are doing. ●

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Activity 7: Distilling key messages from current practiceExplain that participants will now look at some brief case studies that capture what various organisations are doing to support learners to make progress with their functional skills.

Emphasise that these are examples of practice and not exemplars – these 4 centres are at different stages of developing practice with functional skills and as such, there are many areas that they recognise as still needing to be addressed. For example, in Case Studies 11c and 11d, there is little reference to ICT and this would be a future focus for these centres.

Divide participants into groups of eight. Then ask each group to divide themselves into four sets of pairs. Each pair will look at one of the four case studies that are available. The task is to read the case study and use a highlighter pen to identify the key features that support success.

Distribute the case study Handouts 11a, b, c and d. Give each pair 10 minutes to complete this then ask them to report their findings back to the group of eight. What are they currently doing? What could they take from the case study to use and apply within their own centre?

In feedback, draw together the common threads which emerge from the groups.

These should link to key messages that have occurred throughout the module, such as:

embedding of skills development within real, engaging and purposeful contexts ●

effective planning ●

collaboration between a range of subject teachers and other professionals outside ●

the school context to create a meaningful and cohesive learning experience

prior knowledge with regard to learners’ needs and potential barriers to success ●

regular review of progress which informs next steps in delivery including the ●

modification of short-term plans

consistent and effective tracking systems ●

positive reinforcement of learning. ●

Raise here the potential for local case studies to be developed and shared within consortia, and mention the series of functional skills case studies on the National Curriculum website at: http://curriculum.qca.org.uk/key-stages-3-and-4/skills/functionalskills

Provide time for individuals to record any points for action on Handout 2: Reflective log and ask them to keep their logs in front of them as we move towards the final session.

Discuss the case studies within and across departments, identifying useful ●

approaches which link with current practice and others for possible development.

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Develop collaborative planning and joint working within and across departments to ●

support the development and application of functional skills.

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Session 5: Plenary and next steps (10 min)

ResourcesHandout 2: Reflective log ●

Handout 12: An overview of the four core modules provided by the National ●

Strategies

Key message for this session

It is important to act on identified points for action promptly through clear next steps in order to support collaborative professional development and take forward the implementation of the programme.

Ask participants to refer back to Handout 2: Reflective log and to share on their tables the key messages that have emerged as a result of attending the module.

Draw these together and ensure they include:

the key factors that underpin progression as learners move from functional skills ●

Entry 3 to Level 1 and the opportunities and challenges that this presents

an understanding of the strategies they need to employ as teachers to support ●

effective skills development and achievement

the implications this presents for both their medium- and short-term planning. ●

Provide reflection time for each individual to identify an action they will:

implement themselves tomorrow ●

take to inform and influence the practice of the department within which they work ●

take to the senior leadership team within their organisation. ●

Following this, ask each participant to turn to the person sitting next to them and to articulate, for each of the three points listed, one key action they will take as a result of completing this module.

Show Slide 11 and show how they can access further support and advice.

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Slide 11: Accessing further support

There are four avenues of support available for those involved in the functional skills pilot.

The National Strategies ● has a support model that is focused on four core training modules. These will be delivered as part of core training led by LA consultants, and followed up with e-learning materials to support delivery and dissemination in school centres. LA consultants will also support the embedding of functional skills at Key Stages 3 and 4 in English, mathematics and ICT as the renewed Frameworks and APP are established and developed.

The Learning and Skills Network ● has a team of regional coordinators who offer support, built around a series of modules, intended primarily for post-16 settings.

The Specialist Schools and Academies Trust ● is responsible for training support for the Diploma – and for embedding functional skills teaching within the Diploma. Schools must however remain aware of the link between functional skills Level 2 and GCSEs in English, mathematics and ICT.

Awarding bodies ● are responsible for the practical elements of assessment training that focus on the delivery of the terminal examinations that they offer.

If appropriate, distribute Handout 12: An overview of the four core modules provided by the National Strategies. Highlight that this is Module 4 of four modules offered by the National Strategies and indicate if and when, at a local level, any further training will take place. Point out that the handout also describes the e-learning which accompanies the face-to-face training and that, if participants have been unable to access any of the previous modules, they can do so online.

E-learningExplain that, for greater flexibility in delivery, the face-to-face sessions are accompanied by online versions of all four modules (plus a short introductory module) to support a blended approach to training and development within centres. The following details about the e-learning are given in the handout.

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E-learning Modules 1 and 2, plus the introduction, were available from December 2008, with e-learning for Modules 3 and 4 accessible at the end of February 2009. The e-learning modules have also been distributed on a DVD-ROM as part of this training.

The e-learning/DVD-ROM can be used:

by subject leaders prior to face-to-face dissemination ●

during group cascade sessions as part of the dissemination ●

by individuals and pairs of teachers as a support tool for post-delivery refresher ●

training.

At this point you may choose to give a short demonstration of the features of the online modules, using the CD-ROM provided or by accessing the material online if you are able to do so.

Features to demonstrate will be basic navigation. Specific details to point out include: the generic screens; the subject screens and tabs; prompts and reveal buttons (responses) for viewing video; offline activities and the resources tab, which will provide access to additional materials and guidance.

Ask participants to complete evaluations, answer any questions and close.

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Handout 1: Functional skills – a brief introduction

What are functional skills?Functional skills in English, mathematics and 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 ●

engage competently and confidently with others ●

solve problems in both familiar and unfamiliar situations ●

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. The 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 need to be achieved at Level 2 if learners are to gain an A*–C at GCSE in ●

English, mathematics or ICT from 2012 onwards.

What are the functional skills standards?The functional skills standards are contained in a technical document that defines and differentiates the skill requirements for the functional skills qualifications. The format and presentation of the standards differs slightly across English, mathematics and ICT but these differences are necessary for various reasons, including the disparate nature of these bodies of knowledge. 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.

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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.

How is progression between levels determined?Progression between levels is determined by the four differentiators referred to below. 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 2,000 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: http://curriculum.qca.org.uk/key-stages-3-and-4/index.aspx

The Learning and Skills Improvement Service (formerly the Quality Improvement Agency) 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: ● www.standards.dcsf.gov.uk/secondary/keystage4/iss/ks4_fssp

the Excellence Gateway: ● http://excellence.qia.org.uk/159670

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008

Qua

lific

atio

ns a

nd C

urric

ulum

Aut

horit

y 8

Func

tiona

l Eng

lish:

pro

gres

sion

tabl

es

It is

ess

entia

l to

rem

embe

r tha

t eac

h le

vel b

uild

s on

and

sub

sum

es th

e re

quire

men

ts o

f all

prev

ious

leve

ls. T

here

fore

, req

uire

men

ts a

re n

ot

nece

ssar

ily re

peat

ed a

t eac

h le

vel.

For e

xam

ple,

it is

cle

ar th

at a

t ent

ry 2

lear

ners

are

exp

ecte

d to

pun

ctua

te a

ccur

atel

y us

ing

capi

tal l

ette

rs,

full

stop

s an

d qu

estio

n m

arks

. Acc

urac

y in

thes

e is

stil

l exp

ecte

d at

ent

ry 3

, lev

el 1

and

leve

l 2, a

lthou

gh in

add

ition

, by

leve

l 2, l

earn

ers

are

expe

cted

to a

lso

use

com

mas

, apo

stro

phes

and

inve

rted

com

mas

acc

urat

ely.

Spea

king

and

list

enin

g E

ntry

1

Ent

ry 2

E

ntry

3

Leve

l 1

Leve

l 2

Spe

akin

g an

d lis

teni

ng

At t

his

leve

l, le

arne

rs c

an:

Spe

akin

g an

d lis

teni

ng

At t

his

leve

l, le

arne

rs c

an:

Spe

akin

g an

d lis

teni

ng

At t

his

leve

l, le

arne

rs c

an:

Spe

akin

g an

d lis

teni

ng

At t

his

leve

l, le

arne

rs c

an:

Spe

akin

g an

d lis

teni

ng

At t

his

leve

l, le

arne

rs

can:

Par

ticip

ate

in a

nd

unde

rsta

nd th

e m

ain

poin

ts o

f a s

impl

e

disc

ussi

on/e

xcha

nge

that

is fa

mili

ar w

ith a

noth

er

pers

on.

Par

ticip

ate

in a

nd

unde

rsta

nd th

e m

ain

poin

ts o

f sim

ple

disc

ussi

ons/

exch

ange

s

that

are

fam

iliar

, mak

ing

activ

e co

ntrib

utio

ns, w

ith

mor

e th

an o

ne p

erso

n.

Par

ticip

ate

in a

nd

unde

rsta

nd th

e m

ain

poin

ts o

f for

mal

disc

ussi

ons/

exch

ange

s

that

are

fam

iliar

, and

unfa

mili

ar in

form

al

disc

ussi

on/e

xcha

nges

,

mak

ing

mor

e ex

tend

ed

Take

full

part

in fo

rmal

and

info

rmal

disc

ussi

ons/

exch

ange

s

that

may

be

unfa

mili

ar.

Pre

pare

for f

orm

al

disc

ussi

on o

f opi

nion

s an

d

idea

s.

Mak

e a

rang

e of

cont

ribut

ions

to

disc

ussi

ons

in a

wid

e

rang

e of

con

text

s,

incl

udin

g un

fam

iliar

audi

ence

s.

List

en to

com

plex

info

rmat

ion,

giv

ing

© Q

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Page 42: Functional skills core training - Amazon Web Serviceswsassets.s3.amazonaws.com/ws/nso/pdf/e9b2ac7d3f1286735f6...Functional skills - core training Functional skills support programme

Functional skills - core training Functional skills support programme

© Crown copyright 200900038-2009DOM-EN

Module 4: Teaching functional skills – from Entry 3 to Level 1

40

Func

tiona

l ski

lls g

uida

nce:

am

plifi

catio

n of

the

stan

dard

s

© 2

008

Qua

lific

atio

ns a

nd C

urric

ulum

Aut

horit

y 9

cont

ribut

ions

that

con

tain

rele

vant

poi

nts

at

appr

opria

te ti

mes

and

in

an a

ppro

pria

te m

anne

r.

Res

pond

app

ropr

iate

ly to

othe

rs a

nd re

spec

t oth

ers’

turn

-taki

ng ri

ghts

.

Be

flexi

ble

in d

iscu

ssio

n,

mak

ing

diffe

rent

kin

ds o

f

cont

ribut

ions

.

Pre

sent

info

rmat

ion/

poin

ts

of v

iew

cle

arly

and

in

appr

opria

te la

ngua

ge.

rele

vant

, cog

ent

resp

onse

s.

Mak

e ef

fect

ive

pres

enta

tions

in a

wid

e

rang

e of

con

text

s.

Pre

sent

info

rmat

ion

pers

uasi

vely

. Ada

pt

cont

ribut

ions

.

Take

a ra

nge

of ro

les

whe

n m

ovin

g di

scus

sion

forw

ard.

© Q

CA

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Page 43: Functional skills core training - Amazon Web Serviceswsassets.s3.amazonaws.com/ws/nso/pdf/e9b2ac7d3f1286735f6...Functional skills - core training Functional skills support programme

© Crown copyright 2009

41

00038-2009DOM-EN

Functional skills - core training Functional skills support programme

Module 4: Teaching functional skills – from Entry 3 to Level 1

41

Func

tiona

l ski

lls g

uida

nce:

am

plifi

catio

n of

the

stan

dard

s

© 2

008

Qua

lific

atio

ns a

nd C

urric

ulum

Aut

horit

y 10

Rea

ding

Ent

ry 1

E

ntry

2

Ent

ry 3

Le

vel 1

Le

vel 2

Rea

ding

At t

his

leve

l, le

arne

rs

can:

Rea

ding

At t

his

leve

l, le

arne

rs

can:

Rea

ding

At t

his

leve

l, le

arne

rs c

an:

Rea

ding

At t

his

leve

l, le

arne

rs

can:

Rea

ding

At t

his

leve

l, le

arne

rs c

an:

Rea

d an

d un

ders

tand

shor

t, si

mpl

e te

xts

on

fam

iliar

topi

cs th

at

expl

ain,

des

crib

e an

d

narr

ate

on p

aper

and

on s

cree

n.

Rea

d an

d un

ders

tand

stra

ight

forw

ard

text

s

incl

udin

g ch

rono

logi

cal

and

inst

ruct

iona

l tex

ts.

Use

alp

habe

tical

ord

er

to lo

cate

info

rmat

ion.

Rea

d an

d un

ders

tand

stra

ight

forw

ard

text

s,

inde

pend

ently

and

for a

purp

ose

in d

iffer

ent

form

ats.

Und

erst

and

mai

n po

ints

mad

e in

text

s, in

clud

ing

diag

ram

s an

d gr

aphi

cal

repr

esen

tatio

ns.

Writ

ten

text

s ar

e m

ore

than

one

par

agra

ph lo

ng.

Use

stra

tegi

es to

read

incl

udin

g de

taile

d re

adin

g

and

scan

ning

text

s.

Rea

d an

d un

ders

tand

the

mai

n po

ints

and

idea

s

with

in a

rang

e of

text

s

and

text

type

s, in

clud

ing

repo

rts, i

nstru

ctio

nal,

expl

anat

ory

and

pers

uasi

ve te

xts.

Take

app

ropr

iate

act

ion.

Com

pare

, sel

ect,

read

and

unde

rsta

nd in

form

atio

n,

idea

s, o

pini

ons,

impl

icit

mea

ning

and

/or b

ias

with

in

a w

ide

rang

e of

text

s an

d

text

type

s.

Use

them

to g

athe

r

info

rmat

ion,

idea

s,

argu

men

ts a

nd o

pini

ons

for

diffe

rent

pur

pose

s. R

ead

and

sum

mar

ise

succ

inct

ly

info

rmat

ion/

idea

s fro

m

diffe

rent

sou

rces

.

Rea

d an

d ac

tivel

y re

spon

d

to d

iffer

ent t

exts

.

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Page 44: Functional skills core training - Amazon Web Serviceswsassets.s3.amazonaws.com/ws/nso/pdf/e9b2ac7d3f1286735f6...Functional skills - core training Functional skills support programme

Functional skills - core training Functional skills support programme

© Crown copyright 200900038-2009DOM-EN

Module 4: Teaching functional skills – from Entry 3 to Level 1

42

Func

tiona

l ski

lls g

uida

nce:

am

plifi

catio

n of

the

stan

dard

s

© 2

008

Qua

lific

atio

ns a

nd C

urric

ulum

Aut

horit

y 11

Writ

ing

Ent

ry 1

E

ntry

2

Ent

ry 3

Le

vel 1

Le

vel 2

Writ

ing

At t

his

leve

l, le

arne

rs c

an:

Writ

ing

At t

his

leve

l, le

arne

rs c

an:

Writ

ing

At t

his

leve

l, le

arne

rs c

an:

Writ

ing

At t

his

leve

l, le

arne

rs c

an:

Writ

ing

At t

his

leve

l, le

arne

rs c

an:

Writ

e sh

ort,

sim

ple

sent

ence

s. U

se w

ritte

n

wor

ds a

nd p

hras

es to

pres

ent i

nfor

mat

ion.

Writ

e sh

ort d

ocum

ents

with

som

e aw

aren

ess

of

inte

nded

aud

ienc

e.

Writ

e do

cum

ents

with

som

e ad

apta

tion

to th

e

inte

nded

aud

ienc

e. P

lan

draf

t and

org

anis

e w

ritin

g.

Seq

uenc

e w

ritin

g lo

gica

lly

and

clea

rly.

Use

bas

ic g

ram

mar

,

incl

udin

g ap

prop

riate

verb

/tens

e an

d

subj

ect/v

erb

agre

emen

t.

Writ

e do

cum

ents

cle

arly

and

cohe

rent

ly to

com

mun

icat

e in

form

atio

n,

idea

s an

d op

inio

ns u

sing

lang

uage

, for

mat

s an

d

styl

es s

uita

ble

for t

heir

purp

ose

and

audi

ence

.

Use

cor

rect

gra

mm

ar

incl

udin

g su

bjec

t/ver

b

agre

emen

t and

cor

rect

and

cons

iste

nt u

se o

f

tens

e.

Writ

e do

cum

ents

on

com

plex

sub

ject

s,

conc

isel

y an

d cl

early

,

logi

cally

and

per

suas

ivel

y,

incl

udin

g ex

tend

ed w

ritin

g

piec

es, c

omm

unic

atin

g

info

rmat

ion,

idea

s an

d

opin

ions

effe

ctiv

ely

and

pers

uasi

vely

.

Pun

ctua

te u

sing

cap

ital

lette

rs a

nd fu

ll st

ops.

Con

stru

ct c

ompo

und

sent

ence

s us

ing

com

mon

conj

unct

ions

. Pun

ctua

te

Use

a ra

nge

of d

iffer

ent

styl

es a

nd s

ente

nce

stru

ctur

es, i

nclu

ding

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Page 45: Functional skills core training - Amazon Web Serviceswsassets.s3.amazonaws.com/ws/nso/pdf/e9b2ac7d3f1286735f6...Functional skills - core training Functional skills support programme

© Crown copyright 2009

43

00038-2009DOM-EN

Functional skills - core training Functional skills support programme

Module 4: Teaching functional skills – from Entry 3 to Level 1

43

Func

tiona

l ski

lls g

uida

nce:

am

plifi

catio

n of

the

stan

dard

s

© 2

008

Qua

lific

atio

ns a

nd C

urric

ulum

Aut

horit

y 12

usin

g qu

estio

n m

arks

. co

mpl

ex s

ente

nces

for

diffe

rent

pur

pose

s.

Pun

ctua

te a

ccur

atel

y

usin

g co

mm

as,

apos

troph

es a

nd in

verte

d

com

mas

.

Spe

ll co

rrec

tly s

ome

pers

onal

or v

ery

fam

iliar

wor

ds.

Spe

ll co

rrec

tly a

rang

e of

com

mon

wor

ds.

Spe

ll co

rrec

tly a

nd c

heck

wor

k fo

r acc

urac

y.

Spe

ll, p

unct

uate

and

use

gram

mar

acc

urat

ely

so

that

mea

ning

is c

lear

.

Spe

ll, p

unct

uate

and

use

gram

mar

acc

urat

ely

so

that

mea

ning

is c

lear

.

Writ

e do

cum

ents

suc

h as

form

s, m

essa

ges

or n

otes

on p

aper

and

on

scre

en.

Writ

e do

cum

ents

suc

h as

form

s, m

essa

ges

or

sim

ple

narr

ativ

es o

n

pape

r and

on

scre

en.

Writ

e do

cum

ents

suc

h as

form

s, e

-mai

ls, l

ette

rs o

r

sim

ple

inst

ruct

ions

or

shor

t rep

orts

on

pape

r

and

on s

cree

n.

Writ

e a

rang

e of

docu

men

ts o

n pa

per a

nd

on s

cree

n.

Writ

e a

wid

e ra

nge

of

docu

men

ts o

n pa

per a

nd

on s

cree

n.

© Q

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Page 46: Functional skills core training - Amazon Web Serviceswsassets.s3.amazonaws.com/ws/nso/pdf/e9b2ac7d3f1286735f6...Functional skills - core training Functional skills support programme
Page 47: Functional skills core training - Amazon Web Serviceswsassets.s3.amazonaws.com/ws/nso/pdf/e9b2ac7d3f1286735f6...Functional skills - core training Functional skills support programme

© Crown copyright 2009

45

00038-2009DOM-EN

Functional skills - core training Functional skills support programme

Module 4: Teaching functional skills – from Entry 3 to Level 1

45

Han

dout

3b:

Fun

ctio

nal m

athe

mat

ics:

pro

gres

sion

tabl

esFu

nctio

nal s

kills

gui

danc

e: a

mpl

ifica

tion

of th

e st

anda

rds

© 2

008

Qua

lific

atio

ns a

nd C

urric

ulum

Aut

horit

y

50

Func

tiona

l mat

hem

atic

s: p

rogr

essi

on ta

bles

Pro

cess

Per

form

ance

Ent

ry 1

Per

form

ance

Ent

ry 2

Per

form

ance

Ent

ry 3

Per

form

ance

Leve

l 1

Per

form

ance

Leve

l 2

Lear

ners

can

:

unde

rsta

nd s

impl

e

mat

hem

atic

al

info

rmat

ion

in

fam

iliar

and

acce

ssib

le c

onte

xts

and

situ

atio

ns

Lear

ners

can

:

unde

rsta

nd s

impl

e

prac

tical

pro

blem

s

in fa

mili

ar a

nd

acce

ssib

le c

onte

xts

and

situ

atio

ns

Lear

ners

can

:

unde

rsta

nd

prac

tical

pro

blem

s

in fa

mili

ar a

nd

acce

ssib

le c

onte

xts

and

situ

atio

ns

Lear

ners

can

:

unde

rsta

nd p

ract

ical

prob

lem

s in

fam

iliar

and

unfa

mili

ar c

onte

xts

and

situ

atio

ns, s

ome

of

whi

ch a

re n

on-r

outin

e

Lear

ners

can

:

unde

rsta

nd ro

utin

e an

d no

n-

rout

ine

prac

tical

pro

blem

s in

a w

ide

rang

e of

fam

iliar

and

unfa

mili

ar c

onte

xts

and

situ

atio

ns

Rep

rese

ntin

g,

anal

ysin

g an

d

inte

rpre

ting

use

give

n m

etho

ds

and

stan

dard

mod

els

to o

btai

n an

swer

s to

sim

ple

give

n

prac

tical

pro

blem

s

that

are

cle

ar a

nd

rout

ine

use

basi

c

mat

hem

atic

s to

obta

in a

nsw

ers

to

sim

ple

give

n

prac

tical

pro

blem

s

that

are

cle

ar a

nd

rout

ine

begi

n to

dev

elop

own

stra

tegi

es fo

r

solv

ing

sim

ple

prob

lem

s

iden

tify,

obt

ain

and

utili

se n

eces

sary

info

rmat

ion

to ta

ckle

prob

lem

s

iden

tify

the

situ

atio

n or

prob

lem

and

the

mat

hem

atic

al m

etho

ds

need

ed to

tack

le it

© Q

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Page 48: Functional skills core training - Amazon Web Serviceswsassets.s3.amazonaws.com/ws/nso/pdf/e9b2ac7d3f1286735f6...Functional skills - core training Functional skills support programme

Functional skills - core training Functional skills support programme

© Crown copyright 200900038-2009DOM-EN

Module 4: Teaching functional skills – from Entry 3 to Level 1

46

Func

tiona

l ski

lls g

uida

nce:

am

plifi

catio

n of

the

stan

dard

s

© 2

008

Qua

lific

atio

ns a

nd C

urric

ulum

Aut

horit

y

51

Pro

cess

Per

form

ance

Ent

ry 1

Per

form

ance

Ent

ry 2

Per

form

ance

Ent

ry 3

Per

form

ance

Leve

l 1

Per

form

ance

Leve

l 2

Lear

ners

can

:

gene

rate

resu

lts th

at

mak

e se

nse

to a

spec

ified

task

Lear

ners

can

:

gene

rate

resu

lts to

a gi

ven

leve

l of

accu

racy

Lear

ners

can

:

sele

ct a

nd a

pply

mat

hem

atic

s to

obta

in a

nsw

ers

to

sim

ple

give

n

prac

tical

pro

blem

s

that

are

cle

ar a

nd

rout

ine

Lear

ners

can

:

sele

ct a

nd a

pply

mat

hem

atic

s in

an

orga

nise

d w

ay to

find

solu

tions

to p

ract

ical

prob

lem

s fo

r diff

eren

t

purp

oses

Lear

ners

can

:

sele

ct a

nd a

pply

a ra

nge

of

mat

hem

atic

s to

find

sol

utio

ns

Rep

rese

ntin

g,

anal

ysin

g an

d

inte

rpre

ting

us

e gi

ven

chec

king

proc

edur

es

use

sim

ple

chec

king

proc

edur

es

use

appr

opria

te

chec

king

pro

cedu

res

at

each

sta

ge

use

appr

opria

te c

heck

ing

proc

edur

es a

nd e

valu

ate

thei

r

effe

ctiv

enes

s at

eac

h st

age

© Q

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© Crown copyright 2009

47

00038-2009DOM-EN

Functional skills - core training Functional skills support programme

Module 4: Teaching functional skills – from Entry 3 to Level 1

47

Func

tiona

l ski

lls g

uida

nce:

am

plifi

catio

n of

the

stan

dard

s

© 2

008

Qua

lific

atio

ns a

nd C

urric

ulum

Aut

horit

y

52

Pro

cess

P

erfo

rman

ce

Ent

ry 1

Per

form

ance

Ent

ry 2

Per

form

ance

Ent

ry 3

Per

form

ance

Leve

l 1

Per

form

ance

Leve

l 2

Rep

rese

ntin

g,

anal

ysin

g an

d

inte

rpre

ting

Lear

ners

can

:

com

mun

icat

e

solu

tions

to s

impl

e

give

n pr

actic

al

prob

lem

s in

fam

iliar

cont

exts

and

situ

atio

ns

Lear

ners

can

:

com

mun

icat

e an

d

expl

ain

solu

tions

to

sim

ple

give

n

prac

tical

pro

blem

s

in fa

mili

ar c

onte

xts

and

situ

atio

ns

Lear

ners

can

:

inte

rpre

t res

ults

and

com

mun

icat

e

solu

tions

to

prac

tical

pro

blem

s

in fa

mili

ar c

onte

xts

and

situ

atio

ns

Lear

ners

can

:

inte

rpre

t res

ults

,

cons

ider

the

appr

opria

tene

ss o

f

conc

lusi

ons,

and

com

mun

icat

e so

lutio

ns

to p

ract

ical

pro

blem

s,

prov

idin

g ex

plan

atio

ns

Lear

ners

can

:

inte

rpre

t res

ults

, con

side

r the

accu

racy

and

appr

opria

tene

ss o

f res

ults

and

solu

tions

, and

com

mun

icat

e so

lutio

ns to

prac

tical

pro

blem

s in

fam

iliar

and

unfa

mili

ar ro

utin

e an

d

non-

rout

ine

cont

exts

and

situ

atio

ns

draw

con

clus

ions

in li

ght o

f

situ

atio

ns a

nd p

rovi

de

mat

hem

atic

al ju

stifi

catio

ns

© Q

CA

200

8

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Page 51: Functional skills core training - Amazon Web Serviceswsassets.s3.amazonaws.com/ws/nso/pdf/e9b2ac7d3f1286735f6...Functional skills - core training Functional skills support programme

© Crown copyright 2009

49

00038-2009DOM-EN

Functional skills - core training Functional skills support programme

Module 4: Teaching functional skills – from Entry 3 to Level 1

49

Han

dout

3c:

Fun

ctio

nal I

CT:

pro

gres

sion

tabl

es

Func

tiona

l ski

lls g

uida

nce:

am

plifi

catio

n of

the

stan

dard

s

© 2

008

Qua

lific

atio

ns a

nd C

urric

ulum

Aut

horit

y

114

Func

tiona

l IC

T: p

rogr

essi

on ta

bles

Th

is ta

ble

prov

ides

an

indi

catio

n of

the

type

of c

onte

nt th

at le

arne

rs a

re e

xpec

ted

to u

se w

hen

appl

ying

thei

r fun

ctio

nal I

CT

skill

s. T

hese

exam

ples

and

app

licat

ions

are

not

list

s w

hich

lear

ners

sho

uld

conf

ine

them

selv

es to

, but

are

inte

nded

as

a gu

ide

to th

e ty

pe o

f con

tent

that

will

be e

xpec

ted

in fu

nctio

nal I

CT

qual

ifica

tions

and

ass

essm

ents

.

Use

ICT

syst

ems:

Ski

ll st

anda

rd

Ent

ry 1

E

ntry

2

Ent

ry 3

Le

vel 1

Le

vel 2

1a In

tera

ct w

ith a

nd u

se

ICT

syst

ems

inde

pend

ently

to m

eet

need

s

1a S

elec

t, in

tera

ct w

ith a

nd u

se IC

T

syst

ems

inde

pend

ently

for a

com

plex

task

to m

eet a

var

iety

of

need

s

1a In

tera

ct w

ith a

nd u

se

an IC

T sy

stem

to m

eet

need

s

1b U

se IC

T to

pla

n w

ork

and

eval

uate

thei

r use

of

ICT

syst

ems

1b U

se IC

T to

effe

ctiv

ely

plan

wor

k

and

eval

uate

the

effe

ctiv

enes

s of

the

ICT

syst

em u

sed

1 In

tera

ct w

ith IC

T

for a

giv

en p

urpo

se

1 In

tera

ct w

ith IC

T fo

r a

purp

ose

1b S

tore

info

rmat

ion

1c M

anag

e in

form

atio

n

stor

age

1c M

anag

e in

form

atio

n st

orag

e to

enab

le e

ffici

ent r

etrie

val

2 Fo

llow

reco

mm

ende

d sa

fe

2 Fo

llow

and

unde

rsta

nd

reco

mm

ende

d sa

fe

2 Fo

llow

and

und

erst

and

the

need

for s

afet

y an

d

2 Fo

llow

and

und

erst

and

the

need

for s

afet

y an

d

2a In

depe

nden

tly fo

llow

and

unde

rsta

nd th

e ne

ed fo

r saf

ety

and

secu

rity

prac

tices

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Functional skills - core training Functional skills support programme

© Crown copyright 200900038-2009DOM-EN

Module 4: Teaching functional skills – from Entry 3 to Level 1

50

Func

tiona

l ski

lls g

uida

nce:

am

plifi

catio

n of

the

stan

dard

s

© 2

008

Qua

lific

atio

ns a

nd C

urric

ulum

Aut

horit

y

115

prac

tices

pr

actic

es

secu

rity

prac

tices

se

curit

y pr

actic

es

2b T

roub

lesh

oot

Use

ICT

syst

ems:

Cov

erag

e E

ntry

1

Ent

ry 2

E

ntry

3

Leve

l 1

Leve

l 2

1.1

Use

ICT

for a

give

n pu

rpos

e

1.1

Use

com

pute

r

hard

war

e

1.1

Use

cor

rect

proc

edur

es to

sta

rt an

d

shut

dow

n an

ICT

syst

em

1.1

Use

cor

rect

pro

cedu

res

to s

tart

and

shut

dow

n an

ICT

syst

em

1.1

Use

cor

rect

proc

edur

es to

sta

rt an

d

shut

dow

n an

ICT

syst

em

1.2

Use

inpu

t and

out

put

devi

ces

1.2

Use

a c

omm

unic

atio

n

serv

ice

to a

cces

s th

e

inte

rnet

1.2

Sel

ect a

nd u

se a

com

mun

icat

ion

serv

ice

to

acce

ss th

e in

tern

et

1.2

Use

sof

twar

e

appl

icat

ions

for a

purp

ose

1.3

Sel

ect a

nd u

se

softw

are

appl

icat

ions

to

mee

t nee

ds a

nd s

olve

prob

lem

s

1.3

Sel

ect a

nd u

se s

oftw

are

appl

icat

ions

to m

eet n

eeds

and

solv

e gi

ven

prob

lem

s

1.3

Sel

ect a

nd u

se

softw

are

appl

icat

ions

to

mee

t nee

ds a

nd s

olve

prob

lem

s

1.2

Rec

ogni

se a

nd

use

inte

rface

feat

ures

1.3

Rec

ogni

se a

nd u

se

inte

rface

feat

ures

1.4

Rec

ogni

se a

nd u

se

inte

rface

feat

ures

1.4

Rec

ogni

se a

nd u

se

inte

rface

feat

ures

effe

ctiv

ely

to m

eet n

eeds

1.4

Sel

ect a

nd u

se

inte

rface

feat

ures

and

syst

em fa

cilit

ies

effe

ctiv

ely

to m

eet n

eeds

©

QC

A 2

008

Page 53: Functional skills core training - Amazon Web Serviceswsassets.s3.amazonaws.com/ws/nso/pdf/e9b2ac7d3f1286735f6...Functional skills - core training Functional skills support programme

© Crown copyright 2009

51

00038-2009DOM-EN

Functional skills - core training Functional skills support programme

Module 4: Teaching functional skills – from Entry 3 to Level 1

51

Func

tiona

l ski

lls g

uida

nce:

am

plifi

catio

n of

the

stan

dard

s

© 2

008

Qua

lific

atio

ns a

nd C

urric

ulum

Aut

horit

y

116

1.5

Adj

ust s

yste

m s

ettin

gs

as a

ppro

pria

te to

indi

vidu

al

need

s

1.5

Sel

ect a

nd a

djus

t

syst

em s

ettin

gs a

s

appr

opria

te to

indi

vidu

al

need

s

1.5

Und

erst

and

that

setti

ngs

can

be a

djus

ted

acco

rdin

g to

indi

vidu

al

need

s1.

6 U

tilis

e IC

T to

pla

n an

d

orga

nise

wor

k

1.6

Use

ICT

to e

ffect

ivel

y

plan

wor

k an

d re

view

the

effe

ctiv

enes

s of

ICT

tool

s

to m

eet n

eeds

in o

rder

to

info

rm fu

ture

judg

men

ts

1.6

Wor

k w

ith fi

les

to

enab

le s

tora

ge a

nd

retri

eval

of i

nfor

mat

ion

1.7

Wor

k w

ith fi

les

and

fold

ers

to o

rgan

ise,

sto

re

and

retri

eve

info

rmat

ion

1.7

Man

age

files

and

fold

er s

truct

ures

to e

nabl

e

effic

ient

and

sec

ure

info

rmat

ion

retri

eval

1.7

Inse

rt an

d re

mov

e

med

ia

1.8

Inse

rt, re

mov

e, la

bel a

nd

stor

e m

edia

saf

ely

1.8

Inse

rt, re

mov

e, la

bel

and

stor

e m

edia

saf

ely

© Q

CA

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Page 54: Functional skills core training - Amazon Web Serviceswsassets.s3.amazonaws.com/ws/nso/pdf/e9b2ac7d3f1286735f6...Functional skills - core training Functional skills support programme

Functional skills - core training Functional skills support programme

© Crown copyright 200900038-2009DOM-EN

Module 4: Teaching functional skills – from Entry 3 to Level 1

52

Func

tiona

l ski

lls g

uida

nce:

am

plifi

catio

n of

the

stan

dard

s

© 2

008

Qua

lific

atio

ns a

nd C

urric

ulum

Aut

horit

y

117

Use

ICT

syst

ems:

Cov

erag

e (c

ontin

ued)

E

ntry

1

Ent

ry 2

E

ntry

3

Leve

l 1

Leve

l 2

2.1

Min

imis

e ph

ysic

al

stre

ss

2.1

Min

imis

e ph

ysic

al

stre

ss

2.1

Min

imis

e ph

ysic

al

stre

ss

2.1

Min

imis

e ph

ysic

al s

tress

2.

1 M

inim

ise

phys

ical

stre

ss

2.2

Kee

p ac

cess

info

rmat

ion

secu

re

2.2

Kee

p ac

cess

info

rmat

ion

secu

re

2.2

Kee

p in

form

atio

n

secu

re

2.2

Kee

p in

form

atio

n se

cure

2.2

Kee

p in

form

atio

n

secu

re

2.

3 U

nder

stan

d th

e da

nger

of c

ompu

ter v

iruse

s, a

nd

how

to m

inim

ise

risk

2.3

Und

erst

and

the

dang

er o

f com

pute

r

viru

ses,

and

how

to

min

imis

e ris

k

2.

3 U

nder

stan

d th

e

need

to s

tay

safe

2.3

Und

erst

and

the

need

to s

tay

safe

and

to re

spec

t

othe

rs w

hen

usin

g IC

T-

base

d co

mm

unic

atio

n

2.4

Und

erst

and

the

need

to

stay

saf

e an

d to

resp

ect

othe

rs w

hen

usin

g IC

T-

base

d co

mm

unic

atio

n

2.4

Und

erst

and

the

need

to s

tay

safe

and

to

resp

ect o

ther

s w

hen

usin

g IC

T-ba

sed

com

mun

icat

ion

2.5

Inde

pend

ently

iden

tify

ICT

prob

lem

s

and

take

app

ropr

iate

actio

n

© Q

CA

200

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Page 55: Functional skills core training - Amazon Web Serviceswsassets.s3.amazonaws.com/ws/nso/pdf/e9b2ac7d3f1286735f6...Functional skills - core training Functional skills support programme

© Crown copyright 2009

53

00038-2009DOM-EN

Functional skills - core training Functional skills support programme

Module 4: Teaching functional skills – from Entry 3 to Level 1

53

Func

tiona

l ski

lls g

uida

nce:

am

plifi

catio

n of

the

stan

dard

s

© 2

008

Qua

lific

atio

ns a

nd C

urric

ulum

Aut

horit

y

118

Use

ICT

syst

ems:

Exa

mpl

es/a

pplic

atio

nsE

ntry

1

Ent

ry 2

E

ntry

3

Leve

l 1

Leve

l 2

1.1

Log

in, l

og o

ut, u

se

shut

-dow

n m

enu

1.1

Log

in, l

og o

ut, u

se

shut

-dow

n m

enu

1.1

Log

in, l

og o

ut, u

se

shut

-dow

n m

enu

1.1

Key

boar

d, s

cree

n,

prin

ter,

poin

t and

clic

k

devi

ce, h

eadp

hone

s,

mic

roph

one

1.2

Key

boar

d, m

ouse

,

touc

h sc

reen

,

mic

roph

one,

prin

ter,

head

phon

es

1.2

Bro

adba

nd, d

ial-u

p,

netw

ork,

mob

ile d

evic

e

1.2

Bro

adba

nd, d

ial-u

p,

netw

ork,

mob

ile d

evic

e

1.1

ICT:

com

pute

r,

touc

h sc

reen

, cas

h

poin

t mac

hine

, mob

ile

phon

e, m

ulti-

med

ia

devi

ces,

on-

scre

en

info

rmat

ion

Pur

pose

: fin

d lo

cal

com

mun

ity

info

rmat

ion,

use

lear

ning

sof

twar

e

1.2

Text

pro

cess

ing,

grap

hics

, web

bro

wse

r,

e-m

ail

1.3

Wor

d pr

oces

sing

,

grap

hics

, int

erne

t

brow

ser,

e-m

ail,

audi

o or

vide

o pl

ayer

1.3

Wor

d pr

oces

sing

,

spre

adsh

eet,

grap

hics

,

inte

rnet

bro

wse

r, e-

mai

l,

audi

o an

d vi

deo

softw

are

1.3

Wor

d pr

oces

sing

,

spre

adsh

eet,

grap

hics

,

brow

ser,

e-m

ail,

audi

o

and

vide

o so

ftwar

e

1.2

Icon

, opt

ion

butto

n, h

otsp

ot

1.3

Icon

, opt

ion

butto

n,

hots

pot,

win

dow

, men

u

1.4

Icon

, opt

ion

butto

n,

hots

pot,

win

dow

, dia

logu

e

box,

men

u, d

rag

and

drop

1.4

Des

ktop

, win

dow

s,

dial

ogue

box

, men

u,

subm

enu,

tool

bar,

scro

llbar

,

drag

and

dro

p, z

oom

,

min

imis

e, m

axim

ise

1.4

Des

ktop

, win

dow

s,

dial

ogue

box

, men

u,

subm

enu,

tool

bar,

scro

llbar

, dra

g an

d dr

op,

zoom

, tem

plat

e, w

izar

d

© Q

CA

200

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Page 56: Functional skills core training - Amazon Web Serviceswsassets.s3.amazonaws.com/ws/nso/pdf/e9b2ac7d3f1286735f6...Functional skills - core training Functional skills support programme

Functional skills - core training Functional skills support programme

© Crown copyright 200900038-2009DOM-EN

Module 4: Teaching functional skills – from Entry 3 to Level 1

54

Func

tiona

l ski

lls g

uida

nce:

am

plifi

catio

n of

the

stan

dard

s

© 2

008

Qua

lific

atio

ns a

nd C

urric

ulum

Aut

horit

y

119

1.5

Win

dow

siz

e, m

ouse

setti

ngs,

icon

siz

e, s

cree

n

reso

lutio

n, d

eskt

op c

ontra

st,

volu

me

1.5

Win

dow

siz

e, m

ouse

setti

ngs,

icon

siz

e, s

cree

n

reso

lutio

n, d

eskt

op

cont

rast

, vol

ume,

dat

e

and

time

1.5

Win

dow

siz

e, m

ouse

setti

ngs,

icon

siz

e, s

cree

n

reso

lutio

n, d

eskt

op

cont

rast

, vol

ume

1.6

Tim

e, c

onve

nien

ce, c

ost

1.6

Tim

e, c

onve

nien

ce,

cost

, qua

lity,

rang

e of

faci

litie

s, v

ersa

tility

1.

6 C

reat

e, o

pen,

sav

e,

prin

t and

clo

se fi

les,

nam

e

files

app

ropr

iate

ly

1.7

Cre

ate,

ope

n, s

ave,

save

as,

prin

t and

clo

se

files

, cre

ate

fold

ers

and

subf

olde

rs, n

ame

files

and

fold

ers

appr

opria

tely

1.7

Cre

ate,

ope

n, s

ave,

save

as,

prin

t, cl

ose,

dele

te, v

iew

, ren

ame,

mov

e an

d co

py fi

les,

crea

te fo

lder

s an

d

subf

olde

rs, n

ame

files

and

fold

ers

appr

opria

tely

1.7

CD

, DV

D, m

emor

y

stic

k, h

ard

driv

es

1.8

CD

, DV

D, m

emor

y st

ick,

hard

driv

es

1.8

CD

, DV

D, m

emor

y

stic

k, h

ard

driv

es

© Q

CA

200

8

Page 57: Functional skills core training - Amazon Web Serviceswsassets.s3.amazonaws.com/ws/nso/pdf/e9b2ac7d3f1286735f6...Functional skills - core training Functional skills support programme

© Crown copyright 2009

55

00038-2009DOM-EN

Functional skills - core training Functional skills support programme

Module 4: Teaching functional skills – from Entry 3 to Level 1

55

Func

tiona

l ski

lls g

uida

nce:

am

plifi

catio

n of

the

stan

dard

s

© 2

008

Qua

lific

atio

ns a

nd C

urric

ulum

Aut

horit

y

120

Use

ICT

syst

ems:

Exa

mpl

es/a

pplic

atio

ns (c

ontin

ued)

E

ntry

1

Ent

ry 2

E

ntry

3

Leve

l 1

Leve

l 2

2.1

Adj

ust s

eatin

g an

d

light

ing,

avo

id h

azar

ds

2.1

Adj

ust s

eatin

g an

d

light

ing,

avo

id h

azar

ds,

take

bre

aks

2.1

Adj

ust s

eatin

g an

d

light

ing,

avo

id h

azar

ds,

take

bre

aks,

arr

ange

men

t

of h

ardw

are

and

cabl

es,

wris

t res

ts a

nd o

ther

devi

ces

2.1

Adj

ust s

eatin

g an

d

light

ing,

avo

id h

azar

ds, t

ake

brea

ks, a

rran

gem

ent o

f

hard

war

e an

d ca

bles

, wris

t

rest

s

2.1

Arr

ange

men

t of

hard

war

e an

d ca

bles

,

wris

t res

ts a

nd o

ther

devi

ces

2.2

Kee

p co

pies

saf

e, ta

ke

back

ups,

kee

p pa

ssw

ord

or

PIN

sec

ret

2.2.

Kee

p co

pies

saf

e,

take

bac

kups

, kee

p

pass

wor

d or

PIN

sec

ret

2.2

Pas

swor

d, P

IN

2.2

Kee

p co

pies

saf

e,

keep

pas

swor

d or

PIN

secr

et2.

3 U

se v

irus-

chec

king

softw

are,

trea

t file

s fro

m

unkn

own

sour

ces

with

caut

ion

2.3

Use

viru

s-ch

ecki

ng

softw

are,

trea

t file

s fro

m

unkn

own

sour

ces

with

caut

ion

2.2

Pas

swor

d, P

IN

2.3

Avo

id in

appr

opria

te

disc

losu

re o

f per

sona

l

info

rmat

ion

2.3

Avo

id in

appr

opria

te

disc

losu

re o

f per

sona

l

info

rmat

ion,

use

appr

opria

te la

ngua

ge

2.4

Avo

id in

appr

opria

te

disc

losu

re o

f per

sona

l

info

rmat

ion,

avo

id m

isus

e of

imag

es, u

se a

ppro

pria

te

lang

uage

, res

pect

conf

iden

tialit

y, u

se c

opy

lists

with

dis

crim

inat

ion

2.4

Avo

id in

appr

opria

te

disc

losu

re o

f per

sona

l

info

rmat

ion,

avo

id m

isus

e

of im

ages

, use

appr

opria

te la

ngua

ge,

resp

ect c

onfid

entia

lity,

use

copy

list

s w

ith

disc

rimin

atio

n

© Q

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Page 58: Functional skills core training - Amazon Web Serviceswsassets.s3.amazonaws.com/ws/nso/pdf/e9b2ac7d3f1286735f6...Functional skills - core training Functional skills support programme

Functional skills - core training Functional skills support programme

© Crown copyright 200900038-2009DOM-EN

Module 4: Teaching functional skills – from Entry 3 to Level 1

56

Func

tiona

l ski

lls g

uida

nce:

am

plifi

catio

n of

the

stan

dard

s

© 2

008

Qua

lific

atio

ns a

nd C

urric

ulum

Aut

horit

y

121

2.

5 S

oftw

are

freez

e,

resp

ond

appr

opria

tely

to

erro

r dia

logu

e, v

irus

thre

at, s

tora

ge fu

ll, p

aper

jam

, uni

nsta

ll so

ftwar

e,

know

whe

n an

d w

hom

to

ask

for h

elp

to fi

x th

e

prob

lem

Find

and

sel

ect i

nfor

mat

ion:

Ski

ll st

anda

rd

Ent

ry 1

E

ntry

2

Ent

ry 3

Le

vel 1

Le

vel 2

3 R

ecog

nise

sou

rces

of in

form

atio

n

3 U

se a

ppro

pria

te

sour

ces

of in

form

atio

n

3 S

elec

t and

use

appr

opria

te s

ourc

es o

f

info

rmat

ion

3 S

elec

t and

use

a v

arie

ty

of s

ourc

es o

f inf

orm

atio

n

inde

pend

ently

to m

eet

need

s

3 S

elec

t and

use

a v

arie

ty

of s

ourc

es o

f inf

orm

atio

n

inde

pend

ently

for a

com

plex

task

4 G

et in

form

atio

n fro

m

an IC

T-ba

sed

sour

ce

4 Fi

nd in

form

atio

n fro

m

ICT-

base

d so

urce

s

4 U

se IC

T to

sea

rch

for

and

sele

ct in

form

atio

n

that

mat

ches

giv

en

requ

irem

ents

4 A

cces

s, s

earc

h fo

r, se

lect

and

use

ICT-

base

d

info

rmat

ion

and

eval

uate

its

fitne

ss fo

r pur

pose

4 A

cces

s, s

earc

h fo

r,

sele

ct a

nd u

se IC

T-ba

sed

info

rmat

ion

and

eval

uate

its fi

tnes

s fo

r pur

pose

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CA

200

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Page 59: Functional skills core training - Amazon Web Serviceswsassets.s3.amazonaws.com/ws/nso/pdf/e9b2ac7d3f1286735f6...Functional skills - core training Functional skills support programme

© Crown copyright 2009

57

00038-2009DOM-EN

Functional skills - core training Functional skills support programme

Module 4: Teaching functional skills – from Entry 3 to Level 1

57

Func

tiona

l ski

lls g

uida

nce:

am

plifi

catio

n of

the

stan

dard

s

© 2

008

Qua

lific

atio

ns a

nd C

urric

ulum

Aut

horit

y

122

Find

and

sel

ect i

nfor

mat

ion:

Cov

erag

e E

ntry

1

Ent

ry 2

E

ntry

3

Leve

l 1

Leve

l 2

3.1

Sel

ect a

nd u

se

appr

opria

te s

ourc

es o

f IC

T-

base

d an

d ot

her f

orm

s of

info

rmat

ion

3.1

Sel

ect a

nd u

se

appr

opria

te s

ourc

es o

f

ICT-

base

d an

d ot

her

form

s of

info

rmat

ion

whi

ch

mat

ch re

quire

men

ts

3.1

Rec

ogni

se

sour

ces

of in

form

atio

n

3.1

Rec

ogni

se a

nd u

se

appr

opria

te s

ourc

es o

f

ICT-

base

d an

d ot

her

form

s of

info

rmat

ion

3.1

Sel

ect a

nd u

se

appr

opria

te s

ourc

es o

f

ICT-

base

d an

d ot

her

form

s of

info

rmat

ion

3.2

Rec

ogni

se c

opyr

ight

cons

train

ts o

n th

e us

e of

info

rmat

ion

3.2

Rec

ogni

se c

opyr

ight

and

othe

r con

stra

ints

on

the

use

of in

form

atio

n

4.1

Use

inte

rnet

sou

rces

of in

form

atio

n

4.1

Acc

ess,

nav

igat

e an

d

sear

ch in

tern

et s

ourc

es o

f

info

rmat

ion

purp

osef

ully

and

effe

ctiv

ely

4.1

Acc

ess,

nav

igat

e an

d

sear

ch in

tern

et s

ourc

es o

f

info

rmat

ion

purp

osef

ully

and

effe

ctiv

ely

4.1

Get

app

ropr

iate

info

rmat

ion

from

an

ICT-

bas

ed s

ourc

e

4.1

Find

info

rmat

ion

from

ICT-

base

d

sour

ces

usin

g

appr

opria

te fa

cilit

ies

4.2

Use

app

ropr

iate

sear

ch te

chni

ques

to fi

nd

requ

ired

info

rmat

ion

4.2

Use

app

ropr

iate

sea

rch

tech

niqu

es to

loca

te a

nd

sele

ct re

leva

nt in

form

atio

n

4.2

Use

app

ropr

iate

sear

ch te

chni

ques

and

desi

gn q

uerie

s to

loca

te

and

sele

ct re

leva

nt

info

rmat

ion

© Q

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Page 60: Functional skills core training - Amazon Web Serviceswsassets.s3.amazonaws.com/ws/nso/pdf/e9b2ac7d3f1286735f6...Functional skills - core training Functional skills support programme

Functional skills - core training Functional skills support programme

© Crown copyright 200900038-2009DOM-EN

Module 4: Teaching functional skills – from Entry 3 to Level 1

58

Func

tiona

l ski

lls g

uida

nce:

am

plifi

catio

n of

the

stan

dard

s

© 2

008

Qua

lific

atio

ns a

nd C

urric

ulum

Aut

horit

y

123

4.3

Sel

ect a

nd u

se

info

rmat

ion

that

mat

ches

give

n re

quire

men

ts

4.3

Use

info

rmat

ion

from

a

varie

ty o

f sou

rces

and

eval

uate

its

mat

ch to

requ

irem

ents

and

fitn

ess

for

purp

ose

4.3

Use

dis

crim

inat

ion

in

sele

ctin

g in

form

atio

n th

at

mat

ches

requ

irem

ents

from

a v

arie

ty o

f sou

rces

and

eval

uate

fitn

ess

for

purp

ose

Find

and

sel

ect i

nfor

mat

ion:

Exa

mpl

es/a

pplic

atio

ns

Ent

ry 1

E

ntry

2

Ent

ry 3

Le

vel 1

Le

vel 2

3.1

New

spap

ers,

boo

ks,

imag

es, m

aps,

conv

ersa

tions

, CD

s, D

VD

s,

text

mes

sage

s, p

odca

sts,

web

logs

, web

-bas

ed

refe

renc

e si

tes

3.1

New

spap

ers,

boo

ks,

imag

es, m

aps,

conv

ersa

tions

, CD

s, D

VD

s,

text

mes

sage

s, p

odca

sts,

web

logs

, web

bas

ed

refe

renc

e si

tes

3.1

Info

rmat

ion

poin

t,

post

er, n

ewsp

aper

,

conv

ersa

tion,

TV

, web

page

, rad

io, t

ext

mes

sage

3.1

Info

rmat

ion

poin

t,

new

spap

er, b

ook,

pict

ure,

map

,

conv

ersa

tion,

CD

, DV

D,

text

mes

sage

, web

site

,

podc

ast,

web

log

3.1

New

spap

er, b

ook,

imag

e, m

ap,

conv

ersa

tion,

CD

, DV

D,

text

mes

sage

, web

site

,

podc

ast,

web

log

3.2

Mus

ic d

ownl

oads

,

ackn

owle

dgem

ent o

f

sour

ces,

avo

idin

g

plag

iaris

m

3.2

Mus

ic d

ownl

oads

,

ackn

owle

dgem

ent o

f

sour

ces,

avo

idin

g

plag

iaris

m, p

rovi

sion

s of

the

Dat

a P

rote

ctio

n A

ct

4.1

Text

mes

sage

, 4.

1 M

enu,

con

tent

s lis

t, 4.

1 E

nter

a w

eb

4.1

Ent

er a

web

add

ress

, 4.

1 E

nter

a w

eb a

ddre

ss,

© Q

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Page 61: Functional skills core training - Amazon Web Serviceswsassets.s3.amazonaws.com/ws/nso/pdf/e9b2ac7d3f1286735f6...Functional skills - core training Functional skills support programme

© Crown copyright 2009

59

00038-2009DOM-EN

Functional skills - core training Functional skills support programme

Module 4: Teaching functional skills – from Entry 3 to Level 1

59

Func

tiona

l ski

lls g

uida

nce:

am

plifi

catio

n of

the

stan

dard

s

© 2

008

Qua

lific

atio

ns a

nd C

urric

ulum

Aut

horit

y

124

voic

e m

ail,

on-s

cree

n

info

rmat

ion

inde

x, fo

llow

link

s,

forw

ard

and

back

addr

ess,

use

a s

earc

h

engi

ne, u

se b

ookm

arks

,

follo

w li

nks

use

a se

arch

eng

ine,

brow

se, s

ave

and

use

book

mar

ks

use

a se

arch

eng

ine,

brow

se, s

ave

and

use

book

mar

ks

4.2

Con

tent

s lis

t, in

dex,

‘find

’ or s

earc

h to

ol

4.2

Sea

rch

crite

ria,

quot

atio

n m

arks

, sea

rch

with

in re

sults

, rel

atio

nal

oper

ator

s, ‘f

ind’

or s

earc

h

tool

4.2

Mul

tiple

sea

rch

crite

ria,

quot

atio

n m

arks

, sea

rch

with

in re

sults

, rel

atio

nal

oper

ator

s, lo

gica

l ope

rato

rs,

‘find

’ or s

earc

h to

ol

incl

udin

g w

ildca

rds

4.3

Writ

e do

wn,

cop

y

and

past

e, c

aptu

re

imag

es, d

ownl

oad

audi

o

or v

ideo

file

s

4.3

Rec

ogni

se in

tent

ion

and

auth

ority

of p

rovi

der,

curr

ency

of t

he in

form

atio

n,

rele

vanc

e, b

ias

4.3

Rec

ogni

se in

tent

ion

and

auth

ority

of p

rovi

der,

curr

ency

of t

he in

form

atio

n,

rele

vanc

e, b

ias

© Q

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Page 62: Functional skills core training - Amazon Web Serviceswsassets.s3.amazonaws.com/ws/nso/pdf/e9b2ac7d3f1286735f6...Functional skills - core training Functional skills support programme

Functional skills - core training Functional skills support programme

© Crown copyright 200900038-2009DOM-EN

Module 4: Teaching functional skills – from Entry 3 to Level 1

60

Func

tiona

l ski

lls g

uida

nce:

am

plifi

catio

n of

the

stan

dard

s

© 2

008

Qua

lific

atio

ns a

nd C

urric

ulum

Aut

horit

y

125

Dev

elop

, pre

sent

and

com

mun

icat

e in

form

atio

n: S

kill

stan

dard

E

ntry

1

Ent

ry 2

E

ntry

3

Leve

l 1

Leve

l 2

5a E

nter

and

dev

elop

info

rmat

ion

to m

eet

need

s, in

the

form

of:

• tex

t

• im

ages

• num

bers

5a E

nter

, dev

elop

and

form

at

info

rmat

ion

to s

uit i

ts m

eani

ng

and

purp

ose,

incl

udin

g:

• tex

t and

tabl

es

• im

ages

• num

bers

• gra

phs

• rec

ords

5a E

nter

, dev

elop

and

form

at

info

rmat

ion

inde

pend

ently

to s

uit i

ts

mea

ning

and

pur

pose

, inc

ludi

ng:

• tex

t and

tabl

es

• im

ages

• num

bers

• gra

phs

• rec

ords

5 E

nter

and

edi

t

sing

le it

ems

of

info

rmat

ion

5 E

nter

and

edi

t

info

rmat

ion

for a

sim

ple

give

n

purp

ose

5b B

ring

toge

ther

info

rmat

ion

to a

chie

ve

a pu

rpos

e

5b B

ring

toge

ther

info

rmat

ion

to

suit

cont

ent a

nd p

urpo

se

5b B

ring

toge

ther

info

rmat

ion

to s

uit

cont

ent a

nd p

urpo

se

6 S

ubm

it

info

rmat

ion

to

6 P

rese

nt

info

rmat

ion

that

is fi

t

6 P

rese

nt in

form

atio

n

and

revi

ew it

s

6a P

rese

nt in

form

atio

n in

way

s

that

are

fit f

or p

urpo

se a

nd

audi

ence

6a P

rese

nt in

form

atio

n in

way

s th

at

are

fit fo

r pur

pose

and

aud

ienc

e

© Q

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Page 63: Functional skills core training - Amazon Web Serviceswsassets.s3.amazonaws.com/ws/nso/pdf/e9b2ac7d3f1286735f6...Functional skills - core training Functional skills support programme

© Crown copyright 2009

61

00038-2009DOM-EN

Functional skills - core training Functional skills support programme

Module 4: Teaching functional skills – from Entry 3 to Level 1

61

Func

tiona

l ski

lls g

uida

nce:

am

plifi

catio

n of

the

stan

dard

s

© 2

008

Qua

lific

atio

ns a

nd C

urric

ulum

Aut

horit

y

126

achi

eve

a pu

rpos

e

for a

giv

en p

urpo

se

effe

ctiv

enes

s

6b E

valu

ate

the

sele

ctio

n an

d

use

of IC

T to

ols

and

faci

litie

s

used

to p

rese

nt in

form

atio

n

6b E

valu

ate

the

sele

ctio

n an

d us

e of

ICT

tool

s an

d fa

cilit

ies

used

to

pres

ent i

nfor

mat

ion

7 U

se IC

T-ba

sed

com

mun

icat

ion

7 U

se IC

T

appr

opria

tely

to

com

mun

icat

e

7 S

elec

t and

use

ICT

to c

omm

unic

ate

7 S

elec

t and

use

ICT

to

com

mun

icat

e an

d ex

chan

ge

info

rmat

ion

safe

ly,

inde

pend

ently

, res

pons

ibly

and

effe

ctiv

ely

7 S

elec

t and

use

ICT

to c

omm

unic

ate

and

exch

ange

info

rmat

ion

safe

ly,

resp

onsi

bly

and

effe

ctiv

ely

incl

udin

g

stor

age

of m

essa

ges

and

cont

act

lists

Dev

elop

, pre

sent

and

com

mun

icat

e in

form

atio

n: C

over

age

Ent

ry 1

E

ntry

2

Ent

ry 3

Le

vel 1

Le

vel 2

5.1

Ent

er a

nd e

dit

info

rmat

ion

to a

chie

ve

the

requ

ired

outc

ome

5.1

Ent

er, o

rgan

ise,

deve

lop,

refin

e an

d fo

rmat

info

rmat

ion,

app

lyin

g

editi

ng te

chni

ques

to m

eet

need

s

5.1

Ent

er, o

rgan

ise,

deve

lop,

refin

e an

d fo

rmat

info

rmat

ion,

app

lyin

g ed

iting

tech

niqu

es to

mee

t nee

ds

5.1

Ent

er a

nd e

dit

info

rmat

ion

5.1

Ent

er in

form

atio

n

and

edit

it as

nec

essa

ry

5.2

Ent

er a

nd fo

rmat

text

to e

nhan

ce it

s

effe

ct

5.2

Use

app

ropr

iate

pag

e

layo

ut

5.2

Use

app

ropr

iate

pag

e

layo

ut

© Q

CA

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Functional skills - core training Functional skills support programme

© Crown copyright 200900038-2009DOM-EN

Module 4: Teaching functional skills – from Entry 3 to Level 1

62

Func

tiona

l ski

lls g

uida

nce:

am

plifi

catio

n of

the

stan

dard

s

© 2

008

Qua

lific

atio

ns a

nd C

urric

ulum

Aut

horit

y

127

5.3

Form

at te

xt to

max

imis

e cl

arity

and

enha

nce

pres

enta

tion

5.3

Ent

er a

nd fo

rmat

text

to

max

imis

e cl

arity

and

enha

nce

pres

enta

tion

5.

4 C

reat

e an

d fo

rmat

tabl

es to

max

imis

e cl

arity

and

enha

nce

pres

enta

tion

5.3

Inse

rt an

d po

sitio

n

imag

es o

r oth

er d

igita

l

cont

ent t

o ac

hiev

e a

purp

ose

5.4

Obt

ain,

inse

rt, s

ize,

crop

and

pos

ition

imag

es

that

are

fit f

or p

urpo

se

5.5

Obt

ain,

inse

rt, s

ize,

cro

p

and

posi

tion

imag

es th

at

are

fit fo

r pur

pose

5.5

Ent

er, d

evel

op a

nd

orga

nise

num

eric

al

info

rmat

ion

that

is fi

t for

purp

ose

5.6

Ent

er, d

evel

op a

nd

orga

nise

num

eric

al

info

rmat

ion

that

is fi

t for

purp

ose

5.6

Form

at n

umer

ical

info

rmat

ion

appr

opria

tely

5.7

Form

at n

umer

ical

info

rmat

ion

appr

opria

tely

5.4

Ent

er a

nd p

roce

ss

num

bers

to m

eet n

eeds

5.7

Cre

ate

and

deve

lop

char

ts a

nd g

raph

s to

sui

t

requ

irem

ents

, usi

ng

suita

ble

labe

ls

5.8

Cre

ate

and

deve

lop

char

ts a

nd g

raph

s to

sui

t

the

num

eric

al in

form

atio

n,

usin

g su

itabl

e la

bels

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Module 4: Teaching functional skills – from Entry 3 to Level 1

63

Func

tiona

l ski

lls g

uida

nce:

am

plifi

catio

n of

the

stan

dard

s

© 2

008

Qua

lific

atio

ns a

nd C

urric

ulum

Aut

horit

y

128

Dev

elop

, pre

sent

and

com

mun

icat

e in

form

atio

n: C

over

age

(con

tinue

d)

Ent

ry 1

E

ntry

2

Ent

ry 3

Le

vel 1

Le

vel 2

5.9

Ent

er, o

rgan

ise,

sel

ect

and

edit

reco

rds

usin

g fie

ld

nam

es a

nd h

eadi

ngs,

dat

a

type

s an

d un

ique

reco

rd

iden

tifie

r whe

n ap

prop

riate

5.8

Ent

er, o

rgan

ise

and

sort

stru

ctur

ed in

form

atio

n

in a

scen

ding

or

desc

endi

ng o

rder

5.10

Sor

t rec

ords

on

one

or

mor

e fie

lds

in a

scen

ding

or

desc

endi

ng o

rder

5.11

Brin

g to

geth

er a

nd

orga

nise

com

pone

nts

of

imag

es a

nd te

xt

5.5

Org

anis

e

info

rmat

ion

of d

iffer

ent

form

s to

ach

ieve

a

purp

ose

5.9

Org

anis

e in

form

atio

n of

diffe

rent

form

s or

from

diffe

rent

sou

rces

to

achi

eve

a pu

rpos

e

5.12

Org

anis

e in

form

atio

n

of d

iffer

ent f

orm

s or

from

diffe

rent

sou

rces

to a

chie

ve

a pu

rpos

e

6.1

Iden

tify

and

corr

ect s

impl

e er

rors

6.1

Che

ck a

ccur

acy

and

corr

ect e

rror

s

6.1

Che

ck m

eani

ng,

accu

racy

and

sui

tabi

lity

6.1

Wor

k ac

cura

tely

and

proo

f-rea

d, u

sing

sof

twar

e

faci

litie

s w

here

app

ropr

iate

for t

he ta

sk

6.1

Wor

k ac

cura

tely

and

proo

f-rea

d, u

sing

sof

twar

e

faci

litie

s w

here

app

ropr

iate

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Functional skills - core training Functional skills support programme

© Crown copyright 200900038-2009DOM-EN

Module 4: Teaching functional skills – from Entry 3 to Level 1

64

Func

tiona

l ski

lls g

uida

nce:

am

plifi

catio

n of

the

stan

dard

s

© 2

008

Qua

lific

atio

ns a

nd C

urric

ulum

Aut

horit

y

129

6.2

Pro

duce

info

rmat

ion

that

is fi

t for

pur

pose

and

audi

ence

usi

ng a

ccep

ted

layo

uts

as a

ppro

pria

te

6.2

Pro

duce

info

rmat

ion

that

is fi

t for

pur

pose

and

audi

ence

usi

ng a

ccep

ted

layo

uts

and

conv

entio

ns a

s

appr

opria

te

6.3

Eva

luat

e th

e

effe

ctiv

enes

s of

ICT

tool

s

to m

eet p

rese

ntat

ion

need

s

6.3

Eva

luat

e th

e

effe

ctiv

enes

s of

ICT

tool

s to

mee

t nee

ds

6.2

Sub

mit

info

rmat

ion

corr

ectly

6.2

Pre

sent

info

rmat

ion

that

is fi

t for

a p

urpo

se

6.2

Pre

sent

info

rmat

ion

that

is fi

t for

pur

pose

6.4

Rev

iew

and

mod

ify

wor

k as

it p

rogr

esse

s to

ensu

re th

e re

sult

is fi

t for

purp

ose

and

audi

ence

6.4

Rev

iew

and

mod

ify w

ork

as it

pro

gres

ses

to e

nsur

e

the

resu

lt is

fit f

or p

urpo

se

and

audi

ence

, and

to in

form

futu

re ju

dgm

ents

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© Crown copyright 2009

65

00038-2009DOM-EN

Functional skills - core training Functional skills support programme

Module 4: Teaching functional skills – from Entry 3 to Level 1

65

Func

tiona

l ski

lls g

uida

nce:

am

plifi

catio

n of

the

stan

dard

s

© 2

008

Qua

lific

atio

ns a

nd C

urric

ulum

Aut

horit

y

130

Dev

elop

, pre

sent

and

com

mun

icat

e in

form

atio

n: C

over

age

(con

tinue

d)

Ent

ry 1

E

ntry

2

Ent

ry 3

Le

vel 1

Le

vel 2

7.1

Cre

ate,

acc

ess,

read

and

resp

ond

appr

opria

tely

to e

-mai

l and

oth

er IC

T-

base

d co

mm

unic

atio

n,

incl

udin

g at

tach

men

ts, a

nd

adap

t sty

le to

sui

t aud

ienc

e

7.1

Cre

ate,

acc

ess,

read

and

resp

ond

appr

opria

tely

to e

-

mai

l and

oth

er IC

T-ba

sed

com

mun

icat

ion,

incl

udin

g

atta

chm

ents

, and

ada

pt s

tyle

to s

uit a

udie

nce

7.1

Rec

eive

ICT-

base

d co

mm

unic

atio

n

7.1

Use

ICT

to s

end

and

rece

ive

info

rmat

ion

7.1

Cre

ate,

acc

ess

and

resp

ond

appr

opria

tely

to IC

T-

base

d co

mm

unic

atio

n

7.2

Use

a c

onta

cts

list

7.2

Man

age

effic

ient

sto

rage

of IC

T-ba

sed

com

mun

icat

ions

, atta

chm

ents

and

cont

act a

ddre

sses

Dev

elop

, pre

sent

and

com

mun

icat

e in

form

atio

n: E

xam

ples

/app

licat

ions

Ent

ry 1

E

ntry

2

Ent

ry 3

Le

vel 1

Le

vel 2

5.1

Nam

e, P

IN

5.1

Info

rmat

ion:

nam

e,

refe

renc

e nu

mbe

r, di

ary

entry

, tex

t mes

sage

Edi

t: in

sert,

del

ete

5.1

Info

rmat

ion:

e-m

ail

mes

sage

, let

ter,

on-li

ne

form

Edi

t: in

sert,

del

ete,

copy

, cut

, pas

te, d

rag

and

drop

, und

o, re

do

5.1

Hea

ding

s, li

sts,

tabl

es,

use

of te

mpl

ates

high

light

, dra

g an

d dr

op,

find,

repl

ace,

und

o, re

do,

tem

plat

es

5.1

Org

anis

e: s

truct

ure

of

info

rmat

ion,

doc

umen

t lay

out,

head

ings

, sub

head

ings

, lis

ts,

tabl

es, u

se o

f tem

plat

es

Edi

t: dr

ag a

nd d

rop,

find

,

repl

ace,

und

o, re

do

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Functional skills - core training Functional skills support programme

© Crown copyright 200900038-2009DOM-EN

Module 4: Teaching functional skills – from Entry 3 to Level 1

66

Func

tiona

l ski

lls g

uida

nce:

am

plifi

catio

n of

the

stan

dard

s

© 2

008

Qua

lific

atio

ns a

nd C

urric

ulum

Aut

horit

y

131

5.2

Mar

gins

, hea

der,

foot

er, p

ortra

it, la

ndsc

ape,

page

bre

aks,

pag

e

num

berin

g

5.2

Col

umns

, mar

gins

,

head

er, f

oote

r, po

rtrai

t,

land

scap

e, p

age

brea

ks,

page

num

berin

g

5.3

Bul

lets

, num

berin

g, s

ub-

num

berin

g, a

lignm

ent,

tabs

,

line

spac

ing,

col

our,

font

,

styl

e, s

ize

5.2

Left,

cen

tre, r

ight

,

font

, sty

le, s

ize

5.3

Bul

lets

, num

berin

g,

alig

nmen

t, ta

bs, l

ine

spac

ing,

col

our,

font

, sty

le,

size

, sim

ple

tabl

es5.

4 Ta

bles

: tim

etab

le,

com

pone

nts

list,

mem

bers

hip

info

rmat

ion

5.3

Clip

-art,

pho

to,

scan

ned

imag

e, a

udio

file

5.4

Clip

-art,

pho

to,

scan

ned

imag

e

5.5

Clip

-art,

pho

to, s

cann

ed

imag

e, b

orde

rs

5.4

Ent

er a

list

of

pric

es a

nd g

ener

ate

a

tota

l

5.5

Cel

l dat

a ty

pes,

cel

l

rang

es, f

orm

ulas

with

a

sing

le o

pera

tor,

SU

M

func

tion,

stru

ctur

e/la

yout

of

wor

kshe

et

5.6

Cel

l dat

a ty

pes,

cel

l

rang

es, a

bsol

ute

and

rela

tive

refe

renc

ing,

form

ulas

,

func

tions

, rep

licat

ion,

stru

ctur

e an

d la

yout

of

wor

kshe

et

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© Crown copyright 2009

67

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Functional skills - core training Functional skills support programme

Module 4: Teaching functional skills – from Entry 3 to Level 1

67

Func

tiona

l ski

lls g

uida

nce:

am

plifi

catio

n of

the

stan

dard

s

© 2

008

Qua

lific

atio

ns a

nd C

urric

ulum

Aut

horit

y

132

5.6

Cur

renc

y, %

, num

ber

of d

ecim

al p

lace

s

5.7

Cur

renc

y, %

, num

ber o

f

deci

mal

pla

ces,

dat

e, ti

me,

text

wra

p, ro

w h

eigh

t, co

lum

n

wid

th, g

ridlin

es, m

erge

d ce

lls,

cell

bord

ers

5.7

Pie

cha

rt, b

ar c

hart,

sing

le li

ne g

raph

,

appr

opria

te fo

rmat

, titl

e,

axis

title

s, le

gend

5.8

Pie

cha

rt, b

ar c

hart,

sin

gle

line

grap

h, s

catte

r gra

m, t

itle,

axis

title

s, le

gend

5.9

Spr

eads

heet

or d

atab

ase,

use

data

filte

ring

5.8

Fiel

d se

lect

ion,

dat

a

sort

(alp

hanu

mer

ic),

filte

r

5.10

Tab

le, s

prea

dshe

et,

data

base

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Functional skills - core training Functional skills support programme

© Crown copyright 200900038-2009DOM-EN

Module 4: Teaching functional skills – from Entry 3 to Level 1

68

Func

tiona

l ski

lls g

uida

nce:

am

plifi

catio

n of

the

stan

dard

s

© 2

008

Qua

lific

atio

ns a

nd C

urric

ulum

Aut

horit

y

133

Dev

elop

, pre

sent

and

com

mun

icat

e in

form

atio

n: E

xam

ples

/app

licat

ions

(con

tinue

d)

Ent

ry 1

E

ntry

2

Ent

ry 3

Le

vel 1

Le

vel 2

5.11

Imag

e, c

hart,

text

alig

nmen

t, ca

ptio

ns, t

ext

wra

p, u

se o

f tex

t box

es,

behi

nd, i

n fro

nt, g

roup

ing

5.5

Imag

e w

ith te

xt, i

n

a po

ster

or w

eb p

age

5.9

Org

anis

e: c

ombi

ne

imag

es, g

raph

s an

d fo

lder

s

with

text

, com

bine

text

s,

grap

hics

, sou

nd a

nd v

ideo

foot

age

Pur

pose

: for

a p

oste

r,

new

slet

ter,

web

pag

e,

mul

timed

ia p

rese

ntat

ion

5.12

Pos

ter,

new

slet

ter,

web

page

, cat

alog

ue, b

roch

ure,

mul

timed

ia p

rese

ntat

ion

6.1

Wro

ng b

utto

n

pres

s, in

corr

ect

pass

wor

d or

PIN

6.1

Che

ck fo

r mis

sing

wor

ds, c

orre

ct ty

ping

erro

rs

6.1

Ens

ure

mea

ning

is

clea

r, se

ek v

iew

s of

othe

rs, c

heck

spe

lling

,

chec

k ca

lcul

atio

ns

6.1

Ens

ure

mea

ning

is

clea

r, se

ek v

iew

s of

oth

ers,

chec

k sp

ellin

g, c

heck

calc

ulat

ions

, ens

ure

cons

iste

nt la

yout

, prin

t

prev

iew

6.1

Ens

ure

mea

ning

is c

lear

,

seek

vie

ws

of o

ther

s, c

heck

spel

ling,

che

ck c

alcu

latio

ns,

ensu

re c

onsi

sten

t lay

out,

prin

t

prev

iew

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69

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Functional skills - core training Functional skills support programme

Module 4: Teaching functional skills – from Entry 3 to Level 1

69

Func

tiona

l ski

lls g

uida

nce:

am

plifi

catio

n of

the

stan

dard

s

© 2

008

Qua

lific

atio

ns a

nd C

urric

ulum

Aut

horit

y

134

6.2

Lette

r, m

emo,

repo

rt,

new

slet

ter,

post

er,

info

rmat

ion

shee

t,

web

page

, mul

ti-m

edia

pres

enta

tion

6.2

Lette

r, m

emo,

repo

rt,

new

slet

ter,

broc

hure

, pos

ter,

web

pag

e, in

form

atio

n sh

eet

6.3

Tim

e ta

ken,

qua

lity

6.3

Tim

e ta

ken,

qua

lity,

rang

e

of fa

cilit

ies,

ver

satil

ity,

trans

fera

bilit

y of

info

rmat

ion

into

oth

er fo

rmat

s sp

eed

of

inte

rnet

con

nect

ion,

tim

e

cons

train

ts o

f dow

nloa

ding

larg

e fil

es

6.2

Con

firm

cho

ice,

pres

s en

ter k

ey

6.2

List

, dia

ry e

ntry

, tex

t

mes

sage

, e-m

ail r

eply

6.2

Info

rmat

ion:

e-m

ail

mes

sage

, let

ter,

post

er, w

eb p

age

Fitn

ess

for p

urpo

se:

impa

ct, c

larit

y

6.4

Pro

duce

dra

fts, r

evie

w

agai

nst i

nitia

l pla

ns, c

heck

with

inte

nded

aud

ienc

e

6.4

Pro

duce

dra

fts, r

evie

w

agai

nst i

nitia

l pla

ns, c

heck

with

inte

nded

aud

ienc

e

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Functional skills - core training Functional skills support programme

© Crown copyright 200900038-2009DOM-EN

Module 4: Teaching functional skills – from Entry 3 to Level 1

70

Func

tiona

l ski

lls g

uida

nce:

am

plifi

catio

n of

the

stan

dard

s

© 2

008

Qua

lific

atio

ns a

nd C

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Handout 4: Level differentiation for English, mathematics and ICTThe following level differentiators are taken from QCA’s Functional skills standards document.

Functional English – level differentiationFunctional English provides the basis for effective communication and understanding across the three subject skill areas: Speaking and listening, Reading and Writing. Learners need to select and use these skills appropriately in order to function as effective citizens, and to benefit from them in their life, learning and work. It is important that these skills can be used in ways that are appropriate to their context, as this is what makes them ‘functional’ in real-life situations.

There are many factors that determine the level of difficulty posed by a situation that requires the use of functional skills. These factors include a learner’s familiarity with a situation, its complexity and technical demands, as well as the ability to resolve an issue or complete a necessary activity independently. The level of demand may vary from a simple discussion or exchange about a familiar subject, through to an extended piece of writing that persuasively communicates information and ideas to a diverse audience.

The level differentiation factors are outlined here.

Complexity ●

Real-life situations, as they arise, are often quite complex. Identifying the various components within a situation, the steps needed to solve a problem or complete a task, and the accessibility of the activity itself, all contribute to the level of complexity.

Familiarity ●

This reflects the extent to which a learner recognises elements of a problem or situation, utilising skills and understanding developed in other contexts, and relating this experience to make sense of a situation. In transferring or applying skills and understanding, the individual may need to adapt or reorganise their established approach in order to tackle the situation effectively.

Technical demand ●

This reflects the range of knowledge, skills and techniques that an individual is required to draw upon in order to tackle a particular situation. These are defined in various ways, for example as National Curriculum levels.

Independence ●

This relates to the level of autonomy that learners demonstrate when tackling a problem or completing an activity. A learner’s problem-solving skills are a key element of their independence, allowing them to make confident decisions and to demonstrate their skills, without requiring the full support of others.

© QCA 2007

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Entry levelThe context is familiar and accessible to the learner. The English skills demanded by the situation or problem are clear and straightforward. The learner demonstrates some awareness of audience and purpose, recognising formal and informal contexts and applying their knowledge and skills accordingly. The skills or techniques required may not be specific to the situation or problem. Guidance and direction are provided.

Level 1The context may be less familiar than at Entry level but is accessible to the learner. The English skills demanded are more precise, requiring a greater level of accuracy and judgement when applied to a specific situation or problem. Each situation requires an organised approach and incorporates various options for selection. Learners evaluate the usefulness of a range of texts and/or information sources as well as making choices about the suitability of their responses and solutions, in terms of style, vocabulary, presentation and format. Guidance is provided but autonomous decisions are required to find solutions.

Level 2At Level 2, learners analyse multi-faceted tasks where the context may be unfamiliar and the situation or problem needs to be identified. The usefulness or validity of the tools available may not be immediately apparent in all situations and there may be more than one solution. An initial review and analysis of the task should provide some insight into the key objectives, audience and purpose that a learner will need to consider before determining an appropriate response or solution. Guidance may be provided, but choices are independently made and evaluated.

Speaking and listeningWithin the standards, the term discussion is used in its widest sense to mean the spoken exchange of information, ideas or opinions between two or more people in a formal or informal context.

Contributions to discussion are used as indicators of progression in this area. So, for example, active contributions at Entry 2 are likely to be brief responses that are relevant to the topic. More extended contributions at Entry 3 might be characterised by the development of ideas in more depth, involving longer exchanges. Performance at Level 2 is indicated by the range of contributions. This involves contributions from perspectives other than the speaker’s own, about topics beyond their own immediate experience.

Understanding and selecting appropriate levels of formality is also an important indicator of progression. To develop their understanding, learners need opportunities to use spoken language in contexts that stretch them. These contexts may include those with which they are unfamiliar, such as other groups of pupils, employers or new employees. Examples are face-to-face situations such as delivering presentations, or more remote contexts such as telephone exchanges with people unknown to the learner.

(from pages 8–9 Functional skills standards)

© QCA 2007

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Functional mathematics – level differentiationThis section identifies the level at which a learner applies the process skills and includes an indication of the performance, knowledge and scope required at each level. Levels relate to the complexity of a situation, the difficulty and range of mathematical techniques required to make sense of it, and the analysis and communication of findings. At each level, these build on and subsume the skills identified at the level(s) below. Levels are differentiated by the following factors.

Complexity ●

Real-life situations, as they arise, are often quite complex. Identifying the separate areas of knowledge needed to tackle a situation, the steps needed to solve the problem and the accessibility of the problem itself (routine or non-routine) determines the level of complexity.

Familiarity ●

This reflects the extent to which a problem or situation requires an individual to utilise skills and understanding developed in other contexts to make sense of a new situation. In transferring skills and understanding, the individual may need to adapt or extend their knowledge in order to tackle the problem effectively.

Technical demand ●

This reflects the range of knowledge, skills and techniques that an individual is required to draw on in order to tackle a problem. These are defined in various ways, for example in the National Curriculum levels. Demand may vary from a simple calculation to a thorough analysis of a practical situation.

Independence ●

This relates to the level of autonomy that learners apply to tackling a problem at each stage. It is closely related to the ability to apply problem-solving skills, so that at higher levels learners can demonstrate the ability to select and apply mathematical skills independently.

Entry levelThe context is very familiar and accessible to the learner. The mathematics demanded by the situation or problem are simple, clear and routine. The techniques and procedures required are specific to the situation or problem. Guidance and direction are provided.

Level 1The context may be less familiar than at Entry level but is accessible to the learner. The mathematics demanded are clear but with some non-routine aspects to the situation or problem. Methods and procedures may require selection and an organised approach. Models need to be selected and adapted. Guidance is provided but autonomous decisions are required to find solutions.

Level 2In some respects the context is unfamiliar to the learner, and the situation or problem needs to be identified. The mathematics demanded may not be obvious in all situations © QCA 2007

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and there will be non-routine aspects to the situation or problem. Methods may involve several steps and require identification of underlying mathematical structures and ways of describing them. Guidance may be provided but choices are independently made and evaluated.

(from pages 20–22 Functional skills standards)

Functional ICT – level differentiation

Entry levelAt Entry level, ‘real-life’ contexts can appear complex. They should be approached by identifying familiar aspects and accessing the more straightforward elements or tasks. Entry-level learners:

apply their basic knowledge and understanding to produce an appropriate solution ●

to a simple problem (complexity)

apply their understanding within a routine and familiar context (familiarity) ●

apply a limited range of techniques to simple activities (technical demand) ●

solve problems that are essentially instructor/tutor led (independence). ●

Level 1At Level 1, learners:

identify the ICT requirements needed to solve a straightforward task and apply their ●

knowledge and understanding to produce an appropriate solution (complexity)

apply their knowledge and skills within a non-routine but familiar context (familiarity) ●

apply a range of techniques in a number of applications to produce an appropriate ●

outcome (technical demand)

solve problems that are essentially instructor/tutor guided, demonstrating the ●

confidence to make informed choices and knowing when to seek guidance (independence).

Level 2At Level 2, learners:

analyse multi-step tasks and separate the components, identifying the relevant ICT ●

requirements and applying their knowledge and understanding to produce an appropriate solution (complexity)

apply their knowledge, skills and understanding within non-routine and non-familiar ●

contexts (familiarity)

demonstrate the application of a wide range of techniques across several ●

applications to produce an appropriate outcome (technical demand)

solve problems independently, overcoming challenges to produce successful ●

outcomes (independence).

(from pages 27–28 Functional skills standards)© QCA 2007

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Handout 5: Resources to support effective skills-based teaching and learning

National Strategies resourcesThe following resources have been produced by the National Strategies and contain useful teaching approaches that can be applied to support the effective development of skills and the transfer of learning from one context to another. The resources can be accessed via the National Strategies website at: www.standards.dcsf.gov.uk/nationalstrategies

Leading in Learning: developing skills in secondary schools DVDRef: 00029-2007DVD-EN

Leading in Learning takes a cross-curricular approach and is deliberately structured so that teachers and learners look beyond subject confines to thinking and learning more generally. There is a focus on specific thinking abilities and metacognition to encourage systematic development of thinking skills and transfer of learning across subjects and to other aspects of learners' lives.

Literacy and LearningRef: 0652/2004 G

This resource supports the systematic and explicit development of language and learning skills and strategies across the curriculum, which will enable learners to achieve more in all subjects and to take greater control of and responsibility for their learning. In addition to guidance for senior leaders there are individual publications that support the development of literacy in a range of curriculum areas.

Numeracy across the curriculum Ref: 0697/2001

Numeracy across the curriculum consists of a series of training materials that support the development and application of numeracy skills in other subjects.

ICT across the curriculum Ref: 0171/2004

The ICT across the curriculum (ICTAC) pack is a set of materials designed to promote the use of ICT across all subjects in schools. It builds on the ICT capability that learners are bringing to their subject lessons from their ICT lessons. It also considers the value that ICT can add to teaching and learning in subjects and the need for a whole-school approach to develop coherent and effective practice across the curriculum.

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Pedagogy and practice: Teaching and Learning in Secondary SchoolsRef: 0423-2004

This resource consists of a series of units that offer practical strategies that teachers can use to structure learning. The techniques suggested are tried and tested; they draw on both academic research and the experience of practising teachers. Unit 9 may be of particular interest as it focuses on guided learning, which is an approach that provides a bridge between whole-class teaching and independent work. It is direct teaching and works best when learners are acquiring and developing concepts or skills in a subject. It can also be used to consolidate and refine skills and understanding.

Social and emotional aspects of learning (SEAL)SEAL is a comprehensive approach to promoting the social and emotional skills that underpin effective learning, positive behaviour, regular attendance, staff effectiveness and the emotional health and well-being of all who learn and work in schools.

(For guidance go to: www.standards.dcsf.gov.gov.uk/nationalstrategies and enter Behaviour, attendance and SEAL into the search bar)

Secondary intervention materialsA series of online modules that support both teachers and teaching assistants to plan and deliver effective intervention strategies at Key Stage 3 and Key Stage 4 in English and mathematics. Practitioners may find the progression maps and Study Plus materials of particular use.

(To access them go to: www.standards.dcsf.gov.uk/nationalstrategies)

The Learning ChallengeThe Learning Challenge is part of a ‘toolkit’ provided to schools to provide catch-up intervention for learners performing below expectations for their age. As well as the Learning Challenge the toolkit includes the Reading Challenge, the Writing Challenge and the Mathematics Challenge. The main aim of the Learning Challenge is to help learners improve their organisation of themselves and their learning.

The renewed Secondary FrameworksThe renewed Secondary Frameworks embed functional skills and offer:

learning objectives for both Key Stages 3 and 4 ●

direct links to new programmes of study ●

increased emphasis on key concepts and processes ●

guidance on planning and teaching to ensure effective progression ●

an electronic format to support flexible planning. ●

(To access them go to: www.standards.dcsf.gov.uk/nationalstrategies and enter Secondary Frameworks into the search bar)

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The Learning ConversationLearning conversations are periodic, small-group discussions to develop an ongoing dialogue with learners about their progress and preferences in learning.

They are forums for reviewing how, as well as what, learners learn and so will help:

the negotiation of targets and choices in learning ●

learners to plan, organise and reflect on their learning more effectively ●

learners to make the best use of opportunities for learning in a range of settings ●

and at home

schools to personalise provision more closely. ●

Go to: www.nationalstrategiescpd.org.uk and enter The Learning Conversation into the search bar.

Further resourcesIn addition, a series of further practical resources to support effective skills-based teaching can be accessed via the QIA Excellence Gateway at: http://excellence.qia.org.uk. These include the following.

Developing the expert learnerWeb-based resource (including a series of PDFs).

The resource includes learner and CPD activities that help teachers develop their understanding of the concept of the ‘expert learner’ and provides examples of practice. It is broken down into three themes:

learning how to learn – helping learners take responsibility for their own learning ●

learner voice – listening to learners and helping them shape their own learning ●

experiences

assessment for learning – finding out where learners are in their thinking and how ●

to support them in moving forward.

(To access them go to: http://teachingandlearning.qia.org.uk/teachingandlearning/downloads/#e2e_ke24b0341)

Improving practice in foundation learningBoxed set (initially available as a downloadable PDF only).

The resource comprises learner and CPD activities based around six themes, which include some useful guidance on supporting initial assessment and on motivational dialogue.

(To access them go to: http://teachingandlearning.qia.org.uk and enter Improving practice in foundation learning into the search bar.

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Level crossing: progression from Skills for Life to key skillsThis resource provides 45 practical examples (or challenges) to support learners in the transition from Entry Levels 2 and 3 (Skills for Life) to Level 1 key skills. These challenges may be useful to practitioners who are delivering functional skills to Entry 3 students who are on the cusp of achieving Level 1.

(To access them go to: www.keyskillssupport.net/teacandlearkeya/levecros)

Materials for embedded learningThis resource aims to help learners to improve the literacy, language or numeracy skills they need to succeed at work, in community-based and health-related activities or as part of vocational training programmes. The materials cover 28 vocational, employment, health and community contexts. They provide teachers with a rich source of purposeful activities that could support the application of functional skills to a range of meaningful contexts.

(To access them go to: http://rwp.qia.oxi.net/embeddedlearning/)

Talking teaching, training and learningA range of ten teaching and learning approaches found to have been effective in promoting learning and supporting progression. These are supported by a series of quick guides that provide practical learner-focused activities to support, for example: cooperative learning, differentiation, experiential learning and modelling.

(To access them go to: http://migrationstaging.bdpmedia.com/tlp/pedagogy/quickstartguide/index.html)

Teaching and learning functional skills materialsA series of three resources that support the teaching and learning of functional English, mathematics and ICT. There is also an additional resource to support managers with the implementation of functional skills.

(To access them go to: http://excellence.qia.org.uk/159670)

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Handout 6: Strategies to support effective skills teachingThe following strategies are not mutually exclusive, and may be seen to have significant bearings on each other.

Engagement – wanting to learnDesigning a compelling experience that provides learners with an investment in ●

the task/activity – both classroom-based and with links to the world outside the classroom, and other contexts (e.g. visits from professionals, workshops, talks and visits to local businesses, colleges, community centres)

Deploying a repertoire of teaching strategies, approaches, contexts, which ●

support different learning styles (e.g. use of interactive texts, physical textures, moving image)

Nurturing active experimentation and investigation (‘how do I solve this?’) ●

Providing ‘hands-on’ learning involving choice and risk-taking (‘what would ●

happen if…?’)

Creating challenging, motivating and co-constructed goals/outcomes that are ●

jointly defined and agreed between teacher and pupil (supporting the desire to want to learn/succeed)

Ensuring that learners have opportunities to practice applying the skills they are ●

building in contexts where the outcome actually matters (e.g. coming in on budget, greeting a local dignitary appropriately, meeting health and safety requirements, delivering a project on time and to schedule)

Providing a strong and clear emphasis on the relevance and purpose of the ●

skills being developed (why learners are doing this and where else the skills could be applied)

Appropriate use of technology (e.g. to to overcome literacy difficulties and allow ●

entry into learning across the curriculum)

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Confidence – believing they can learnCelebrating achievement and progress, harnessing positive responses from ●

peers, teachers, school

Building social skills – teamwork, collaboration, negotiation, leadership ●

Providing targeted, timely skills feedback and dialogue (e.g. with peers, teacher/ ●

mentor, parent/carer)

Planning opportunities for reflection that draw on and develop self-awareness ●

about learning (understanding of the process – ‘how I succeeded’)

Enabling learners to see success (from their peers, and others who have gone ●

through a similar process or faced similar barriers)

Providing strong role models (e.g. reading champions drawn from world of sport, ●

business men and women who have overcome adversity to achieve)

Using and developing support networks (e.g. buddy systems, expert partners, ●

mentoring)

Harnessing parental support and encouragement ●

Developing pupil voice within the organisation (empowering pupils by providing ●

appropriate ways of listening to their concerns, interests and needs in order to develop learning experiences better suited to their needs)

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Understanding – knowing how to learnEnsuring high-quality inclusive teaching, clearly targeted on all learners’ needs ●

and addressing prior learning

Deploying the use of intervention strategies where appropriate (e.g. additional ●

small-group provision, including the use of time-limited and tailored support moving in some instances to increasingly individualised programmes, based on independent evidence of what works)

Delivering clear teaching sequences where the skill being built is explicitly ●

taught and developed before being applied

Using guided learning to bridge the gap between whole-class work and ●

independent learning

Providing accessible models and scaffolding to secure understanding (e.g. ●

planning sheets, writing frames, story mapping)

Generating and planning ideas in a range of interactive ways (e.g. concept ●

mapping, group discussions, oral presentations, role-play)

Developing the language and vocabulary of learning – both related to the ●

subject, and the learning process (e.g. use of word walls and vocabulary lists that are shared across subject areas)

Developing pupils as thinkers (e.g. employing investigative and experiential ●

approaches to learning where pupils plan, monitor and evaluate their own learning)

Setting and reviewing clear targets to reach specified objectives and ●

demonstrate success

These strategies have been drawn from the following sources.

Making Good Progress ● series (DCSF, 2007) Ref: 00654-2007–EN

Pedagogy and practice: Teaching and Learning in Secondary Schools ● (DCSF, 2004) Ref: 0423-2004

Teaching Strategies and Approaches for Pupils with Special Educational Needs: A ●

Scoping Study (DFES, 2004) Ref: RR516

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Han

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n-ro

utin

e pr

oble

m.

Ref

er b

ack

to a

sim

ilar

prob

lem

that

the

pupi

ls

wer

e su

cces

sful

with

at

Entry

leve

l 3. P

upils

to ta

lk

abou

t how

they

suc

ceed

ed.

Exp

licit

teac

hing

of

stra

tegi

es, f

or e

xam

ple

to

post

pone

wor

ryin

g ab

out a

so

lutio

n an

d be

gin

by

listin

g an

y re

leva

nt

info

rmat

ion

give

n in

the

prob

lem

con

text

.

Iden

tifyi

ng a

nd o

btai

ning

nec

essa

ry

info

rmat

ion

to ta

ckle

the

prob

lem

Sel

ectin

g an

d ap

plyi

ng m

athe

mat

ics

in a

n or

gani

sed

way

to fi

nd s

olut

ions

to p

ract

ical

pr

oble

ms

for d

iffer

ent p

urpo

ses

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Module 4: Teaching functional skills – from Entry 3 to Level 1

86

Bar

riers

to a

ttain

ing

leve

l 1Po

ssib

le s

olut

ions

W

hat t

his

mig

ht m

ean

in p

ract

ice

Usi

ng a

ppro

pria

te

chec

king

pro

cedu

res

at e

ach

stag

e

.

Inte

rpre

ting

and

com

mun

icat

ing

solu

tions

to p

ract

ical

pr

oble

ms,

dra

win

g si

mpl

e co

nclu

sion

s an

d gi

ving

ex

plan

atio

ns

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© Crown copyright 2009

87

00038-2009DOM-EN

Functional skills - core training Functional skills support programme

Module 4: Teaching functional skills – from Entry 3 to Level 1

87

Han

dout

7c:

Bar

riers

and

sol

utio

ns (I

CT)

Part

icul

ar c

halle

nges

or b

arrie

rs

lear

ners

face

mov

ing

from

E3

to L

1Po

ssib

le s

olut

ions

(u

sing

Han

dout

6 a

s a

prom

pt)

Wha

t thi

s m

ight

mea

n in

pr

actic

e

Not

focu

sed

on p

urpo

se o

r aud

ienc

eU

nwill

ing

to re

view

or m

ake

chan

ges

(Dev

elop

, pre

sent

and

com

mun

icat

e in

form

atio

n 4,

4.2

)

Invo

lve

real

pur

pose

s an

d au

dien

ces.

Lear

ners

iden

tify

succ

ess

crite

ria in

adva

nce.

Plac

e va

lue

on s

elf-a

sses

smen

t of

prog

ress

ing

wor

k.

Incl

ude

peer

ass

essm

ent.

Incl

ude

cros

s-cu

rric

ular

or

proj

ect-r

elat

ed a

ctiv

ities

w

here

a s

ucce

ssfu

l pr

oduc

t mat

ters

.

Incl

ude

self-

asse

ssm

ent

mile

ston

es.

Ens

ure

oppo

rtuni

ties

to

‘talk

, dis

cuss

, exp

lain

and

ch

alle

nge

each

oth

er’ a

re

plan

ned

for.

Rel

ucta

nce

to re

flect

on

and

eval

uate

ow

n us

e of

ICT

(Use

ICT

2, 2

.1)

Unf

amili

ar w

ith a

sses

sing

fitn

ess

for

purp

ose

of in

form

atio

n fo

und

(Fin

d an

d se

lect

info

rmat

ion

2, 2

.3)

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Functional skills - core training Functional skills support programme

© Crown copyright 200900038-2009DOM-EN

Module 4: Teaching functional skills – from Entry 3 to Level 1

88

Bar

riers

to a

ttain

ing

Leve

l 1Po

ssib

le s

olut

ions

W

hat t

his

mig

ht m

ean

in p

ract

ice

Lack

of a

war

enes

s of

ex

istin

g co

nven

tions

in

pre

sent

atio

n (D

evel

op, p

rese

nt

and

com

mun

icat

e in

form

atio

n 3,

3.2

)

.

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© Crown copyright 2009

89

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Module 4: Teaching functional skills – from Entry 3 to Level 1

89

Han

dout

8a:

Bar

riers

and

sol

utio

ns (E

nglis

h) s

ampl

e an

swer

s

Part

icul

ar c

halle

nges

or

bar

riers

lear

ners

fa

ce m

ovin

g fr

om E

3 to

L1

Poss

ible

sol

utio

ns

(usi

ng H

ando

ut 6

as

a pr

ompt

)

Wha

t thi

s m

ight

mea

n in

pra

ctic

e

Req

uire

men

t for

al

mos

t com

plet

e ac

cura

cy in

use

of

gram

mar

(Writ

ing)

Effe

ctiv

e an

d

acce

ssib

le m

odel

s w

hich

hav

e be

en

scaf

fold

ed fo

r lea

rner

s (u

nder

stan

ding

)

Skills

app

lied

to a

cont

ext w

here

the

outc

ome

mat

ters

to th

e le

arne

r (en

gage

men

t)

Exam

ples

of s

imila

r sen

tenc

es in

a re

late

d co

ntex

t sho

win

g su

cces

sful

com

mun

icatio

n –

not d

econ

text

ualis

ed e

xerc

ises

but r

eal te

xts.

Pupi

ls d

esig

n a

web

pag

e ve

rsio

n of

thei

r CV,

adv

ertis

ing

thei

r

attri

bute

s an

d sk

ills. R

un g

ram

mar

che

cks

usin

g ap

prop

riate

so

ftwar

e an

d pr

ior k

now

ledg

e.

Use

gra

mm

ar ‘g

ames

’, su

ch a

s pu

nctu

atio

n fa

ns, t

o te

st o

ut

unde

rsta

ndin

g of

crit

ical

gra

mm

ar p

oint

s.

Supp

ort p

upils

to s

peak

/dra

mat

ise

the

gram

mar

of a

sen

tenc

e.

Iden

tifyi

ng th

e di

ffere

nce

betw

een

fact

s, o

pini

ons

and

idea

s w

hen

read

ing

(Rea

ding

)

Usi

ng g

uide

d le

arni

ng

to b

ridge

the

gap

betw

een

who

le-c

lass

an

d in

depe

nden

t wor

k (u

nder

stan

ding

)

Prov

ide

oppo

rtuni

ty fo

r

refle

ctio

n an

d se

lf-aw

aren

ess

abou

t how

th

ey le

arne

d an

d su

ccee

ded

(con

fiden

ce)

Wor

k in

sm

all g

roup

s, e

ach

with

the

task

of d

raw

ing

out f

acts

,

opin

ions

and

idea

s fro

m a

n ap

prop

riate

ly se

lect

ed te

xt re

late

d to

the

cont

ext.

Rei

tera

te, e

licitin

g le

arni

ng th

roug

h pr

obin

g qu

estio

ns to

m

ake

sure

pup

ils a

re n

ot g

uess

ing

at w

hat i

s fa

ct o

r opi

nion

. Lin

k th

is

to th

e Pu

rpos

e, A

udie

nce,

For

m a

nd F

orm

ality

of t

he te

xt (P

AFF)

.

Paire

d w

ork

follo

wed

by

plen

ary

in g

roup

s w

here

pup

ils s

hare

know

ledg

e (‘w

hat I

und

erst

and

a fa

ct/o

pini

on/id

ea to

be’

) mod

erat

ed

and

self-

chec

ked

by th

e re

st o

f the

gro

up. A

lso, d

iscus

sion

of th

e pr

oces

s th

ey w

ent t

hrou

gh (‘

first

I m

ade

clea

r in

my

own

min

d w

hat a

fa

ct w

as b

y…’ ‘t

hen,

I…’ a

nd s

o on

).

Prov

ide

stat

emen

ts a

bout

a w

riter

’s in

tent

ion,

whi

ch p

upils

dec

ide

are

true

or fa

lse. D

ecisi

ons

are

base

d on

evid

ence

cite

d fro

m th

e te

xt.

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Functional skills - core training Functional skills support programme

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Module 4: Teaching functional skills – from Entry 3 to Level 1

90

Pre

sent

ing

info

rmat

ion/

poin

ts o

f vi

ew c

lear

ly a

nd in

ap

prop

riate

lang

uage

(Spe

akin

g an

d lis

teni

ng a

nd W

ritin

g)

Nur

turin

g ac

tive

expe

rimen

tatio

n an

d

inve

stig

atio

n: ‘h

ow d

o I s

olve

this

?’ (e

ngag

emen

t)

Del

iver

ing

clea

r tea

chin

g se

quen

ces

whe

re th

e

skill

bein

g bu

ilt is

exp

licitl

y ta

ught

and

dev

elop

ed

befo

re b

eing

app

lied

Star

t with

a ‘b

ig q

uest

ion’

or c

halle

nge

– ‘In

two

days

’ tim

e, y

ou w

ill ha

ve th

e ch

ance

to b

e in

terv

iew

ed fo

r a p

lace

on

a ro

und-

the-

wor

ld c

harit

y tri

p. Y

our

inte

rvie

w w

ill be

sup

porte

d by

a le

tter

outlin

ing

your

key

qua

lities

. How

will

you

mak

e su

re y

ou a

re re

ady

to s

ucce

ed?’

Link

ed to

mod

els/

scaf

fold

s, fi

rst r

ead/

show

/list

en to

a ra

nge

of e

xam

ples

of

peop

le p

rese

ntin

g in

form

atio

n; th

en

draw

out

one

or t

wo

key

feat

ures

appr

opria

te fo

rmal

ity, a

n in

trodu

ctor

y w

elco

me/

expl

anat

ion,

how

poi

nts

are

mad

e cl

ear i

n se

nten

ces

that

hav

e a

spec

ific

subj

ect o

r top

ic to

them

, be

fore

mov

ing

on to

sm

all-s

cale

pr

actic

e an

d so

on.

Des

ign

disc

ussi

on o

ppor

tuni

ties

whi

ch

are

scaf

fold

ed, b

ut w

hich

dem

and

the

basi

c st

ruct

ure

of p

oint

, evi

denc

e an

d ex

plan

atio

n (u

se o

f con

nect

ives

to

enha

nce

oral

sca

ffold

ing

of

expl

anat

ions

).

Dev

elop

sum

mat

ion

skills

by

usin

g

one

pers

on in

a s

mal

l gro

up to

repo

rt ba

ck o

n th

e id

eas

give

n, le

arne

rs th

en

have

to li

sten

clo

sely

to o

ther

s to

find

ou

t key

info

rmat

ion

on a

par

ticul

ar

topi

c.

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© Crown copyright 2009

91

00038-2009DOM-EN

Functional skills - core training Functional skills support programme

Module 4: Teaching functional skills – from Entry 3 to Level 1

91

Han

dout

8b:

Bar

riers

and

sol

utio

ns (m

athe

mat

ics)

sam

ple

answ

ers

Cha

lleng

es le

arne

rs

may

face

mov

ing

from

E3

to L

1

Poss

ible

sol

utio

ns

(link

ed to

Slid

e 7)

W

ays

to h

elp

over

com

e th

e ba

rrie

rs

Und

erst

andi

ng

prac

tical

pro

blem

s in

fa

mili

ar a

nd u

nfam

iliar

co

ntex

ts a

nd

situ

atio

ns, s

ome

of

whi

ch a

re n

on-r

outin

e

The

pupi

ls a

re o

ut o

f the

ir

com

fort

zone

with

an

unfa

milia

r con

text

.

Pupi

ls d

o no

t hav

e st

rate

gies

for t

ackl

ing

a no

n-ro

utin

e pr

oble

m.

Ref

er b

ack

to a

sim

ilar p

robl

em th

at th

e pu

pils

wer

e

succ

essf

ul w

ith a

t Ent

ry L

evel

3. P

upils

to ta

lk a

bout

how

th

ey s

ucce

eded

.

Exp

licit

teac

hing

of s

trate

gies

, for

exa

mpl

e to

pos

tpon

e

wor

ryin

g ab

out a

sol

utio

n an

d be

gin

by lis

ting

any

rele

vant

in

form

atio

n gi

ven

in th

e pr

oble

m c

onte

xt.

Iden

tifyi

ng a

nd

obta

inin

g ne

cess

ary

info

rmat

ion

to ta

ckle

th

e pr

oble

m

Pupi

ls a

re n

ot in

tere

sted

to fi

nd

out m

ore

abou

t the

pro

blem

.

Pupi

ls h

ave

no e

xper

ienc

e of

findi

ng o

ut s

omet

hing

for

them

selv

es in

mat

hem

atic

s le

sson

s.

Ensu

re th

at th

e in

form

atio

n is

som

ethi

ng th

at a

ppea

ls to

the

pupi

ls, p

ossi

bly

by g

ivin

g th

em a

list o

f top

ics

to c

hoos

e fro

m.

Show

exa

mpl

es o

f use

of d

ata

from

mag

azin

es, T

V an

d th

e

inte

rnet

. Pup

ils id

entif

y w

hich

asp

ect o

f a ta

ble,

dia

gram

, ch

art o

r gra

ph is

refe

rred

to in

rela

ted

text

or s

peec

h.

Sel

ectin

g an

d ap

plyi

ng

mat

hem

atic

s in

an

orga

nise

d w

ay to

find

so

lutio

ns to

pra

ctic

al

prob

lem

s fo

r diff

eren

t pu

rpos

es

Mod

el w

ays

of s

ettin

g ou

t wor

k, fo

r exa

mpl

e ne

sted

rect

angl

es w

ith th

e pr

oble

m in

the

cent

re, s

pide

r dia

gram

s,

prob

lem

-sol

ving

sta

ges,

so

that

cal

cula

tions

(ana

lyse

s) a

re

sepa

rate

d fro

m th

e pr

esen

tatio

n of

the

prob

lem

and

of

solu

tions

.

Set u

p sm

all-g

roup

dis

cuss

ions

abo

ut w

ays

to g

o ab

out

solv

ing

the

prob

lem

, bef

ore

pupi

ls a

re a

sked

to w

rite

anyt

hing

dow

n.

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Functional skills - core training Functional skills support programme

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Module 4: Teaching functional skills – from Entry 3 to Level 1

92

Bar

riers

to a

ttain

ing

Leve

l 1Po

ssib

le s

olut

ions

W

hat t

his

mig

ht m

ean

in p

ract

ice

Usi

ng a

ppro

pria

te

chec

king

pro

cedu

res

at e

ach

stag

e

Pupi

ls fe

el th

ey d

o no

t hav

e tim

e fo

r thi

s an

d,

anyw

ay, d

o no

t see

the

poin

t; th

ey b

elie

ve it

is

the

teac

her’s

role

to c

heck

thei

r wor

k.

Build

‘pau

se p

oint

s’ in

less

ons

and

prov

ide

oppo

rtuni

ties

for c

heck

ing

anal

ysis

that

has

alre

ady

been

don

e.

Thes

e ca

n be

use

d fo

r refl

ectio

n an

d he

nce

help

to c

onso

lidat

e th

e le

arni

ng.

Whe

n yo

u ar

e m

odel

ling

mat

hem

atic

al

proc

edur

es fo

r pup

ils, c

heck

you

r ow

n an

alys

es, u

sing

a d

iffer

ent m

etho

d ea

ch

time.

Ensu

re th

at th

e ou

tcom

es m

atte

r to

the

pupi

ls, f

or e

xam

ple

the

profi

t mad

e on

th

e ca

fé in

the

vide

o cl

ip s

how

n at

the

star

t of t

he m

odul

e.

Inte

rpre

ting

and

com

mun

icat

ing

solu

tions

to p

ract

ical

pr

oble

ms,

dra

win

g si

mpl

e co

nclu

sion

s an

d gi

ving

ex

plan

atio

ns

Pupi

ls d

o no

t und

erst

and

wha

t con

clus

ions

and

expl

anat

ions

are

. The

y ha

ve n

ot b

een

taug

ht

abou

t the

se.

Pupi

ls a

re w

orrie

d ab

out w

ritin

g so

met

hing

dow

n th

at is

wro

ng.

Do

not e

xpec

t pup

ils’ fi

rst m

athe

mat

ical

expl

anat

ions

to b

e w

ritte

n do

wn;

they

will

need

ple

nty

of e

xper

ienc

e of

talk

ing

abou

t con

clus

ions

and

exp

lana

tions

firs

t.

Giv

e pu

pils

in g

roup

s an

alm

ost

com

plet

ed p

robl

em o

utco

me,

for

exam

ple

the

tota

l num

ber o

f kilo

wat

ts o

f th

e ap

plia

nces

in a

hou

seho

ld. T

heir

task

is

to e

xpla

in w

hat t

he o

utco

me

mea

ns in

th

e co

ntex

t of t

he p

robl

em, d

raw

co

nclu

sion

s an

d sh

are

thes

e in

ver

bal

feed

back

with

the

clas

s.

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93

00038-2009DOM-EN

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Module 4: Teaching functional skills – from Entry 3 to Level 1

93

Han

dout

8c:

Bar

riers

and

sol

utio

ns (I

CT)

sam

ple

answ

ers

Part

icul

ar c

halle

nges

or

bar

riers

lear

ners

fa

ce m

ovin

g fr

om E

3 to

L1

Poss

ible

sol

utio

ns

(usi

ng H

ando

ut 6

as

a pr

ompt

) W

hat t

his

mig

ht m

ean

in p

ract

ice

Not

focu

sed

on

purp

ose

or a

udie

nce

Unw

illin

g to

revi

ew o

r m

ake

chan

ges

(Dev

elop

, pre

sent

an

d co

mm

unic

ate

info

rmat

ion

4, 4

.2)

Invo

lve

real

pur

pose

s an

d

audi

ence

s.

Lear

ners

iden

tify

succ

ess

crite

ria in

adv

ance

.

Plac

e va

lue

on s

elf-a

sses

smen

t

of p

rogr

essi

ng w

ork.

Incl

ude

peer

ass

essm

ent.

Inclu

de c

ross

-cur

ricul

ar o

r pro

ject

-rela

ted

activ

ities

whe

re a

succ

essf

ul p

rodu

ct m

atte

rs.

Inclu

de s

elf-a

sses

smen

t mile

ston

es.

Ensu

re o

ppor

tuni

ties

to ‘t

alk,

disc

uss,

exp

lain

and

cha

lleng

e

each

oth

er’ a

re p

lann

ed fo

r.

Rel

ucta

nce

to re

flect

on

and

eva

luat

e ow

n us

e of

ICT

(Use

ICT

2, 2

.1)

Dev

elop

con

fiden

ce th

roug

h

asse

ssm

ent o

f ext

erna

l ex

ampl

es o

r cas

e st

udie

s.

Mod

el p

roce

ss o

f eva

luat

ion

thro

ugh

exam

ple,

mak

ing

thin

king

and

ass

essm

ent

expl

icit.

Incl

ude

lear

ning

out

com

es a

s

a re

gula

r par

t of t

each

ing,

so

lear

ners

kno

w w

hat i

s be

ing

look

ed fo

r. In

volv

e le

arne

rs in

as

sess

men

t aga

inst

thes

e cr

iteria

.

Build

a p

ortfo

lio o

f pre

viou

s w

ork

that

exe

mpl

ifies

a ra

nge

of a

chie

vem

ent.

Con

side

r usi

ng m

edia

that

allo

w th

e re

pres

enta

tion

of

eval

uatio

n to

be

mad

e ex

plic

it –

thou

ght b

ubbl

es o

n te

xt,

voic

eove

r on

vide

o, fo

r exa

mpl

e, in

add

ition

to ‘a

ctin

g ou

t’ th

e pr

oces

s.

Dev

elop

agr

eed

succ

ess

crite

ria in

adv

ance

and

use

thes

e

for p

eer o

r sel

f-ass

essm

ent.

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Module 4: Teaching functional skills – from Entry 3 to Level 1

94

Unf

amili

ar w

ith

asse

ssin

g fit

ness

for

purp

ose

of in

form

atio

n fo

und

(Fin

d an

d se

lect

in

form

atio

n 2,

2.3

)

Ensu

re o

ppor

tuni

ties

for a

pply

ing

skills

cont

inue

bey

ond

the

loca

tion

of in

form

atio

n to

m

akin

g us

e of

it.

Dev

elop

con

fiden

ce in

ass

essm

ent t

hrou

gh

shor

t, st

ruct

ured

gro

up a

ctiv

ities

.

Onc

e sk

ills o

f find

ing

and

sele

ctin

g

info

rmat

ion

are

built

, em

phas

ise

the

addi

tiona

l req

uire

men

t of e

valu

atio

n th

roug

h re

al a

ctiv

ities

.

Aim

to in

clud

e ac

tual

aud

ienc

es.

Invo

lve

lear

ners

in id

entif

ying

app

ropr

iate

oppo

rtuni

ties

for t

he a

ctiv

ity in

oth

er

aspe

cts

of th

eir l

ife o

r lea

rnin

g.

Inco

rpor

ate

Inte

rnet

qui

zzes

or o

ther

rele

vant

info

rmat

ion-

findi

ng g

ames

but

fo

cus

on fi

tnes

s fo

r pur

pose

, e.g

. find

th

ree

piec

es o

f inf

orm

atio

n on

x fo

r a

biog

raph

y or

use

a d

atab

ase

to s

olve

‘w

hodu

nnit’

-sty

le q

uest

ions

.

Lack

of a

war

enes

s of

ex

istin

g co

nven

tions

in

pre

sent

atio

n (D

evel

op, p

rese

nt

and

com

mun

icat

e in

form

atio

n 3,

3.2

)

Iden

tify

impo

rtanc

e of

thes

e as

pect

s of

wor

k

with

in le

arni

ng o

bjec

tives

.

Incl

ude

star

ter a

ctiv

ities

that

focu

s on

deve

lopi

ng u

nder

stan

ding

thro

ugh

activ

ity.

Prov

ide

eval

uatio

n te

mpl

ate

to s

caffo

ld

incl

usio

n of

fitn

ess

for p

urpo

se a

nd

cons

ider

atio

n of

aud

ienc

e.

Pair/

grou

p w

ork

sorti

ng e

xam

ples

of

lette

rs, e

-mai

l mes

sage

s or

web

pag

es

into

app

ropr

iate

cat

egor

ies,

e.g

. for

mal

/in

form

al, i

nten

ded

audi

ence

.

Mak

e se

lect

ion

crite

ria e

xplic

it du

ring

clas

s fe

edba

ck. R

elat

e to

follo

win

g ta

sk.

Self-

asse

ssm

ent o

f out

com

es a

gain

st

agre

ed c

riter

ia.

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95

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Functional skills - core training Functional skills support programme

Module 4: Teaching functional skills – from Entry 3 to Level 1

95

Han

dout

9: M

ediu

m-te

rm p

lan:

On

your

bik

e!

Title

of u

nit:

On

your

bik

e!Ye

arTe

rmD

urat

ion:

12–

14 h

ours

Spec

ifica

tion/

cour

se: (

Add

rele

vant

link

s to

GC

SE

/Per

sona

l Soc

ial D

evel

opm

ent U

nits

/Dip

lom

a/ot

her p

athw

ay/ro

ute.

)

Ove

rvie

wP

upils

hav

e to

pla

n a

char

ity b

ike-

ride

last

ing

2–3

hour

s de

cidi

ng o

n an

app

ropr

iate

rout

e, a

dver

tisin

g th

e ev

ent t

o ra

ise

inte

rest

, gai

ning

spo

nsor

s, m

anag

ing

the

acco

unts

, and

writ

ing

an a

rticl

e/cr

eatin

g a

repo

rt fo

r the

loca

l pap

er, r

adio

, te

levi

sion

or w

eb.

Stag

e 1:

Wha

t’s it

all

abou

t? (2

hou

rs) E

valu

atio

n an

d pl

anni

ng: p

upils

exp

lore

the

spec

ific

subj

ect s

kills

and

un

ders

tand

ing

need

ed to

com

plet

e th

e ch

alle

nge,

and

the

gene

ric q

ualit

ies

and

skill

s re

quire

d. T

hey

mig

ht d

o an

initi

al

eval

uatio

n of

thei

r ow

n ac

hiev

emen

ts, s

kills

and

pot

entia

l in

thes

e ar

eas.

The

y lo

ok a

t a ra

nge

of c

harit

y ev

ents

/reso

urce

s an

d ex

plor

e th

e sk

ills

and

expe

rienc

es n

eede

d to

suc

ceed

. St

age

2: F

indi

ng o

ut m

ore

(4 h

ours

) Res

earc

h an

d de

velo

pmen

t: bu

ild, d

evel

op a

nd a

pply

ski

lls a

nd te

chni

ques

for

plan

ning

the

rout

e, d

evel

opin

g ad

verti

sing

, bud

getin

g, p

rom

otin

g, o

rgan

isin

g th

e rid

e, a

nd fo

llow

-up

pres

enta

tion/

repo

rts fo

r pr

ofes

sion

al/p

ublic

aud

ienc

es.

Stag

e 3:

Dry

run

to re

al th

ing

(4–6

hou

rs) P

rese

ntat

ion:

pre

sent

ing

thei

r pla

ns to

‘doi

ng’ t

he ri

de, a

nd m

anag

ing

wha

t ha

ppen

s af

terw

ards

. App

lyin

g th

eir s

kills

in u

nfam

iliar

con

text

s.

Stag

e 4:

Loo

king

bac

k, lo

okin

g fo

rwar

d (2

hou

rs) R

evie

w a

nd p

lann

ing:

revi

ew th

e pr

ogre

ss th

ey h

ave

mad

e, th

e qu

estio

ns it

has

rais

ed fo

r the

m –

and

the

pote

ntia

l sol

utio

ns. F

orm

ulat

e a

basi

c ac

tion

plan

, are

as fo

r pro

gres

sion

as

a w

ay

forw

ard.

Cel

ebra

te th

e su

cces

ses

they

hav

e ha

d.

The

key

ques

tion:

How

do

I pla

n an

d ca

rry

out s

ucce

ssfu

lly a

cha

rity

bike

-rid

e, w

hich

rais

es m

oney

for t

he c

harit

y of

my

choi

ce?

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© Crown copyright 200900038-2009DOM-EN

Module 4: Teaching functional skills – from Entry 3 to Level 1

96

Cor

e re

sour

ces

requ

ired

Roa

d m

aps

of lo

cal

area

s

Web

link

s to

cha

rity

site

s

Exa

mpl

es o

f loc

al

new

s ar

ticle

s,

prog

ram

mes

, web

ne

ws,

etc

. on

char

ity

even

ts

Publ

ishi

ng s

oftw

are

Budg

ets

Engl

ish

func

tiona

l ski

lls

targ

eted

Lear

ners

will

:

take

full p

art i

n fo

rmal

and

info

rmal

dis

cuss

ions

/ex

chan

ges

mak

e re

leva

nt c

ontri

butio

ns

to d

iscu

ssio

ns, r

espo

ndin

g ap

prop

riate

ly to

oth

ers

prep

are

for a

nd c

ontri

bute

to

form

al d

iscu

ssio

n of

idea

s an

d op

inio

ns

be fl

exib

le in

dis

cuss

ion,

mak

ing

diffe

rent

kin

ds o

f co

ntrib

utio

ns

pres

ent i

nfor

mat

ion/

poin

ts o

f

view

cle

arly

and

in

appr

opria

te la

ngua

ge

(Spe

akin

g an

d lis

teni

ng)

read

and

und

erst

and

a

rang

e of

text

s

iden

tify

the

mai

n po

ints

and

idea

s an

d ho

w th

ey a

re

pres

ente

d in

diff

eren

t tex

ts

(Rea

ding

).

Mat

hem

atic

s fu

nctio

nal s

kills

ta

rget

ed

Lear

ners

can

dur

ing:

R

epre

sent

ing

reco

gnis

e th

at a

situ

atio

n

has

aspe

cts

that

can

be

repr

esen

ted

usin

g m

athe

mat

ics

sele

ct th

e m

athe

mat

ical

info

rmat

ion

to u

se

Ana

lysi

ngus

e ap

prop

riate

mat

hem

atic

al p

roce

dure

s

find

resu

lts a

nd s

olut

ions

● In

terp

retin

gin

terp

ret r

esul

ts a

nd

solu

tions

draw

con

clus

ions

in li

ght

of th

e si

tuat

ion.

ICT

func

tiona

l ski

lls

targ

eted

Lear

ners

will

:

inte

ract

with

and

use

an

ICT

syst

em to

mee

t ne

eds

sele

ct a

nd u

se

appr

opria

te s

ourc

es o

f IC

T-ba

sed

and

othe

r fo

rms

of in

form

atio

n

use

ICT

to s

earc

h fo

r and

sele

ct in

form

atio

n th

at

mat

ches

giv

en

requ

irem

ents

ente

r and

dev

elop

info

rmat

ion

to m

eet

need

s

brin

g to

geth

er

info

rmat

ion

to a

chie

ve a

pu

rpos

e

pres

ent i

nfor

mat

ion

and

revi

ew it

s ef

fect

iven

ess

sele

ct a

nd u

se IC

T to

com

mun

icat

e.

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© Crown copyright 2009

97

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Functional skills - core training Functional skills support programme

Module 4: Teaching functional skills – from Entry 3 to Level 1

97

Lear

ning

out

com

es Le

arne

rs w

ill b

e ab

le to

:

anal

yse

an is

sue/

prob

lem

and

iden

tify

solu

tions

(i.e

. to

plan

/car

ry o

ut a

suc

cess

ful c

harit

y ev

ent)

crea

te a

n ef

fect

ive

plan

that

take

s ac

coun

t of t

he a

im/g

oals

, the

risk

s/ch

alle

nges

, the

opp

ortu

nitie

s an

d th

e be

st w

ay o

f

appr

oach

ing

the

‘pro

blem

follo

w th

e pl

an th

at h

as b

een

agre

ed, m

odify

ing

as n

eces

sary

eval

uate

the

plan

, the

act

ivity

and

the

outc

omes

(i.e

. fina

ncia

l pro

fit, s

ucce

ss o

f the

adv

ertis

ing,

effi

cien

t use

of r

esou

rces

(i.e.

des

ign,

spr

eads

heet

s, e

tc. w

here

rele

vant

)

mak

e lin

ks to

oth

er c

onte

xts

and

lear

n fro

m th

e w

ork

done

set f

utur

e go

als

and

obje

ctiv

es o

n bo

th a

sub

ject

and

gen

eric

leve

l (i.e

. spe

cific

tech

nica

l ski

lls to

wor

k on

and

bro

ader

skills

, suc

h as

‘gre

ater

inde

pend

ence

’ or ‘

mor

e ef

fect

ive

rese

arch

’, et

c.)

Pers

onal

isin

g th

is u

nit f

or y

our l

earn

ers

(Add

info

rmat

ion

as a

ppro

pria

te.)

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Functional skills - core training Functional skills support programme

© Crown copyright 200900038-2009DOM-EN

Module 4: Teaching functional skills – from Entry 3 to Level 1

98

Stag

e 1:

Wha

t’s it

all

abou

t?Le

sson

1: T

he b

ig q

uest

ion

Intro

duci

ng th

e co

ntex

t, en

gagi

ng p

upils

, ini

tial

expl

orat

ion

of th

e sk

ills,

unde

rsta

ndin

g an

d pr

oces

ses

requ

ired

to c

ompl

ete

the

chal

leng

e. M

ake

expl

icit

the

func

tiona

l ski

lls fo

cus

– bo

th

with

in a

nd a

cros

s su

bjec

ts/

curr

icul

um a

reas

.

Intro

duce

refle

ctiv

e jo

urna

l.

Less

on 2

: Whe

re I

am/w

e ar

e

Pupi

ls d

o a

SWO

T st

yle

anal

ysis

of t

heir

own

skills

(s

ome

func

tiona

l, so

me

spec

ifica

tion

rela

ted)

and

hav

e an

initi

al lo

ok a

t res

ourc

es to

su

ppor

t the

con

text

to e

stab

lish

com

mon

lang

uage

, ter

ms,

the

brie

f of t

he c

halle

nge,

etc

.

Setti

ng o

f exp

ecta

tions

and

re

quire

men

ts fo

r mov

ing

up to

Le

vel 1

(or b

eyon

d, a

s ap

prop

riate

).

Brie

f not

es a

nd a

ctio

n po

ints

in

refle

ctiv

e jo

urna

l.

Stag

e 2:

Fin

ding

out

mor

eLe

sson

3: W

hat’s

in th

e pl

an?

Pupi

ls b

egin

to c

onsi

der w

hat t

heir

plan

(s) m

ight

con

tain

, the

diff

eren

t el

emen

ts a

ccor

ding

to p

artic

ular

su

bjec

t and

ski

ll ar

eas

and

also

fa

ctor

s th

at ru

n ac

ross

them

.

Refl

ectiv

e jo

urna

l: fo

cus

on a

ctio

n po

ints

.

Less

on 4

: The

pla

n de

velo

ped

Gro

ups

wor

k on

thei

r pla

ns, k

ey

poin

ts fo

r act

ion

and

rese

arch

.

Refl

ectiv

e jo

urna

l: fo

cus

on a

ctio

n po

ints

.

Less

on 5

: Wat

chin

g th

e pr

ofes

sion

als

Det

aile

d an

alys

is a

nd in

vest

igat

ion

of

how

oth

er c

harit

y ev

ents

are

run,

lo

okin

g at

the

diffe

rent

key

are

as

(bud

getin

g, a

dver

tisin

g, e

tc.)

Dra

w o

ut/e

licit

rele

vant

func

tiona

l sk

ills

depl

oyed

.

Refl

ectiv

e jo

urna

l: pa

rticu

lar n

otes

on

func

tiona

l ski

lls, s

ense

of

trans

fera

bilit

y fro

m w

hat t

hey’

re

doin

g to

wid

er w

orld

.

Stag

e 3:

Dry

run

to re

al

thin

gLe

sson

7: T

ight

enin

g th

e pl

an

Gro

ups

agre

e th

eir p

lans

, wor

k on

pr

esen

tatio

n sk

ills,

con

tent

ne

eded

, ris

k as

sess

men

t, et

c. If

tim

e, d

ry ru

n w

ithin

cla

ss

pres

entin

g id

eas

to o

ther

gro

ups.

Refl

ectiv

e jo

urna

l: ‘H

ow d

id I

do?’

‘H

ow d

id o

ther

s do

?’ ‘W

hat c

an I

lear

n fro

m th

is?’

Mea

sure

thei

r ow

n lik

ely

achi

evem

ent a

gain

st fu

nctio

nal

skill

s st

anda

rds.

Less

on 8

: Top

ping

and

taili

ng

Rem

aind

er o

f pla

ns p

rese

nted

w

ithin

gro

up(s

). R

evis

e, re

view

an

d de

velo

p in

ligh

t of t

each

er/

peer

com

men

ts. R

eflec

tive

jour

nal:

cons

ider

how

pre

sent

ing

plan

mig

ht h

ave

been

diff

eren

t to

an u

nfam

iliar

aud

ienc

e (e

.g.

char

ity c

omm

issi

on, l

ocal

pol

ice,

di

sabl

ed g

roup

, etc

.)

Stag

e 4:

Loo

king

bac

k,

look

ing

forw

ard

Less

on 1

1: L

ooki

ng b

ack

Indi

vidu

als

and

grou

ps re

flect

on

wha

t the

y di

d, w

ith c

ore

focu

s on

th

e pa

rticu

lar s

kills

– b

oth

gene

ric

and

subj

ect-s

peci

fic –

that

they

w

orke

d on

. Dra

w o

ut k

ey

prog

ress

ion

fact

ors

from

Ent

ry 3

to

Lev

el 1

.

Refl

ectio

n m

ay b

e in

term

s of

:

spok

en p

rese

ntat

ion

or

disc

ussi

on w

ithin

gro

up/c

lass

and/

or…

writ

ten

artic

le fo

r loc

al

new

spap

er, m

agaz

ine

or

web

site

and/

or…

form

al s

poke

n ac

coun

t with

unfa

mili

ar a

udie

nce

(e.g

. ra

dio

show

, web

inte

rvie

w,

loca

l TV

).

(Not

e: if

the

oral

/writ

ten

pres

enta

tion

has

been

a k

ey

elem

ent o

f the

act

ivity

then

the

skill

s re

quire

d to

del

iver

it

succ

essf

ully

will

nee

d to

hav

e be

en b

uilt,

dev

elop

ed a

nd

secu

red

as p

art o

f the

ear

lier

proc

esse

s.)

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Stag

e 1:

Wha

t’s it

all

abou

t?Le

sson

1: T

he b

ig q

uest

ion

Intro

duci

ng th

e co

ntex

t, en

gagi

ng p

upils

, ini

tial

expl

orat

ion

of th

e sk

ills,

unde

rsta

ndin

g an

d pr

oces

ses

requ

ired

to c

ompl

ete

the

chal

leng

e. M

ake

expl

icit

the

func

tiona

l ski

lls fo

cus

– bo

th

with

in a

nd a

cros

s su

bjec

ts/

curr

icul

um a

reas

.

Intro

duce

refle

ctiv

e jo

urna

l.

Less

on 2

: Whe

re I

am/w

e ar

e

Pupi

ls d

o a

SWO

T st

yle

anal

ysis

of t

heir

own

skills

(s

ome

func

tiona

l, so

me

spec

ifica

tion

rela

ted)

and

hav

e an

initi

al lo

ok a

t res

ourc

es to

su

ppor

t the

con

text

to e

stab

lish

com

mon

lang

uage

, ter

ms,

the

brie

f of t

he c

halle

nge,

etc

.

Setti

ng o

f exp

ecta

tions

and

re

quire

men

ts fo

r mov

ing

up to

Le

vel 1

(or b

eyon

d, a

s ap

prop

riate

).

Brie

f not

es a

nd a

ctio

n po

ints

in

refle

ctiv

e jo

urna

l.

Stag

e 2:

Fin

ding

out

mor

eLe

sson

3: W

hat’s

in th

e pl

an?

Pupi

ls b

egin

to c

onsi

der w

hat t

heir

plan

(s) m

ight

con

tain

, the

diff

eren

t el

emen

ts a

ccor

ding

to p

artic

ular

su

bjec

t and

ski

ll ar

eas

and

also

fa

ctor

s th

at ru

n ac

ross

them

.

Refl

ectiv

e jo

urna

l: fo

cus

on a

ctio

n po

ints

.

Less

on 4

: The

pla

n de

velo

ped

Gro

ups

wor

k on

thei

r pla

ns, k

ey

poin

ts fo

r act

ion

and

rese

arch

.

Refl

ectiv

e jo

urna

l: fo

cus

on a

ctio

n po

ints

.

Less

on 5

: Wat

chin

g th

e pr

ofes

sion

als

Det

aile

d an

alys

is a

nd in

vest

igat

ion

of

how

oth

er c

harit

y ev

ents

are

run,

lo

okin

g at

the

diffe

rent

key

are

as

(bud

getin

g, a

dver

tisin

g, e

tc.)

Dra

w o

ut/e

licit

rele

vant

func

tiona

l sk

ills

depl

oyed

.

Refl

ectiv

e jo

urna

l: pa

rticu

lar n

otes

on

func

tiona

l ski

lls, s

ense

of

trans

fera

bilit

y fro

m w

hat t

hey’

re

doin

g to

wid

er w

orld

.

Stag

e 3:

Dry

run

to re

al

thin

gLe

sson

7: T

ight

enin

g th

e pl

an

Gro

ups

agre

e th

eir p

lans

, wor

k on

pr

esen

tatio

n sk

ills,

con

tent

ne

eded

, ris

k as

sess

men

t, et

c. If

tim

e, d

ry ru

n w

ithin

cla

ss

pres

entin

g id

eas

to o

ther

gro

ups.

Refl

ectiv

e jo

urna

l: ‘H

ow d

id I

do?’

‘H

ow d

id o

ther

s do

?’ ‘W

hat c

an I

lear

n fro

m th

is?’

Mea

sure

thei

r ow

n lik

ely

achi

evem

ent a

gain

st fu

nctio

nal

skill

s st

anda

rds.

Less

on 8

: Top

ping

and

taili

ng

Rem

aind

er o

f pla

ns p

rese

nted

w

ithin

gro

up(s

). R

evis

e, re

view

an

d de

velo

p in

ligh

t of t

each

er/

peer

com

men

ts. R

eflec

tive

jour

nal:

cons

ider

how

pre

sent

ing

plan

mig

ht h

ave

been

diff

eren

t to

an u

nfam

iliar

aud

ienc

e (e

.g.

char

ity c

omm

issi

on, l

ocal

pol

ice,

di

sabl

ed g

roup

, etc

.)

Stag

e 4:

Loo

king

bac

k,

look

ing

forw

ard

Less

on 1

1: L

ooki

ng b

ack

Indi

vidu

als

and

grou

ps re

flect

on

wha

t the

y di

d, w

ith c

ore

focu

s on

th

e pa

rticu

lar s

kills

– b

oth

gene

ric

and

subj

ect-s

peci

fic –

that

they

w

orke

d on

. Dra

w o

ut k

ey

prog

ress

ion

fact

ors

from

Ent

ry 3

to

Lev

el 1

.

Refl

ectio

n m

ay b

e in

term

s of

:

spok

en p

rese

ntat

ion

or

disc

ussi

on w

ithin

gro

up/c

lass

and/

or…

writ

ten

artic

le fo

r loc

al

new

spap

er, m

agaz

ine

or

web

site

and/

or…

form

al s

poke

n ac

coun

t with

unfa

mili

ar a

udie

nce

(e.g

. ra

dio

show

, web

inte

rvie

w,

loca

l TV

).

(Not

e: if

the

oral

/writ

ten

pres

enta

tion

has

been

a k

ey

elem

ent o

f the

act

ivity

then

the

skill

s re

quire

d to

del

iver

it

succ

essf

ully

will

nee

d to

hav

e be

en b

uilt,

dev

elop

ed a

nd

secu

red

as p

art o

f the

ear

lier

proc

esse

s.)

Stag

e 1:

Wha

t’s it

all

abou

t?St

age

2: F

indi

ng o

ut m

ore

Less

on 6

: My

rese

arch

Indi

vidu

al a

nd g

roup

rese

arch

in

sele

cted

are

as.

Refl

ectiv

e jo

urna

l: m

ostly

a re

cord

of

wha

t has

bee

n ga

ther

ed fo

r use

.

Stag

e 3:

Dry

run

to re

al

thin

gLe

sson

s 9–

10: G

ettin

g ha

nds

dirt

y!

Fles

hing

out

the

plan

– c

reat

ing

adve

rtisi

ng fl

yers

, rev

iew

ing

acco

unts

, mak

ing

calls

(whe

re

appr

opria

te),

wal

king

the

rout

e (if

no

t don

e be

fore

), or

derin

g/bu

ying

/bo

rrow

ing

mat

eria

ls (i

f nee

ded)

su

ch a

s hi

gh-v

isib

ility

clo

thin

g,

buck

ets

for c

olle

ctin

g m

oney

en

rout

e, b

icyc

le p

umps

(or w

hate

ver,

as a

ppro

pria

te).

Refl

ectiv

e jo

urna

l: fo

cuse

d no

tes

on d

eman

ds o

f tas

k, k

ey

deci

sion

s, a

nd re

mai

ning

act

ion

poin

ts.

(Not

e: if

the

ride

is a

ctua

lly

com

plet

ed, b

uild

in ti

me

for i

t to

be

done

: thi

s m

ay b

e in

/out

of s

choo

l/co

llege

tim

e, in

whi

ch c

ase

othe

r fa

ctor

s w

ill h

ave

need

ed to

be

acco

unte

d fo

r in

the

plan

.)

Stag

e 4:

Loo

king

bac

k,

look

ing

forw

ard

Peer

and

sel

f-che

ck a

gain

st

lear

ning

out

com

es a

nd fu

nctio

nal

skill

s st

anda

rds

atta

inm

ent.

Less

on 1

2: L

ooki

ng fo

rwar

d

Indi

vidu

al p

upils

ass

ess

and

eval

uate

whe

re th

ey n

eed

to

impr

ove,

and

beg

in to

con

side

r w

here

, how

and

whe

n th

ese

skill

s m

ight

be

furth

er d

evel

oped

.

Key

links

mad

e to

oth

er a

reas

of

curr

icul

um, e

xtra

-cur

ricul

ar

cont

exts

, wor

k, a

nd s

o on

.

Opt

iona

l fina

l les

son/

s:

cele

brat

ion.

Pupi

ls c

ould

vie

w/p

rese

nt v

ideo

/D

VD

reco

rdin

gs o

f bik

e rid

e an

d/or

pre

sent

atio

ns o

f pla

ns.

Alte

rnat

ivel

y, a

n ‘a

war

ds

cere

mon

y’ c

ould

be

run

– w

ith

serio

us a

nd li

ght-h

earte

d aw

ards

(e

.g. ‘

Mos

t mon

ey ra

ised

’, ‘B

est

adve

rtisi

ng id

ea’,

‘Sill

iest

co

stum

e’, ‘

Har

dest

wor

ker’,

etc

.)

Extr

a-cu

rric

ular

link

s, fu

ture

dev

elop

men

ts(A

dd fu

rther

idea

s fo

r tak

ing

the

wor

k fo

rwar

d, lin

king

to o

ther

sub

ject

s, w

hat/w

ho e

lse

coul

d be

dra

wn

in.)

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Handout 10: Short-term teaching plan template

Resources

Objectives At the end of the teaching sequence the pupils will:

How success will be measured

Lesson 1 Lesson 2

Starter

Main body of the lesson

Plenary

Next steps

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Handout 11a: Case study – Unit specialising in the holistic education of pregnant young women and young mothersThis is a dedicated unit specialising in the holistic education of pregnant young women and young mothers up to the age of 19. Each young woman follows a personalised curriculum catered to her needs with the underpinning desire to develop and sustain independence. The unit offers examinations from Entry to Level 3 in a number of subjects and functional skills in English, mathematics and ICT at Entry Level 3 and Level 1.

The decision was taken to link the delivery of functional skills with a range of appropriate broader qualifications/specifications from awarding bodies. Planning sessions with the subject teachers and LA advisers took place to decide the next steps and agreement was reached to focus on a particular module from the selected qualification entitled ‘Environment’. A skills mapping exercise allowed the staff to identify where specific functional skills in each of the three subject areas could be addressed while following the ‘challenge’ structure that framed the selected award. Following more detailed planning, including identifying how to involve other staff at the unit, how to make best use of the City Learning Centre (CLC) and where real, relevant and purposeful activities could take place outside the classroom environment, curriculum plans were written.

During the course, the learners produced podcasts and vodcasts1 of environmental issues such as the impact of traffic in the town and the use of open spaces and garden areas. This was supported by the unit’s science teacher who spoke about damages to the environment. A further challenge centred on a survey of the unit buildings to link with the unit’s involvement in the Building Schools for the Future programme. An architect who had designed a local primary school worked with the learners showing them models and mood boards and explained the process taken to reach the final build. Each activity incorporated all three functional skills and included planning and recording the script to the podcasts and vodcasts. The teachers made a conscious choice to include the use of new technologies within the delivery of functional skills and to encourage and facilitate the learners leading the learning. This resulted in deeper engagement with learning because the learners were able to build and apply new skills in relation to the use of technology through problem solving when at the CLC and then secure these skills when producing the podcasts and vodcasts. The problem-solving approach was further developed in the case of the learners leading their own learning and coming to decisions about which next steps were needed to complete a Challenge.

The skills mapping exercise in the planning stage allowed the staff to construct a tracking progress grid for the teaching group and for each learner. Judgements were made on the progress to achieving EL3 and L1 skills through the pieces of work produced by the learners and through discussion.

1 A vodcast is similar to a podcast except instead of audio on demand it is video content on demand.

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One of the issues faced by the unit was that the target group, those in danger of joining the category of Not in Education, Employment and Training (NEET), was fluid. This initially meant that teachers had to start again on challenges and that it could be problematic to address all three of the functional skills in each challenge. As part of the unit’s review of progress in the functional skills pilot, the decision was made for each challenge to be focused on one subject area while still ensuring there were adequate opportunities to build, apply and secure the relevant skills.

Of the nine learners entered for functional English, three achieved Level 1 and five achieved Entry 3. Of the seven learners entered for functional ICT, four achieved Level 1.

Feedback from the teachers was extremely positive. They felt that functional skills had perfect links with the education ethos of the unit, which is to develop and sustain independence in all aspects of being functional in life. There was a significant development in the learners’ self-esteem, confidence and skills in using a range of technologies and participating in a range of increasingly unfamiliar contexts, such as asking questions of the visiting architect. The impact of the skills development could be seen when the learners were able to apply those skills during the unit’s Mexican-themed activity week.

© Batmanshill Unit 2008

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Handout 11b: Case study – Community special schoolThis mathematics and computing college is a larger than usual day community special school for 190 boys and girls aged 3–16. Most have learning and complex difficulties and a number have challenging behaviours. All pupils enter with an exceptionally low level of overall attainment at P level. English standards on entry are lower than in other subjects: for most learners, reading ability is low and behaviour is socially unacceptable. Free school meals fluctuate, presently 40%. Around two thirds of the pupils have access to GCSE courses during Year 11: all pupils follow an entry-level programme.

The college sees its role as supporting the LA in its aim to keep pupils maintained within the area and within their family wherever possible, and to enable pupils to develop towards independent learning and independent living within their own community.

The college has developed a partnership with a local Institute of Further Education and in September 2008 opened a joint 16–19 provision. This, as the first of its kind, is a national pilot.

Functional skillsAs well as taking part in the functional skills pilot this year with pupils from within the college, the college is supporting the delivery of functional skills ICT to a group of disaffected pupils from across the authority’s secondary schools working with work-based learning providers and drawing upon contacts within the building and food processing industries. The college is currently drawing up the fine details of pupil/employer engagement for the IT Diploma Level 1 and the Foundation Learning Tier.

Delivery model usedFunctional skills in English, mathematics and ICT are embedded within normal teaching delivery in Key Stages 3 and 4. The college teaches mixed year groups at Key Stage 3 and is implementing the renewed Frameworks right across the Key Stage. In ICT for example, units from a published scheme have been differentiated and redefined in order to make them appropriate to learners working below National Curriculum level 3 and to include specific opportunities for developing and applying functional skills. Pupils are supported in working independently: a process that has been embedded within the curriculum through the use of the VLE, which can facilitate the transfer of skills and develop mastery.

How progress is trackedProgress in the building of functional skills is tracked through the normal assessment process of units of work. These are then mapped to the functional skills elements of the college’s pupil profile of achievement. As areas of inconsistency in building and applying skills are identified, teachers plan to readdress them in other units of study. Functional skills tasks are embedded within each unit of work so that pupil progress can be formally assessed by the teacher. This will enable teachers to track pupil progress and to identify when pupils are ready for testing.

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Teacher voice‘I have found that the pupils are more positive in their approach to work. It encourages them to be much more independent: the application of functional skills has helped my pupils to recall the learning process when they are engaged in tasks and activities. They are more positive, independent in being able to perform tasks, enabling them to recall the learning process.’

Pupil voice‘I had a great time in MFL the other day – and I really hate it because I have to talk and I don’t like that. It was better because I could decide for myself how I wanted to do a presentation – so I used what I’d learned in ICT and English to help me.’

The college takes formal feedback from pupils at the end of every unit of teaching using an online survey that is embedded within their VLE.

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Handout 11c: Case study – Alternative educationThis County Council Alternative Education scheme is run by the Youth Service. The learners are Year 11 pupils assessed by local schools or Connexions as requiring an alternative form of schooling. Two centres are involved: twelve learners attend one centre and seven attend the second. Most of the learners are boys, with a small percentage of girls. The reasons for their placements in alternative education vary – most are disaffected youngsters who display extremely challenging behaviour requiring one-to-one support and some are school phobic. The learners range from those working at pre-entry level to those at Level 1.

The learners have a full-time programme, running from September to June. This consists of one day a week of formal education, two days of informal education and two days of work experience. The groups have been taking part in a pilot programme for the functional skills standalone qualifications, working on functional skills English and mathematics. It is hoped that in the future ICT can be added.

Upon entry, all learners are screened using the Basic Skills initial assessments, in order to identify weaknesses in literacy and numeracy. As a result of this, an individual improvement programme is planned for each learner. Due to the difficulty in placing these learners in work placements, most spend their two days work experience working on Basic Skills Literacy and Numeracy packs at home, addressing highlighted areas that need improvement. Staff feel that this is useful because ‘they can cope with the work, and it increases their underlying ability and therefore confidence’. The fact that they are adult resources helps the learners feel that they are being taken seriously and ‘takes it up a level’.

The functionality inherent in the functional skills is integrated into everything the learners do at the centre. Functional skills are not taught separately. The functional skills standards are studied, then addressed within the programmes delivered, using active, real-life contexts. For example, the ‘Personal Finance’ short course from one awarding body was chosen specifically with functional skills mathematics in mind, and tasks set such as: ‘Find out the cost in rent for a single person who chooses to live in 1) lodgings 2) a bedsit 3) a shared flat 4) a student hall of residence’. Learners scour the local newspapers for details and from the data obtained are asked to assemble the information following a step-by-step approach, calculating ranges, means and modes. This places the numeracy into a genuine ‘real-life’ context to which these young people can readily relate.

This approach – using local resources to source information and then processing and formatting it in the most appropriate way, runs through all the programmes delivered at the centres – for example, in longer, extended Youth Awards at different levels, short courses focusing on Personal Finance and Expressive Arts, together with work on Health and Hygiene, First Aid and Catering. At the centre of planned work lie functional English and mathematics, delivered in real-life contexts. In order to achieve the outcomes, the staff set the steps and break down the tasks so that they are achievable, drawing out the skills of literacy and numeracy as they do so. Programmes of work were carefully chosen to provide a context for delivering the functional skills, freeing up the staff to think about applying and delivering the standards.

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The overriding ethos is positive reinforcement, with English and mathematics learning steps being built upon cumulatively, and areas of work being repeated in a variety of different contexts so that skills are learned and transferred. Work is done offsite – in local shops and amenities – as much as possible. Learners like ‘the fact that it is real’ and appreciate that ‘they can make progress – there is always somewhere to start from and somewhere to go’.

The learners need help preparing for taking a test in examination conditions – many are not familiar with the concept of sitting in silence, for example – but they do not seem to have had great difficulty with the tests themselves, largely due to the care with which staff match learner to level. One learner commented that the questions were well written which ‘helped me to answer them’ and ‘thought it was nice because we could do them’. Pass rates for the centres have been encouraging with 100% of learners taking an examination achieving a pass in one or both of the examination series.

Staff at both centres are very enthusiastic about the functional skills work, and hope to continue with it. As the centre leader for Braintree commented:

‘To have something that is achievable and that relates to real life can only help improve self-worth. That has a huge impact and effect on everything that these learners do, and can only be for the best’.

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Handout 11d: Case study – Comprehensive schoolThis 11–18 comprehensive secondary school in Essex has approximately 900 pupils, including up to 100 in the sixth form. Pupils live in widely varied socio-economic circumstances in the town and the surrounding rural area of the Dengie peninsula. The proportion of pupils who have learning difficulties and disabilities is broadly average.

The school has become a pilot centre for functional skills since September 2008. The cohort consists of approximately 80 Year 10 pupils. They are middle-ability pupils for whom the timetable has been amended to include an additional five periods per fortnight for mathematics and English. Two mathematics and two English teachers are delivering functional skills within this time frame. The additional periods are marketed positively to the pupils and their parents as a means of supporting higher achievement within GCSE English and mathematics.

Initially the functional skills were embedded within a Young Enterprise programme, which had limited success due to the fact that pupils struggled to learn independently. Now the English functional skills are being integrated and contextualised within GCSE Media, although the skills themselves are initially being taught and developed by the two English specialists. It is proving more challenging to fully integrate functional mathematics into another curriculum subject. The teachers are now looking at the possibility of delivery through more generic aspects of the curriculum such as citizenship, which they hope will provide a greater ‘real-life element.’

In the current half-term, a project incorporating the delivery of both functional mathematics and English has started in preparation for the school’s Christmas Fayre. The pupils are working in groups to provide stalls at the Fayre for sale and fundraising purposes. The teaching of specific functional skills has been carried out through activities such as market research, writing letters and keeping accounts. At the same time the skills that are being developed relate closely to the requirements for the school to develop and embed an enterprise culture, which is being achieved within a real purpose, which has a real outcome.

The functional English lead at the school, Debbie, reported that the pupils were motivated by the contexts for delivery, but found aspects of the functional skills standards challenging. In particular they have needed support to develop their ability to apply skills with greater independence to more unfamiliar and increasingly more complex situations.

One area of concern has been finding suitable teaching resources. The staff are looking at the core curriculum resources for adult literacy and numeracy to use while further functional skills materials are being developed. The ideas for teaching activities have been identified as ‘a good starting point’ by Debbie and her colleagues.

The senior leadership team is supportive of the delivery of functional skills but, as ever, time for planning and for staff to meet together is limited. Debbie is looking to the revised GCSE specifications to help incorporate functional skills teaching more effectively into the mainstream subjects of mathematics and English. She also hopes that the school will be able to develop the timetable so that delivery is more effective within suitable related subjects. It is her expectation that more staff will become

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involved, not least through delivery of Diploma lines of learning, and that functional skills will become a whole-school initiative.

While it is early days, the staff involved can see the benefits for their pupils by helping them to be more independent, self-motivated learners. The improvements across the curriculum that this approach could bring are obvious.

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Handout 12: An overview of the four core modules provided by the National StrategiesThe National Strategies are providing four modules that are specifically for the school sector. They will form the core of the support to schools. They build on CPD undertaken in 2007 and complement the Secondary Framework training in English, mathematics and ICT by focusing on pedagogy, progression and assessment.

Each module has been designed to last two and a half hours and is supported by online materials that subject leaders and practitioners can access to cascade to appropriate colleagues. Modules 1 and 2 are available for delivery in the autumn term 2008 and modules 3 and 4 in the spring term 2009.

Overview of the modules

Available for delivery in the autumn term 2008

Module 1 Teaching functional skills: from building to applying skillsFocus:

using video clips to exemplify skills ●

building within the English, mathematics and ICT classroom

developing appropriate pedagogies ●

and practice within Key Stage 4 English, mathematics and ICT qualifications

This module will build on work introduced in SLDMs 10 and 11

Module 2 Teaching functional skills: within real, purposeful and relevant contextsFocus:

the selection, transfer and ●

application of skills by the learner to solve problems in unfamiliar contexts

developing learner confidence ●

and independent mastery

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Available for delivery in the spring term 2009

The modules will have generic activities and will then divide into material that will support the delivery of functional English, mathematics or ICT.

It is envisaged that the four modules will be delivered flexibly by local authority consultants. For example, two modules can be combined to form a full day of training or they can be delivered as a series of half-day or twilight sessions. Alternatively a module could be adapted and integrated into larger consortia or local authority events.

E-learningThe face-to-face sessions are supported by online versions of all four modules (plus a short introductory module) to give greater flexibility in delivery and support a blended approach to training and development within centres. The e-learning for modules 1 and 2 can now be accessed on-line with e-learning for modules 3 and 4 accessible at the end of February 2009. The e-learning modules will also be distributed on a DVD-ROM as part of the training in spring 2009.

The e-learning/DVD-ROM can be used:

by subject leaders prior to face-to-face dissemination; ●

during group cascade sessions as part of the dissemination; ●

by individuals and pairs of teachers as a support tool for ●

post-delivery refresher training.

Module 3 Teaching functional skills: assessing progressFocus:

using day-to-day, periodic and ●

formal assessment to support progression and to know when a learner is ready for summative assessment

This module will build on work introduced in SLDM 12

Module 4 Teaching functional skills: from Entry level to Level 1Focus:

meeting the learning requirements ●

of Entry-level learners

securing progression, with a ●

particular focus on Entry 3 to Level 1

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1

Module 4: Teaching functional skills: from Entry 3 to Level 1

1Teaching functional skills: from Entry 3 to Level 1

The four core modules for schools

Autumn term 2008Teachingfunctional skills:

From building toapplying skills

Within real,purposeful andrelevant contexts

Teachingfunctional skills:

Teachingfunctional skills:

Teachingfunctional skills:

AssessingprogressFrom Entry 3 toLevel 1

Spring term 2009

2Teaching functional skills: from Entry 3 to Level 1

Positive features

Learners are:– engaged in learning– thinking for themselves– growing in confidence– involved with a real, purposeful context– supporting each other– developing a range of functional and personal,

learning and thinking skills– making links to other contexts

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2

3Teaching functional skills: from Entry 3 to Level 1

Enablers

• a planned context that engages learners• a clear sense of purpose, goals and objectives

• supported group work

• teacher eliciting, not telling

• learners’ own awareness of skills standards and what they have achieved

• reflection on learning supported and prompted by teaching assistant

4Teaching functional skills: from Entry 3 to Level 1

Module 4 objectives

For participants to:– understand the factors that secure

progression from Entry 3 to Level 1– explore potential barriers to functional skills

learning and strategies to overcome these– consider the implications this presents for

their own planning and practice

5Teaching functional skills: from Entry 3 to Level 1

The four factors that underpin progression

• Complexity – the components within a situation, the steps needed to complete a task and the accessibility of the activity

• Familiarity – the extent to which a learner recognises elements of a problem or situation and is then able to transfer skills from one context to another

• Technical demand – range of knowledge, skills and techniques

• Independence – level of autonomy learners demonstrate when tackling a problem

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3

6Teaching functional skills: from Entry 3 to Level 1

Learners commenting on their learning

I wasn’t interested. It was just boring.

If I can talk about the work with mates it helps me learn.

I don’t see the point. It was too difficult. I

didn’t understand how to do it.

It’s good when Miss gives me praise.

We hadn’t been taught what to do.

I like it when our teacher talks to us, not just giving out levels.

I always get things wrong so I don’t try.

I get told to work harder but I don’t know what that means.

7Teaching functional skills: from Entry 3 to Level 1

The CUE to learning

•Confidence – believing they can learn

•Understanding – knowing how to learn

•Engagement – wanting to learn

8Teaching functional skills: from Entry 3 to Level 1

Key factors in successful skillslearning and application (learners)

Learners need to be able to:– integrate prior and new knowledge– acquire and use a range of learning skills– make appropriate choices about learning strategies– cope creatively with the unfamiliar and unexpected– solve problems individually and in groups– learn from their successes and failures– accept that learning involves uncertainty and

difficulty

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4

9Teaching functional skills: from Entry 3 to Level 1

The three-stage process of skills development

Learners need to:– build the full range of functional skills

– practise applying those skills in a range of contexts

– demonstrate ‘mastery’ in a range of contexts

10Teaching functional skills: from Entry 3 to Level 1

Designing a teaching sequence

You will need to consider:– which skills to focus on and at what level– the context for learning – what your learners already know– what outcomes you are seeking– what success looks like and how this will be assessed– particular teaching strategies you will deploy to address

identified barriers to learning– where to build in opportunities for learners to reflect on their

learning and to recognise where else the skills they develop may be applied

11Teaching functional skills: from Entry 3 to Level 1

Accessing further support

NS support:4 core modules: plus e-learningLA consultants

LSIS support:post-16 modules

regional consultants

SSAT support:Diploma

development

Awarding bodies:examinations and assessment

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Acknowledgements

Handout 3a: Functional English: progression tables Pages 39–44

Tables from Functional Skills Standards and Functional skills guidance: amplification of the standards © 2008 Qualifications and Curriculum Authority. Used with kind permission.

Handout 3b: Functional Mathematics: progression tables Pages 45–48

Tables from Functional Skills Standards and Functional skills guidance: amplification of the standards © 2008 Qualifications and Curriculum Authority. Used with kind permission.

Handout 3c: Functional ICT: progression tables Pages 49–70

Tables from Functional Skills Standards and Functional skills guidance: amplification of the standards © 2008 Qualifications and Curriculum Authority. Used with kind permission.

Handout 4: Level differentiation for English, mathematics and ICT Pages 71–74

Compiled from Functional Skills Standards © 2007 Qualifications and Curriculum Authority. Used with kind permission.

Handout 11a: Case study – Unit specialising in the holistic education Page 103–104 of pregnant young women and young mothers

Photo of learners making a podcast (2008) © Batmanshill Unit 2008. Used with kind permission.

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