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Functional skills support programme
Functional skills core training
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Functional skills - core training Functional skills support programme
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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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
.
© Q
CA
200
8
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
© Q
CA
200
8
© 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
CA
200
8
© 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
CA
200
8
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
CA
200
8
© 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
© 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
© Q
CA
200
8
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
© 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
200
8
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
8
© 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
8
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
© 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
CA
200
8
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
© Q
CA
200
8
© 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
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l ski
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catio
n of
the
stan
dard
s
© 2
008
Qua
lific
atio
ns a
nd C
urric
ulum
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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,
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59
Func
tiona
l ski
lls g
uida
nce:
am
plifi
catio
n of
the
stan
dard
s
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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
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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
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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
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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
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008
Qua
lific
atio
ns a
nd C
urric
ulum
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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
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Module 4: Teaching functional skills – from Entry 3 to Level 1
62
Func
tiona
l ski
lls g
uida
nce:
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plifi
catio
n of
the
stan
dard
s
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008
Qua
lific
atio
ns a
nd C
urric
ulum
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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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© Crown copyright 2009
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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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CA
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© Crown copyright 200900038-2009DOM-EN
Module 4: Teaching functional skills – from Entry 3 to Level 1
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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
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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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200
8
© Crown copyright 2009
65
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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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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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tiona
l ski
lls g
uida
nce:
am
plifi
catio
n of
the
stan
dard
s
© 2
008
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atio
ns a
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urric
ulum
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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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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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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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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
135
7.1
Rec
eive
a te
xt
mes
sage
, vie
w a
n e-
mai
l mes
sage
7.1
Text
mes
sagi
ng, e
-
mai
l, in
tern
et
7.1
Rea
d, re
ply,
forw
ard,
cre
ate,
del
ete
7.1
Ope
n m
ailb
ox, r
ead,
repl
y, fo
rwar
d,
com
mun
icat
e us
ing
from
,
to, c
c, b
cc, s
ubje
ct a
nd
cont
ent f
ield
s, a
dd a
nd
open
atta
chm
ents
, use
inst
ant m
essa
ging
,
cont
ribut
e to
foru
ms,
web
logs
or w
eb-b
ased
refe
renc
e si
tes
7.1
Ope
n m
ailb
ox, r
ead,
repl
y, fo
rwar
d, c
omm
unic
ate
usin
g fro
m, t
o, c
c, b
cc,
subj
ect a
nd c
onte
nt fi
elds
,
add
and
open
atta
chm
ents
,
use
inst
ant m
essa
ging
,
cont
ribut
e to
foru
ms,
web
logs
or w
eb-b
ased
refe
renc
e
site
s
7.
2 A
dd, a
men
d an
d de
lete
entri
es
7.2
Cre
ate
and
mai
ntai
n
fold
ers,
del
ete
redu
ndan
t
mes
sage
s, a
dd, a
men
d an
d
dele
te c
onta
ct e
ntrie
s
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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.
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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)
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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
dout
7a:
Bar
riers
and
sol
utio
ns (E
nglis
h)
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
(usi
ng H
ando
ut 6
as
a pr
ompt
)W
hat t
his
mig
ht m
ean
in
prac
tice
Req
uire
men
t for
alm
ost c
ompl
ete
accu
racy
in
use
of g
ram
mar
(Writ
ing)
Effe
ctiv
e an
d ac
cess
ible
mod
els
whi
ch
●
have
bee
n sc
affo
lded
for l
earn
ers
(und
erst
andi
ng)
Skills
app
lied
to a
con
text
whe
re th
e
●
outc
ome
mat
ters
to th
e le
arne
r (e
ngag
emen
t)
Exa
mpl
es o
f sim
ilar
●
sent
ence
s in
a re
late
d co
ntex
t sho
win
g su
cces
sful
co
mm
unic
atio
n –
not
deco
ntex
tual
ised
exe
rcis
es
but r
eal t
exts
.
Pupi
ls d
esig
n a
web
pag
e
●
vers
ion
of th
eir C
V,
adve
rtisi
ng th
eir a
ttrib
utes
an
d sk
ills. R
un g
ram
mar
ch
ecks
usi
ng a
ppro
pria
te
softw
are
and
prio
r kn
owle
dge.
Iden
tifyi
ng th
e di
ffere
nces
bet
wee
n fa
cts,
op
inio
ns a
nd id
eas
whe
n re
adin
g(R
eadi
ng)
Pre
sent
ing
info
rmat
ion/
poin
ts o
f vie
w
clea
rly a
nd in
app
ropr
iate
lang
uage
(Spe
akin
g an
d lis
teni
ng a
nd W
ritin
g)
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Han
dout
7b:
Bar
riers
and
sol
utio
ns (m
athe
mat
ics)
Cha
lleng
es le
arne
rs m
ay fa
ce m
ovin
g fr
om E
3 to
L1
Pote
ntia
l bar
riers
(lin
ked
to S
lide
7)W
ays
to h
elp
over
com
e th
e ba
rrie
rs
Und
erst
andi
ng p
ract
ical
pro
blem
s in
fa
mili
ar a
nd u
nfam
iliar
con
text
s an
d si
tuat
ions
, som
e of
whi
ch a
re n
on-r
outin
e
The
pupi
ls a
re o
ut o
f the
ir co
mfo
rt zo
ne
●
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
●
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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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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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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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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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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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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91
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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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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.
© Crown copyright 2009
93
00038-2009DOM-EN
Functional skills - core training Functional skills support programme
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.
© Crown copyright 2009
95
00038-2009DOM-EN
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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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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.
© Crown copyright 2009
97
00038-2009DOM-EN
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.)
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.)
© Crown copyright 2009
99
00038-2009DOM-EN
Functional skills - core training Functional skills support programme
Module 4: Teaching functional skills – from Entry 3 to Level 1
99
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
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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.
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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.