Functional Skills Support ProgrammeCPD Training

Ben Chappell-ICT, Beth Crookes-English, Roger Ray-Maths

2

Welcome

Please use 3 Post-it notes to answer the following questions 1. What do I know about Functional Skills?

2. What do I need to find out about Functional Skills?

3. What are the Key Issues?

.

3

Aims

The aim of this session is to provide you with the opportunity to gain a quick update on the planning and support available for delivering Functional Skills:

– When are they going to be introduced?– Identify how Functional Skills relate to other

programmes – Begin to think about supporting the process of

planning for delivery

4

True/False Quiz

True False

1 Functional Skills are a mandatory part of the diploma

2 The are three FS

3 A current grade to A*-C in GCSE E,M & ICT can be counted as a proxy for L2 FS

4 The GLH for FS within a Foundation Diploma is 120 GLH

5 Achievement of FS in Advance Diploma must be at the same level as the diploma6 A learner who does not achieve FS will not get any certification from a Diploma POS 7 FS are the same as Personal, Learning and Thinking Skills

8 Only learners age 14-19 can achieve FS qualification

9 Functional Skills are not graded

10 Functional Skills are being piloted between Sept 2007-2010

x

x

x

xx

5

• What have been your ‘top 3’ successes this year?

• What are your ‘top 3’ challenges and possible solutions?

Use the ‘Successes and Challenges’ handout to record your thoughts and the ideas from other practitioners.

Successes and challenges

6

Timeline

2008-9 2009-10 2010-11 2011-12 2012-13 2013-14

Year 7FS

in New KS3 Framework

FS in New KS3 Framework

FS in New KS3 Framework

FS in New GCSE’s

FS in New GCSE’s

FS in New GCSE’s

Year 8FS

in New KS3 Framework

FS in New KS3 Framework

FS in New GCSE’s

FS in New GCSE’s

FS in New GCSE’s

Year 9FS

in New KS3 Framework

FS in New GCSE’s

FS in New GCSE’s

FS in New GCSE’s

Year 10 FS in Diplomas

FS in Diplomas

FS in New GCSE’s

FS in New GCSE’s

FS in New GCSE’s

FS in New GCSE’s

Year 11 FS in Diplomas

FS in Diplomas

FS in New GCSE’s

FS in New GCSE’s

FS in New GCSE’s

7

Core training delivered by the National Strategy

1. From building to applying skills2. Real, purposeful and relevant contexts3. Assessing progress4. Entry Level to level 15 Demonstrating mastery6. Leading functional skills

Plus

7. An introduction to functional skills

8

The four core modules for schools

Autumn term 2008

Teaching functional

skills:

From building to

applying skills

Within real,

purposeful and

relevant contexts

Teaching functional

skills:

Teaching functional

skills:

Teaching functional

skills:Assessing

progress

From Entry level to Level 1

Spring term 2009

9

DVD ROM Modules 1- 4 contents

• Video sequences for all four modules identified by sessions and activities in the training

• Transcripts• Presenters’ notes,

handouts, slide presentations

• Additional resources• Guide

10

Three new modules 2009-10

Summer term 2009

Teaching functional

skills:

Teaching functional

skills:Demonstrating

Mastery

Leading functional skills

Spring term 2010

Teaching functional

skills:

An Introduction

11

Getting the right 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

12

Continual professional development

• For schools:

- 4 modules of the 16 are CORE• For pilot centres:

- Entitlement to two days CPD as half day or twilight

sessions

- Choice of 12 modules each equivalent to a half day

- Available from second half of autumn term to first half of

spring term

- Support for dissemination available on line.

13

Contacts

• Yorkshire & Humberside:- National Strategy• Debbie Price• Email:debbie.price@nationalstrategies.co.uk

• Functional Skills Support Programme• Co-ordinator: Gail Lydon • Mobile: 0797 0977795 • Email: FunctionalSkills.YorkshireAndHumberside@fsmail.net

• Book by end of March access up to 15th of May 2009

• Register for Diploma information on www.diploma-support.org/

14

Publications

• Managing the delivery of functional skills• Teaching and learning functional English• Teaching and learning functional ICT• Teaching and learning functional mathematics

• Plus other useful documents available electronically:

http://excellence.qia.org.uk/functionalskills

15

Approaches to support the transferability of skills

DiscreteTaught by specialists

separately from other subject areas

Fully embeddedTaught, developed and

applied within and across the programme of learning

Partly embeddedTaught by specialists and flexibly applied in a range

of contexts

Mostly embeddedTaught by specialists,

reinforced and applied in a range of purposeful

contexts within and across the programme of learning

16

Functional Skills in Context

• Functional Skills in a Creative and Media Diploma

17

If Entry 1 = Y5; Entry 2 = Y6; Entry 3 = Y7; Level 1 = Y8 andLevel 2 = Y9/10/11

What are the strategic planning and implementation implications for:

•Transfer from KS 2-3?• New curriculum arrangements at KS3?• Alignment with PLTS and APP?• Transfer / Transition to KS4 – Learner Pathways 14 – 19?

Strategic planning and implementation

18

• How do functional skills fit into the bigger picture?• How do functional skills relate to existing curricula and qualifications?• How can functional skills improve learning and raise achievement?• How can I promote functional skills to staff, learners, and parents?• How will functional skills work in my organisation?• What will my staff need to make functional skills work?

Strategic planning and implementation

19

Schools who have integrated functional skills into the curriculum have found their pupils are motivated by the broader curriculum and enjoy working independently and flexibly. Their pupils are better able to transfer skills between subjects and to apply their skills in a range of contexts.

When planning to include functional skills in the curriculum you need to consider:• what you are trying to achieve? • how you will organise the curriculum to achieve those aims? • how well you are monitoring & evaluating the achievement of

those aims?

Strategic planning and implementation

20

There are many approaches to developing functional skills including:

• through subjects, with links across subjects being made

through common topics or themes • separately timetabled thematic days, activity weeks and

events, often including block timetabling • activities integrated into the routines of the school, such

as running a mini-enterprise or community event.

How will you organise the curriculum to achieve your priorities?

21

• time • staffing, including teachers and mentors • space and facilities • resources and equipment • approaches to teaching, learning and• assessment.

In order to deliver functional skills you will need to consider how to make best use of:

22

Long-term plans

Slide 4.10

2323

Functional skills within the plan

Slide 4.13

24

Functional Skills Module 3 & 4

Training 2009

• 28th April  2009 Maths     Ramada • 29th April  2009 English    Tickton Grange • 30th April  2009 ICT          Ramada

Dates For Your Diary

25

Ten critical success factors

1. Promoting a positive agenda for functional skills2. Implementing an effective curriculum model3. Establishing clearly defined roles and responsibilities4. Coordinating activity across the institution/consortium5. *Delivering effective teaching and learning6. *Establishing clear assessment procedures, both

internal and external7. Using resources efficiently and effectively8. *Embedding quality assurance9. Delivering appropriate staff development10. Reviewing and planning ahead

© Crown copyright 2008 00046-2008DOM-EN

26

Plenary

© Crown copyright 2008 00046-2008DOM-EN

Write down 3 actions which you are personally going to take between now and Easter

On a scale of 1 to 10, how likely are you to carry out each of these actions?

If you gave an action a score less than “8” it is unlikely that it will be carried out!

27

Any Burning Questions ?

28