2. Programme Welcome Background to Functional Skills
Subject content and assessment
Refreshments
Preparation and planning
Support from AQA
Any further questions?

3. What are they?
Practical skills in English, Mathematics and ICT that allow individuals to work confidently, effectively and independently in life

4. Why teach FS?
New nationally recognised qualification that has been requested by employers
From 2010 the FS standards will form a significant part of the new GCSE specifications in English, Mathematics and ICT
They are included in the Key Stage 3 curriculum (11-14), and embedded within the revised programmes of study for Key Stage 4 (14-16)
Tried and tested qualification that has been piloted for 3 years
L1 covers KS3 PoS & aimed at GCSE grade D-G candidates
L2 covers KS4 PoS & aimed at GCSE grade A*-C candidates
L2 approx. equal to a short course GCSE
From pilot experience we have acquired an in-depth knowledge of Functional Skills. Feedback, knowledge sharing and ideas for best practice from pilot schools means we can now offer specifications that have been tried, tested and refined, so they can be taught easily and effectively

5. Pathways Standalone qualifications at Level 1 and Level 2
Embedded into the programmes of study for ICT at Key Stages 3 & 4 (including the new GCSE in ICT)
Integral part of Foundation, Higher and Advanced Diplomas
Component of apprenticeship frameworks
Component of Foundation Learning and progression pathways
Adult learning
Replacement for Key Skills qualifications
Diplomas require students to gain FS in English, Mathematics and ICT:
at level 1 for the Foundation Diploma.
at level 2 for Higher and Advanced Diplomas.
Now a compulsory part of apprenticeship – replacing key skills. At the moment students can get a L2 apprenticeship with L1 FS
Also compulsory part of the FL programme
For the pilot, candidates require a ULN (for feeding back data to QCDA) – these cannot be issued to anyone under the age of 12 (yr 7) - no requirement as yet for live qualification
FS will replace Key Skills from September 2010
Last entry for Level 1, 2 and 3 Key Skills test or portfolio: June 2011 (AQA only – other providers until June 2012 due to their registration processes)
Last certification: 31/08/2012
Adult Literacy, Adult Numeracy and Wider Key Skills qualifications have been extended for use in England Accreditation end date: 31/08/2012 

6. AQA timeline
National teaching of Level 1 and Level 2 to begin from September 2010
First assessment opportunity for L1 & L2 – January 2011
Entry Level 1, 2, 3 qualifications available from September 2011*
First assessment opportunity for E1, E2 & E3 – November 2011*
* subject to accreditation

7. Designed for success
Content – relevant to students’ interests, clearly written and presented
Assessment – all students have a chance to display their strengths with our assessment structure
Accessibility – to all ability levels, reading level for FS is a level below the standard of the assessment (except for specialist vocabulary which is at the level being assessed)

8. Designed for success
Straightforward – use of Plain English and clear layouts make our assessment materials easy to understand
Flexibility – available four times each academic year, so students can take them when best prepared
Simplicity – streamlined resources and no- nonsense advice
Four series each academic year give teachers the flexibility to plan the course to meet the needs of the curriculum and candidates.

9. Equivalence Functional Skills equivalence table (QCDA) UCAS points
Functional Skills level
Functional Skills performance points
(Achievement and Attainment Tables)
Functional skills equivalences
Skills for Life
(adult literacy
and numeracy)
Key skills
GCSE
NVQ level
Level 2* 23
Level 2
A*-C
Level 1*
12.5
Level 1
D-G
Entry 3 7
Entry 2 6
Entry 1 5
*The points for level 1 and 2 are in addition to points allocated for other qualifications such as GCSEs and Diplomas.
Achievement and Attainment Tables
Performance points are allocated at each level:
L2 = 23 (points equivalence to half a grade B at GCSE)
L1= 12.5 (points equivalence to midway between half a E (28) and half an F (22) grade at GCSE)
Students will gain attainment points for both GCSE and functional skills. For example:
• if a student passes level 2 FS in English, mathematics and ICT, they gain points equivalent to 1.5 GCSEs.
• if the same student also completes GCSEs in English, mathematics and ICT, the student will then have a total points equivalent of 4.5 GCSE passes (that's 3 GCSE passes, plus 1.5 GCSE equivalent points for passing the FS qualifications).
A pass of grade A*-C in any other GCSE subject, even a short course subject, will get the student to the qualification threshold of 5.
If a student is assessed in FS and key skills or FS and adult literacy and adult numeracy the points will discount each other.
Every year the DCSF publishes the School and college achievement and attainment tables (SCAAT). The table provides information on the achievements and attainment of students in each school.
SCAAT points are designed to provide an indication of the degree of successful attainment for a qualification in relation to other qualifications within the existing national frameworks. In addition to SCAAT points, qualifications also count towards the threshold at levels 1, 2 and 3. The figures for each qualification’s contribution to these thresholds can be found on the National Database of Accredited Qualifications (NDAQ) website at
The planned School Report Card
Would set the framework for accountability for schools
The School Report Card Prospectus published on 30 June 2009 included FS attainment in the minimum set of KS4 indicators
NB THE SCHOOL REPORT CARD WILL NO LONGER GO AHEAD UNDER THE CURRENT GOVERNMENT
NC Levels – Level 2 approx L6
Level 1 approx L4/5
UCAS points
Each level 2 FS qualification will attract 10 UCAS Tariff points currently
No changes are planned to Tariff points allocation for other skills qualifications, and the intention remains that all level 2 (or equivalent) qualifications will be removed from the UCAS Tariff for entry to higher education from 2011 onwards

10. Functional Skills in ICT

11. Functional Skills in ICT
About the application of transferable practical ICT skills
A Functional Skills qualification in ICT at Level 1 or Level 2 will prove that a candidate can:
use ICT systems
find and select information
develop, present and communicate information
Bullets taken from Skills Standards

12. Benefits of FS in ICT
Provides students with practical skills that can be used in further education, work and everyday life
Develops transferable skills
Will motivate your students through interesting and highly relevant content
Earns (additional) points on the Achievement and Attainment Tables – L1 = 12.5, L2 = 23
Provides a qualification recognised by employers if the student does not continue their ICT studies
Could be provided as a precursor to GCSE suitable for Year 9 students
Our content is engaging and accessible
Points – Level 1 = 12.5, Level 2 = 23. In addition to those gained for GCSE ICT.
The former government expected most young people to achieve Level 2 FS in English and Maths, and possibly ICT, by the age of 16 :
DCSF policy statement: For learners who are not taking a Diploma, and are not on an Apprenticeship and Foundation Learning programme, it is not compulsory to take Functional Skills qualifications. However, we expect schools to give all young people the opportunity to take stand-alone Functional Skills qualifications by the end of Key Stage 4, alongside GCSEs and any other qualifications they may be taking.

13. Subject content
Provided by Ofqual in the Functional Skills Criteria for ICT (Nov 2009)
Designed to enable students to:
apply their knowledge/understanding to everyday life
engage with others
solve problems in familiar and unfamiliar contexts
develop personally and professionally
Focus in the assessment is on the Skills Standards, but teaching should address the Coverage and Range
Refer to pages 6-9 of the specification
FS Criteria – assessment must assess all of skills standards and sample coverage and range
Sample approx 2/3 of standards each assessment. Over 3 years there needs to have been total coverage

14. Level 1 Skill Standards Using ICT Identify ICT requirements of a task
Interact with and use ICT systems to meet the requirements of a straightforward task in a familiar context
Manage information storage
Follow and demonstrate understanding of the need for safety and security practices

15. Level 1 Skill Standards Finding and selecting information
Use search techniques to locate and select relevant information
Select information from a variety of ICT sources for a straightforward task

16. Level 1 Skill Standards
Developing, presenting and communicating information
Enter, develop and refine information using appropriate software to meet the needs of straightforward tasks
Use appropriate software to meet the requirements of straightforward data-handling task
Use communications software to meet the requirements of a straightforward task
Combine information within a publication for a familiar audience and purpose
Evaluate own use of ICT tools

17. Level 2 Skill Standards Using ICT
Plan solutions to complex tasks by analysing the necessary stages
Select, interact with and use ICT systems safely and securely for a complex task in non-routine and unfamiliar contexts
Manage information storage to enable efficient retrieval

18. Level 2 Skill Standards Finding and selecting information
Use appropriate search techniques to locate and select relevant information
Select information from a variety of ICT sources to meet the requirements of a complex task

19. Level 2 Skill Standards
Developing, presenting and communicating information
Enter, develop and refine information using appropriate software to meet the requirements of complex tasks
Use appropriate software to meet the requirements of a complex data-handling task
Use communications software to meet the requirements of a complex task
Combine and present information in ways that are fit for purpose and audience
Evaluate the selection, use and effectiveness of ICT tools and facilities used to present information

20. Assessment Single unit: mainly task-based 2 hours, 80 marks
Externally-set and externally-marked activities completed at a computer
Set around realistic contexts, scenarios or problems
Separate assessments for Level 1 and Level 2
Not graded – pass or ungraded (U)
Unlimited re-sits of the qualification
Changes from pilot to mainstream specification for 2010 due to new assessment criteria from QCDA, e.g.
single unit
no window of assessment
no compensatory L1 on L2 assessment
ICT Criteria states assessment at L1 and L2 must be between 2 and 3 hours and must include minimum of 80% open response assessment (defined as “task-based assessment on real life contexts that require candidates to apply their skills, knowledge and understanding to resolve problem(s) or produce effective outcome(s)”).
Certificates are titled by skill and level achieved, e.g. ‘Functional skills qualification in ICT at level 1’
Pass marks for the pilot are confidential and have not been published by AQA – they have only been shared with the pilot schools. This was a specific request from QCDA. They wouldn’t help schools too much anyway due to the fact that we now only have one unit

21. Assessment Candidate Booklet to guide through the activities
Students use software available in school with the exception of one activity that will use a simulation of the use of the Internet and
Some aspects of activity to be answered in writing in Candidate Booklet, others printed out and attached to the back of the Candidate Booklet

22. Please refer to the Level 1 Specimen Candidate Booklet (pink cover)
Level 1 assessment
Please refer to the Level 1 Specimen Candidate Booklet (pink cover)

23. Please refer to the Level 2 Specimen Candidate Booklet (white cover)
Level 2 assessment
Please refer to the Level 2 Specimen Candidate Booklet (white cover)

24. Virtual desktop
Useful at this point to run the demonstration and refer to the About the examination booklet

25. Virtual desktop

26. Virtual desktop

27. Availability of unit and certification
January 2011 
June 2011
November 2011
January 2012
March 2012
June 2012 and thereafter
Not looking to offer on-demand assessment – our main schools are happy with 4 sessions/year.
Increased number of assessment opportunities

28. Planning and delivery
Working in groups, use the A3 Level 2 planner provided. Focus on one assessment objective:
Discuss possible teaching and learning activities
Think about timing – how many lessons would you allocate?
Split into groups with one pilot school representative per group if possible (I’ll place a * next to them on the attendance list).
Make sure that different groups are looking at different AOs so we have something for them all.
Give them about half an hour to come up with suggestions and ask them to record them on the A3 sheet provided. Then ask one member from each group to briefly feed back to the rest of the team (about 5 mins per AO).
Mention that GLH for this qualification is 45 (for both levels) – although should be able to manage in less (for key skills GLH were 36) – one lesson per week should be sufficient.
Collect in the completed sheets so that we can share all ideas with all attendees by at the end of the meeting series. These ideas will also be fed into a much more comprehensive SOW.

29. Entry Level From September 2011, subject to accreditation
Available at entry level 1, 2 and 3
Assessment will be one hour on-screen test for each level
EL1 and EL2 will be practical tasks, assessed by teacher checklist
EL3 will require candidate to print 2-3 pages of evidence to show tasks have been completed
All will use ‘real’ Internet and
Draft specifications submitted to QCDA in May
Not meant for younger, more able students, but for older, less able students

30. Transition from pilot From QCDA:
No ‘re-sit’ opportunity will be required (or allowed) for the pilot FS qualifications
All assessments post-September 2010 should be based on the live qualification
Component results for the pilot qualifications can not be transferred over to contribute to the new qualification

31. Further ICT studies Continuing to study ICT to GCSE:
Provides better preparation for L3 ICT qualifications
Content in GCSE is more widespread and goes beyond that in FS
Skills acquired from controlled assessment provides good preparation for ICT work in the ‘real world’
Level 2 FS pitches at approximately grade C – GCSE takes students beyond that to potential A*
Economies can be made in teaching as Functional ICT elements embedded as 50+% within the new GCSE ICT
L2 FS pitches at approximately grade C – GCSE takes students beyond that

32. Support
Resource Zone
FREE online resources to help you plan, including specimen assessment materials and mark schemes
Free Introductory meetings for teachers
Ask AQA
24-hour support through our free online question and answer service
Enhanced Results Analysis free online tool that provides an instant breakdown of exam results

33. Support
updates from our Functional Skills subject team. Register at 2010ready.aqa.org/updates
Continuing Professional Development courses offering you in-depth training designed to meet your needs
Experience drawn from the 3 years of the pilot that can be shared with schools new to Functional Skills (piloted by AQA with almost 15,000 candidates in the last two years)
Encourage to register for updates as they can tick for functional skills updates as well as GCSE
From pilot experience we have acquired an in-depth knowledge of Functional Skills. Feedback, knowledge sharing and ideas for best practice from pilot schools means we can now offer specifications that have been tested and refined, so they can be taught easily and effectively

34. Contacts
If you have questions or would like to find out more: Subject Manager, Katie Smith or
For details of teacher support meetings:
Samantha Higson, Teacher Support Manager or
To view the accredited specification, assessment materials and support resources:

35. Investing in technology Working in partnership
Why choose AQA?
Not for profit charity
Size and status
More support
Investing in technology
Working in partnership
The largest Awarding Body
Dedicated to education
Specification development Examiners / moderators Controlled Assessment Advisers
Face to face support
Free meetings
Direct access to subject departments and specialists
A range of free resources
Enhanced Results Analysis
Exampro, CPD
Website
We don’t profit from education – you do
Statement found under ethics session in all new specs. Many teachers are not aware that we are a charitable organisation and that we exist solely for the good of education. Any surplus income is ploughed back into educational research and our service to our centres.
We don’t profit from education – you do

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