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Functional Skills Support Programme CPD Training Ben Chappell-ICT, Beth Crookes-English, Roger Ray-Maths.

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Presentation on theme: "Functional Skills Support Programme CPD Training Ben Chappell-ICT, Beth Crookes-English, Roger Ray-Maths."— Presentation transcript:

1 Functional Skills Support Programme CPD Training Ben Chappell-ICT, Beth Crookes-English, Roger Ray-Maths

2 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 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 4 True/False Quiz TrueFalse 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 diploma 6 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 can achieve FS qualification 9 Functional Skills are not graded 10 Functional Skills are being piloted between Sept x x x x x

5 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 6 Timeline Year 7 FS in New KS3 Framework FS in New GCSEs Year 8 FS in New KS3 Framework FS in New GCSEs Year 9 FS in New KS3 Framework FS in New GCSEs Year 10 FS in Diplomas FS in New GCSEs Year 11 FS in Diplomas FS in New GCSEs

7 7 Core training delivered by the National Strategy 1.From building to applying skills 2.Real, purposeful and relevant contexts 3.Assessing progress 4.Entry Level to level 1 5Demonstrating mastery 6.Leading functional skills Plus 7. An introduction to functional skills

8 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: Assessing progress From Entry level to Level 1 Spring term 2009

9 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 10 Three new modules Summer term 2009 Teaching functional skills: Demonstrating Mastery Leading functional skills Spring term 2010 Teaching functional skills: An Introduction

11 11 Getting the right support NS support: 4 core modules plus e-learning LA consultants LSIS support: post-16 modules, regional consultants SSAT support: Diploma development Awarding bodies: examinations and assessment

12 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 13 Contacts Yorkshire & Humberside:- National Strategy Debbie Price Functional Skills Support Programme Co-ordinator: Gail Lydon Mobile: Book by end of March access up to 15 th of May 2009 Register for Diploma information on

14 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:

15 15 Approaches to support the transferability of skills Discrete Taught by specialists separately from other subject areas Fully embedded Taught, developed and applied within and across the programme of learning Partly embedded Taught by specialists and flexibly applied in a range of contexts Mostly embedded Taught by specialists, reinforced and applied in a range of purposeful contexts within and across the programme of learning

16 16 Functional Skills in Context Functional Skills in a Creative and Media Diploma

17 17 If Entry 1 = Y5; Entry 2 = Y6; Entry 3 = Y7; Level 1 = Y8 and Level 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 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 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 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 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 22 Long-term plans Slide 4.10

23 23 Functional skills within the plan Slide 4.13

24 24 Functional Skills Module 3 & 4 Training th April 2009 Maths Ramada 29th April 2009 English Tickton Grange 30th April 2009 ICT Ramada Dates For Your Diary

25 25 Ten critical success factors 1.Promoting a positive agenda for functional skills 2. Implementing an effective curriculum model 3. Establishing clearly defined roles and responsibilities 4. Coordinating activity across the institution/consortium 5.*Delivering effective teaching and learning 6.*Establishing clear assessment procedures, both internal and external 7. Using resources efficiently and effectively 8.*Embedding quality assurance 9. Delivering appropriate staff development 10. Reviewing and planning ahead © Crown copyright DOM-EN

26 26 Plenary © Crown copyright DOM-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 27 Any Burning Questions ?

28 28

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