Functional Skills Entry Level

Objectives Gain an overview of Entry Level Functional Skills Understand Entry Level Functional Skills standards Explore the assessment model for Entry Level Understand quality assurance procedures for the pilot

The Qualifications Assess Entry Level Functional Skills Standards Are flexible Teaching can be integrated into existing programmes Are available in: −FE and adult community colleges −The workplace −Schools −other environments

Administering Assessments Assessors must be familiar with the Entry Level Functional Skills Standards Candidates can be assessed when it is felt they are ready Candidates can sit any assessments they wish and claim at the highest level achieved Assessments available on microsite

Administering Assessments Activities to be administered under supervised conditions Candidates must be aware they are undertaking an assessment Re-sits can take place after a two week gap Other than speaking and listening, candidates will have to sit an alternative assessment at their re-sit

Maths: Key features Single test for each level Predominantly single mark answers No multiple choice Reading language below level of test Pass mark is 11/ minutes Teachers can read instructions to candidates Assessments cover all performance, coverage and range of the FS Standards Papers are as similar as possible across all three Entry Levels

Maths: Progression Entry 1 All learners can: Entry 3 All learners can: understand simple mathematical information in familiar and accessible contexts and situations Understand practical problems in familiar and accessible contexts and situations use given methods and standard models to obtain answers to simple given practical problems that are clear and routine begin to develop own strategies for solving simple problems generate results that make sense to a specified task select and apply mathematics to obtain answers to simple given practical problems that are clear and routine Communicate solutions to simple given Practical problems in familiar contexts and Situations interpret results and communicate solutions to practical problems in familiar contexts and situations No performanceUse simple checking procedures

Maths: Performance, Coverage and Range PerformanceCoverage and Range Entry 1Understand simple mathematical information in familiar and accessible contexts and situations Understand and use whole numbers up to 10 Entry 2Understand simple practical problems in familiar and accessible contexts and situations Understand and use whole numbers to 100 and count reliably up to 20 items Entry 3Understand practical problems in familiar and accessible contexts and situations Understand and use whole numbers to 1000

English: Key Features 3 Separate components: Reading, Writing and Speaking & Listening Learners must pass all three Can be sat together or separately (recommended) Certification awarded at lowest level of achievement across the three components No certification of individual components minutes Pass Mark is 75% Speaking and Listening similar to Level 1 and 2 Functional Skills

English - Speaking and Listening: Level Progression Entry 1 All learners can: Entry 3 All learners can: Participate in and understand the main points of a simple discussion or exchange that is familiar with another person. Participate in and understand the main points of formal discussions/exchanges, making more extended contributions that contain relevant points at appropriate times and in an appropriate manner. Respond appropriately to others and respect other’s turn taking rights.

English - Speaking and Listening: Skill Standards, Coverage and Range Skill StandardCoverage and Range Entry 1Participate in and understand the main points of simple discussions about familiar topics with another person in a familiar situation Listening, talking and discussing in familiar situations. Entry 2Participate in discussions about familiar topics, making active contributions with one or more people in familiar situations Listening and talking and discussing in familiar situations. Entry 3Respond appropriately to others and make more extended contributions in familiar formal and informal discussions Familiar formal and informal exchanges and discussions.

English – Reading: Level Progression Entry 1 All learners can: Entry 3 All learners can: Read and understand short, simple texts on familiar topics that explain, describe and narrate on paper and on screen Read and understand straightforward texts, independently and for a purpose in different formats Understand main points made in texts including diagrams, and graphical representations Understand written texts that are more than one paragraph long using strategies including detailed reading and scanning texts

English – Reading: Skill Standards, Coverage and Range Skill StandardCoverage and Range Entry 1Read and understand short, simple texts Texts that explain, describe and narrate on paper and on screen Entry 2Read and understand straightforward texts Texts that inform, describe and narrate on paper and on screen. Entry 3Independently read and understand straightforward texts for a purpose Texts that inform, instruct, describe and narrate on paper and on screen.

English – Writing: Level Progression Entry Level 1Coverage and Range Write short, simple sentences. Use Written words and phrases to present information. Write documents with some adaptation to the intended audience. Plan draft and organise writing. Sequence writing logically and clearly. Punctuate using capital letters and full stops. Use basic grammar, including appropriate verb/tense and subject/verb agreement. Spell correctly some personal or very familiar words. Write documents such as forms, messages or notes on paper and on screen. Spell correctly and check work for accuracy. Write documents such as forms, s, letters or simple instructions or short reports on paper and on screen.

English – Writing: Skill Standards, Coverage and Range Skill StandardCoverage and Range Entry 1Write short, simple sentences.in documents such as forms, messages or notes, on paper and on screen. Entry 2Write short documents with some awareness of the intended audience. in documents such as forms, messages or simple narratives, on paper and on screen. Entry 3Write documents with some adaptation to the intended audience. in documents such as forms, s, letters, simple instructions or short reports, on paper and on screen.

ICT: Key Features Three-parts assessment: practical, observation and question and answer Assessment requires access to a computer On-screen testing for Entry 1 and 2 Entry 3 learners must produce work from a test set by Edexcel Teachers may split the 3 assessments Entry 3 practical element is substantially larger than the lower Entry Levels to reflect the standards Candidates must achieve all requirements of the assessment to achieve certification

ICT: Level Progression Entry 1Entry use ICT for given purpose 1.1. use computer hardware 1.2. recognise and use interface features 1.2. use software applications for a purpose 2.1. minimise physical Stress 1.3. recognise and use interface features 2.2. keep access information secure 2.1. minimise physical stress 2.2. keep access information secure 2.3. understand the need to stay safe

ICT: Level Progression Entry use correct procedures to start and shut down an ICT system 1.2 use input and output devices 1.3 select and use software applications to meet needs and solve problems 1.4 recognise and use interface features 1.5 understand that settings can be adjusted according to individual needs 2.1 work with files to enable storage and retrieval of information 2.2 insert and remove media 3.1 minimise physical stress 3.2 keep information secure 3.3 understand the need to stay safe and to respect others when using ICT-based Communication

Evidence Printouts Oral Question Records Complete Summary Assessment Grid Written feedback from IV to assessor

Assessment and Internal Verification All activities must be assessed All candidate outcomes must be 100% correct All pages must be signed and dated by the assessor Tutor Observation Records must be completed Internal Verifier must sample work from all assessors IV must observe some of the Assessed Activities IV must provide written confirmation / feedback

Tutor Observation Record All boxes must be completed Comments must be individual and not generic Comments must explain how the candidate demonstrated the skill Most comments will relate to assessed activities Dates must relate to when the test was undertaken

Submitting work Centres –Submit Centre Self Assessment form (CSAR) –Centre runs tests and completes documentation –Internal Verification carried out –Centre contacts EV to arrange a date for sending the work External verifiers –Request copies of Pass Lists –Select samples across all assessors and all levels –Return reports in approximately 5 working days

What must be sent Outcomes for each candidate Evidence of assessment on all work Oral Question Records Summary Grid Evidence of Internal Verification

Getting Started Be accepted onto Functional Skills pilot Receive a ‘Welcome Pack’ Have an EV appointed Access secure assessments

Support Centre EV is appointed at an early stage Advice and guidance from EV Further support from Lead EV and the Skills for Life team Training and development support available for tutors delivering the tests Centres advised of updates, changes or improvements

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