Functional Mathematics Linda Horne 21 st June 2007

Functional Skills – Why? The need for change The Skills Agenda The skills white paper ‘Getting on in business getting on at work’ March 2005 The Leitch review of skills November Education and Skills white paper February 2005

Functional Skills – Why? The compelling need for young people with better skills Leitch report. Dec 2006

Main features of reforms Retention of GCSE and A Level Strengthened core – functional skills Strengthened key stage 3 New (general and specialised) diplomas Age 16 no longer a fixed point

‘Specialised diploma framework

Diploma Lines September 2008 Engineering Society, Health and development IT Creative and media Construction and the built environment

Diploma Lines September 2009 Land based and environment Manufacturing Hair and Beauty Business Administration and Finance Hospitality and Catering

Diploma Lines September 2010 Public Services Sport and Leisure Retail Travel and Tourism

Functional skills activity Autumn 2006 Trials of draft standards and assessment methodology (approx 50 centres) September 2007 Three year certificated pilots of functional English, maths and ICT in GCSE and other contexts (involving approx 1000 centres September 2008 All three functional skills piloted within first tranche of diplomas September 2010 Functional English, maths and ICT available nationally, including revised GCSEs

Design principles Each skill area to be available at Entry Levels 1–3 and at Levels 1-3 (initially Entry Levels and Levels 1 and 2) Made available as free-standing qualifications for learners aged 14 and over as well as part of GCSEs Based on mastery assessment with no grading (completent/not yet competent, as NVQ model)

The place of functional mathematics UK needs more young people with greater mastery of appropriate levels of mathematics skills than is currently the case: More young people to continue longer with study of maths Clear view of what are the appropriate skills and what constitutes mastery Teaching and learning to promote these skills

The place of functional mathematics Many adults from all walks of life have difficulty with what appears to be simple mathematics The standard of mathematical ability of entrants to trade courses and apprenticeships is often very low. Many have missing and/or insecure skills

The remit The DfES Workforce Working Group has commissioned the Quality Improvement Agency (QIA) and the Secondary National Strategy (SNS) to establish a programme of support for the national roll out of functional skills in September 2009

The CPD package 4 days face to face training (compulsory) Online resources and CPD materials Local consultancy Networking The development of hubs of local best practice

Timelines for support Training for consultants May, September 2007 and January days centre based training from June 2007 (2 days), October 2007 (1 day) and March 2008 (1 day) Ongoing LA consultant and LSN support as needed and targeted

Key features of training Day 1 – standards and raising issues Day 2 – transferability and planning Day 3 – assessment and monitoring Day 4 - review

Functional mathematics The aim of the mathematics standards is to encourage people to demonstrate their mathematical skills in a range of contexts and for various purposes. They are essentially concerned with developing and recognising the ability of learners to apply and transfer skills in ways that are appropriate to their situation.

Functional mathematics standards Process: One entity, 3 attributes: Representing, analysing and interpreting Levels: Differentiated by: Complexity, familiarity, technical demand and independence

Transferability For learners to embed functional skills within their own learning and be successful it is essential that they have opportunities to: build the full range of functional mathematics skills apply those skills in a range of contexts demonstrate mastery independently in a range of contexts

Where can I find out more? The latest version of the standards are available on: The DfES website: Functional skills support programme Your awarding body