1. Support for English, maths and ESOL Module 1 Managing the transition to functional skills

2. Aim To explore the issues involved in the transition from key skills to functional skills

3. Learning outcomes By the end of the session participants will have: Identified the key features of functional skills and the differences between key and functional skills Identified the issues when transferring from key skills to functional skills, with a particular focus on apprenticeships Considered possible models of delivery for functional skills Developed a personal or organisational action plan to implement functional skills

4. What are functional skills? Functional skills are the fundamental, applied skills in English, mathematics, and information and communication technology (ICT) which help people to gain the most from life, learning and work. Criteria for functional skills qualifications (Ofqual/11/4884)

5. Why are functional skills important? Economic Personal Teaching and learning

6. Why are functional skills important? Economic reasons By developing skills for employability By developing skills that allow for flexibility By improving productivity and competitiveness By contributing to economic prosperity at a local and national level

7. Why are functional skills important? Personal reasons By developing skills for employability By facilitating progression By improving performance By providing opportunities for the application of skills in real tasks to solve real problems By giving learners flexible skills for now and the future

8. Our world is changing...fast 40% of all jobs in 2020 will require a graduate qualification The top 10 jobs in demand in 2010 did not exist in 2004 Today’s learners will have 10 to 14 jobs by age 38 We are currently preparing students for jobs that don’t yet exist... By 2020 there will be 5 million fewer low-skilled jobs in Britain than there are today

9. Why are functional skills important? Teaching and learning By facilitating progression By improving learner performance By raising achievement levels across the apprenticeship framework By providing opportunities for the application of skills in real tasks to solve real problems

10. Functional skills in apprenticeships They are not going away! … from the 2012/13 academic year, all apprenticeship providers will be required to support apprentices in progressing towards the achievement of Level 2 English and maths. From 1 October 2012 all apprentices starting English and maths courses will be taking functional skills or GCSE qualifications. BIS, New Challenges, New Chances, Dec 2011

11. FS in apprenticeships Clarification … current SASE guidance requirements (May 2011) will continue to apply for apprenticeships in England and that Level 1 in functional skills (or a GCSE for English and Maths) remains the minimum standard for completing an intermediate apprenticeship. There will however be a new expectation that providers will actively encourage the raising of apprentices' standard of English and maths to Level 2. English and maths in Apprenticeships – no change to SASE, AELP, 2011

12. Spot the difference Functional skills are the fundamental, applied skills in English, mathematics, and ICT which help people to gain the most from life, learning and work. Criteria for functional skills qualifications (Ofqual/11/4884) Key skills are the skills most commonly needed for success in a range of activities at work, in education and training and life in general. They focus candidates’ attention on where and how they are using skills for the purpose of improving the quality of their learning and performance. QCA

13. Transition issues 1 Use the Level 1 criteria for functional and key skills to consider the similarities and differences.

14. Transition issues 2 Similarities and differences functional skills has 5 levels level differentiators and ……..

15. Transition issues 3 Factors affecting the level of demand of an activity Complexity Technical demand Familiarity Independence (autonomy)

16. Transition issues 4 What are the differences in the assessment models? Key skills – portfolio and test (the test does not assess writing or speaking and listening) Functional skills – task-based assessment, requiring problem-solving and transferable skills; no portfolio Source: DfE

17. Transition issues summary Functional skills are more than a set of technical competencies in English, mathematics and ICT. They involve selection, application and evaluation of a range of skills to tackle tasks and problems. Contexts and outcomes can vary; the functional skills do not.

18. Teaching and learning – the three-stage process DEMONSTRATING SECURITY OF SKILLS PRACTISING AND APPLYING SKILLS BUILDING SKILLS

19. Functional skills in apprenticeships By September 2012, functional skills will replace key skills in all frameworks All frameworks will require functional English and mathematics Some will require functional ICT The functional skills level will be the same as the apprenticeship, or one level below There are no proxies for functional skills Source: DfE website

20. What do we already do with key skills which will be useful when working with functional skills? Planning delivery - good practice Apply skills in meaningful contexts Task-based scenarios Solve problems in the workplace

21. What are the challenges? Share out the cards and read them through. Choose 5 to discuss – this must be a balance between issues and positive statements about functional skills. Discuss the 5 cards in detail – what are the challenges and what are the positive aspects? Identify possible to solutions to these challenges and how you might benefit from the positive statements. Be prepared to feed back one example of a challenge and how you will tackle the challenge

22. HO 8 Challenges and chances? (optional) A few snippets from ‘New Challenges, New Chances: Further Education and Skills System Reform Plan: building a world class skills system’ Please read through the handout and discuss with colleagues on your table. Come up with a suitable newspaper headline based on what you have read.

23. What are the challenges? Challenges include: Different assessment methodology The need for functional skills to be taught by English, mathematics and ICT specialists The need for staff development

24. Critical issues Framework requirements Initial assessment arrangements Delivery models to meet functional skills requirements Assessing skills in the workplace Awarding organisation assessment windows Feedback of results timescales Pass rates Success rates within apprenticeships Funding implications Employer engagement

25. Models of delivery 1 What models do you use or plan to use in your centre? What are the implications for teaching and learning? Take a few minutes to share on your table Look at the case studies – are there other options?

26. Models of delivery 2 The most effective approaches involve some degree of embedding / integration. Learners must be able to build a full range of functional skills, apply them in a range of contexts, and demonstrate mastery in a range of contexts. Demonstrating functional skills in a range of contexts is likely to be more motivating. Research shows teams of teachers and teaching assistants delivering functional skills have proved most successful.

27. 1.Promoting a positive agenda 2. Implementing an effective curriculum model 3. Establishing clear roles and responsibilities 5. Delivering effective teaching and learning 6. Establishing clear assessment procedures 10. Reviewing and planning ahead 7. Using resources efficiently and effectively 9. Delivering appropriate staff development 8. Embedding quality assurance 4. Coordinating activity across the organisation Planning cycle Plan Do Reflect / Review Apply Functional skills in apprenticeships – 10 critical success factors

28. Planning: advice for centres Continue with current good practice in teaching and learning, such as embedding / integrating English, maths and ICT skills in main study areas Continue with whole organisation approach to delivery of skills Plan how to meet the challenge of functional skills’ assessments CPD: ensure staff are confident and competent to develop learners’ skills Be aware of the September 2012 deadline for key skills registrations

29. Learning outcomes Have you: Identified the value of functional skills? Identified issues when transferring from key skills to functional skills within apprenticeships? Looked at possible models for delivery of functional skills in apprenticeships? Planned to implement functional skills within your organisation?

30. Next steps Write on a sticky note one thing you will take from today’s session and apply either in your own practice, or within your organisation. You can also make a note of further CPD needs if you wish. Put your note on the wall and have a look at what others have written.