Presentation on theme: "Minimum Core Skills and embedding. A study by the National Research and Development Centre (NRDC) 2006 discovered that…. Learners on embedded courses."— Presentation transcript:
A study by the National Research and Development Centre (NRDC) 2006 discovered that…. Learners on embedded courses had better staying on rates than those on non-embedded courses. Retention was 15%higher 93% of learners with a Skills for Life need on fully-embedded courses, achieved a literacy/ESOL qualification, compared with only 50% on non- embedded courses 93% of learners on embedded courses also achieved a numeracy/maths qualification, compared with 70% on non-embedded courses
But You wouldn’t expect a maths teacher to teach plastering…so why on earth do you expect a plasterer to teach maths? The research discovered that vocational teachers alone was not an effective way of embedding the skills. A team approach is desirable.
Timeline September 2007 – Pilot of functional skills in over 1000 centres across the country. Further 1000 to be added September 2008 Autumn 2007 – Evaluation of Functional Skills teaching, learning & assessment By September 2009 Awarding bodies will provide specifications to schools and colleges for revised English, Maths and ICT GCSE’s September 2010 – Introduced into schools Stand alone qualification
What? Confidence effective & independent living participation and progression in education, training and employment
What cont… English: Speaking Listening Reading Writing Mathematics ICT
Levels Entry Level 1, 2, 3 Level 1, 2 Varying degrees of complexity, technical demand, familiarity and independence
Aptitudes Behaviour positive contribution to communities
Functional Skills Delivery Models Discrete Functional Skills are taught by specialists separately from other subjects. Specialists take responsibility for all aspects of teaching and assessment. Partly Embedded Functional skills are taught by specialists and are flexibly applied in a range of contexts in other areas of the learner’s main programme of study or training. Mostly Embedded Functional Skills are taught by specialists, and are reinforced and applied in a range of purposeful contexts across the learner’s programme. Fully Embedded Functional Skills are taught, developed and applied across the programme of learning by all teachers
What model is best? The most effective approaches are likely to involve some degree of embedding. 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 also shows teams of teachers and teaching assistants delivering Functional Skills has proved most successful.
Ten critical success factors for implementing Functional Skills 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
Progression through the functional skills standards in English, maths and ICT is defined by increasing levels of demand in complexity, technical demand, familiarity and independence.
Complexity Real-life situations are often quite complex. Identifying the various components within a situation, the steps needed to solve a problem or complete a task, and the accessibility of an activity itself, all contribute to the level of complexity. Functional Skills Standards
Technical demand This reflects the range of knowledge, skills and techniques that an individual is required to draw upon in order to tackle a particular situation. These are defined in various ways, for example as national curriculum levels. Functional Skills Standards
Familiarity This reflects the extent to which a learner recognises elements of a problem or situation, utilising skills and understanding developed in other contexts and relating this experience to make sense of a situation. Functional Skills Standards
Independence This relates to the level of autonomy that learners demonstrate when tackling a problem or completing an activity. A learner’s problem-solving skills are a key element of their independence, allowing them to make confident decisions and to demonstrate their skills, without requiring the full support of others. Functional Skills Standards
In order to improve learners’ skills, activities need to be created which develop each of the identified features of level differentiation. Functional Skills Standards
Who Benefits? Learners - ability to operate effectively in community Employers - core standards across workforce Colleges – Improved capacity for independent learning
To have a meaningful impact, the curriculum should encourage learners to use skills in an integrated way. For example, in English, it is likely that most real-life contexts to solve problems or take action would involve a combination of reading, writing, speaking and listening rather than dealing with each area in isolation