Presentation on theme: "Functional Skills Support Programme"— Presentation transcript:
1 Functional Skills Support Programme CPD TrainingBen Chappell-ICT, Beth Crookes-English, Roger Ray-Maths
2 Welcome Please use 3 Post-it notes to answer the following questions What do I know about Functional Skills?What do I need to find out about Functional Skills?What are the Key Issues?.
3 AimsThe 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 programmesBegin to think about supporting the process of planning for delivery
4 True/False Quiz x x x x x True False 1 Functional Skills are a mandatory part of the diploma2 The are three FS3 A current grade to A*-C in GCSE E,M & ICT can be counted as a proxy for L2 FS4 The GLH for FS within a Foundation Diploma is 120 GLH5 Achievement of FS in Advance Diploma must be at the same level as the diploma6 A learner who does not achieve FS will not get any certification from a Diploma POS7 FS are the same as Personal, Learning and Thinking Skills8 Only learners age can achieve FS qualification9 Functional Skills are not graded10 Functional Skills are being piloted between Septxxxxx
5 Successes and challenges • 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.
6 Timeline 2008-9 2009-10 2010-11 2011-12 2012-13 2013-14 Year 7 Year 8 FS in New KS3 FrameworkFS in New GCSE’sYear 8Year 9Year 10FS in DiplomasYear 11
7 Core training delivered by the National Strategy 1. From building to applying skills2. Real, purposeful and relevant contexts3. Assessing progress4. Entry Level to level 15 Demonstrating mastery6. Leading functional skillsPlus7. An introduction to functional skillsThis slide simply summarises the previous three, but allocates a number to each module in order to link them to the four cornerstones (see next slide).
8 The four core modules for schools Autumn term 2008Teaching functional skills:Teaching functional skills:From building to applying skillsWithin real, purposeful and relevant contextsSpring term 2009Teaching functional skills:Teaching functional skills:Assessing progressFrom Entry level to Level 1
9 DVD ROM Modules 1- 4 contents Video sequences for all four modules identified by sessions and activities in the trainingTranscriptsPresenters’ notes, handouts, slide presentationsAdditional resourcesGuide
10 Spring term 2010 Three new modules 2009-10 An Introduction Summer term 2009Teaching functional skills:An IntroductionSpring term 2010Teaching functional skills:Teaching functional skills:The modules can be flexibly delivered as full days, half days or twilight sessions.Each module is equivalent to a half day of training or at least two twilight sessions.The sessions are generic and subject-specific and so offer opportunities for within and cross-subject dissemination.Where the modules are delivered in sessions over a more extended period, then the time in between can be used to implement actions arising from the training. These actions can then be reviewed at the start of the next event.The further details for this slide are provided in the presenters’ notes.Demonstrating MasteryLeading functional skills
11 Getting the right support NS support:4 core modules plus e-learningLA consultantsLSIS support:post-16 modules,regional consultantsAwarding bodies:examinations and assessmentSSAT support:Diploma developmentThere are four models of support available for FS development. The National Strategies has a support model that for the pilot is focused on the offer of four core training modules. These will be delivered as part of core training led by LA consultants, and followed up with e-learning materials to support delivery and dissemination in school centres. LA consultants will also support the embedding of FS in English, mathematics and science as the renewed Frameworks and APP are established.The Learning and Skills Network has a team of regional coordinators who offer support, built around a series of modules, focused primarily at post-16 settings (further education, work-based providers and other settings).The Specialist Schools and Academies Trust is responsible for training support for the Diploma – and for embedding FS teaching within the Diploma. Schools must however remain aware of the link between FS Level 2 and GCSEs in English, mathematics and ICT.Awarding bodies are responsible for the practical elements of assessment training that focus on the delivery of the terminal examinations that they offer.
12 Continual professional development For schools:- 4 modules of the 16 are COREFor pilot centres:- Entitlement to two days CPD as half day or twilightsessions- Choice of 12 modules each equivalent to a half day- Available from second half of autumn term to first half ofspring term- Support for dissemination available on line.
13 Contacts Yorkshire & Humberside:- National Strategy Debbie Price Functional Skills Support ProgrammeCo-ordinator: Gail LydonMobile:Book by end of March access up to 15th of May 2009Register for Diploma information on
14 Publications Managing the delivery of functional skills Teaching and learning functional EnglishTeaching and learning functional ICTTeaching and learning functional mathematicsPlus other useful documents available electronically:
15 Approaches to support the transferability of skills DiscreteTaught by specialists separately from other subject areasFully embeddedTaught, developed and applied within and across the programme of learningMostly embeddedTaught by specialists, reinforced and applied in a range of purposeful contexts within and across the programme of learningPartly embeddedTaught by specialists and flexibly applied in a range of contexts
16 Functional Skills in Context Functional Skills in a Creative and Media Diploma
17 Strategic planning and implementation If Entry 1 = Y5; Entry 2 = Y6; Entry 3 = Y7; Level 1 = Y8 andLevel 2 = Y9/10/11What 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?This session allows us to review the progress that has been made so far in preparing for the introduction of the renewed Framework for Year 7 by reviewing schemes of work and beginning to plan for progression using learning objectives and developing learning outcomes.17
18 Strategic planning and implementation 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?This session allows us to review the progress that has been made so far in preparing for the introduction of the renewed Framework for Year 7 by reviewing schemes of work and beginning to plan for progression using learning objectives and developing learning outcomes.18
19 Strategic planning and implementation 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 ofthose aims?This session allows us to review the progress that has been made so far in preparing for the introduction of the renewed Framework for Year 7 by reviewing schemes of work and beginning to plan for progression using learning objectives and developing learning outcomes.19
20 There are many approaches to developing functional skills including: How will you organise the curriculum to achieve your priorities?There are many approaches to developing functional skills including:through subjects, with links across subjects being madethrough common topics or themesseparately timetabled thematic days, activity weeks andevents, often including block timetablingactivities integrated into the routines of the school, suchas running a mini-enterprise or community event.This session allows us to review the progress that has been made so far in preparing for the introduction of the renewed Framework for Year 7 by reviewing schemes of work and beginning to plan for progression using learning objectives and developing learning outcomes.20
21 staffing, including teachers and mentors space and facilities In order to deliver functional skills you will need to consider how to make best use of:timestaffing, including teachers and mentorsspace and facilitiesresources and equipmentapproaches to teaching, learning andassessment.This session allows us to review the progress that has been made so far in preparing for the introduction of the renewed Framework for Year 7 by reviewing schemes of work and beginning to plan for progression using learning objectives and developing learning outcomes.21