1. © Crown copyright 2006 June 2007 Functional mathematics update

2. © Crown copyright 2006 Objective To provide an overview of current developments and plans for Functional Skills

3. © Crown copyright 2006 The compelling need for young people with better skills What are the reasons for functional Skills? Low participation rates post-16 Raise standards in English and mathematics at Level 2 by age of 16 and 19 Engagement of more students through ‘applied’ teaching and learning Giving learners the skills that employers want

4. © Crown copyright 2006 Functionality means? The term functional should be considered in the broad sense of providing learners with the skills and abilities they need to take an active and responsible role in their communities, in their everyday life, workplace and in educational settings.

5. © Crown copyright 2006 What is functional mathematics? Functional mathematics requires learners to be able to use mathematics in ways that make them effective and involved as citizens, able to operate confidently in life and to work in a wide range of contexts. 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.

6. © Crown copyright 2006 Design principles for functional skills Each skill area to be available at Entry Levels (1, 2 and 3), and Levels 1 – 2 Made available as free-standing qualification for learners aged 14 and over as well as part of GCSE Mathematics Based on mastery assessment with no grading (competent/not yet competent NVQ model)

7. © Crown copyright 2006 Functional Skills ActivityDate Trials of draft standards and assessment methodology (involving approx 50 centres) Autumn 2006 – March 2007 Three year pilot of functional maths in GCSEs and other contexts (involving approx 1000 centres) September 2007 All three functional skills trialled within first tranche of specialised diplomas September 2008 Functional mathematics, English and ICT available for teaching nationally September 2010 Time Scale

8. © Crown copyright 2006 Pilot Schools/Colleges TamworthEast StaffsChase Collegiate Belgrave QEMs Rawlett Wilnecote Woodhouse Blessed Robert Sutton Paget De Ferrers Cardinal Griffin Fair Oak Hagley Park Kingsmead Tamworth College Burton College 5Cs Cannock Chase Technical College

9. © Crown copyright 2006 Diplomas TamworthEast Staffs Chase Collegiate Construction Society, Health & Social care ICT Engineering ICT

10. Comparing the diploma at each level – across each line

11. © Crown copyright 2006 What can subject leaders do now? Monitor how effectively learners are being developed as active learners Ensure that their schemes of work appropriately plan for teaching ‘using and applying’ mathematics Explore what opportunities will there be to apply mathematics in other areas of study and what other relevant learning contexts can be brought into the mathematics classroom Use the consortium to share development expertise

12. © Crown copyright 2006 Discussion task - what next?  What pilots are there in or nearby that will develop good practice and how will we keep in touch?  What expertise is there in your department/school/local area regarding key skills?  What needs to be in the 2007/8 and 2008/9 mathematics improvement plans for functional skills development?  What are the implications for the new Y7 cohort from September 2007?  How well developed is ‘using and applying’ mathematics at KS3 and KS4 in your department?