Functional skills update

Functional Skills Update @Nov 2010
John Pallister
A Draft Presentation for Crowd Validation
– Version 2

uncertain times
Gaspirtz http://upload.wikimedia.org/wikipedia/commons/5/5f/Crystal_ball.jpg

Research method
http://uk.answers.yahoo.com/question/index?qid=20101118073242AAfrkqp

Latest information gathered from:
• Web sites
• eMail enquiries to:
– QCDA
– OFQUAL
– BIS
– LLUK
– Skills Funding Agency
– Education.gov.uk
– Skills for Life Network
– Apprenticeship.org.uk

Why Functional Skills:
“Skills are a key part of our plan for economic recovery,
and an urgent challenge. This country’s future can
only be built by people who have the skills demanded
by modern work in a globalised economy. Skilled
people are more productive and more innovative.
Skills give individuals wider options; they climb
higher, earn more and get more out of work. And
skilled people are the foundation of successful
businesses.”
http://www.bis.gov.uk/policies/skills-for-growth

Ready for a review?
“A review of Functional Skills is likely to take
place after 2-3 years following the outcome of
monitoring and comparability exercises, there
is no fixed timescale for the review of
Functional Skills.
{eMail response ofqual 11th Nov 2010}

Part of the Wolf Review?
“There is no specific reference to Functional skills as part of the
Wolf Review, however, given the broad scope of the work and its
coverage of the qualification offer, it is possible that they may be
included. {QCDA eMail Response - 04/11/2010 }
www.readingroom.ypla.gov.uk/ypla/ypla-alp_events-pr-oct2010-v1.ppt

Part of the National Curriculum Review?
“review to be launched in December this year and be
introduced from September 2013
“the national curriculum review would specifically look at
what is happening in "the most successful school
systems" around the world.
“The government is looking overseas for comparisons
– "Successful countries build their curriculum around
subjects”.. need to look what they do in places like Hong
Kong, Singapore, Massachusetts and Alberta".
– “research, "Could do better … argues for a "narrower and
deeper" curriculum, with a focus on "key concepts and
bodies of knowledge". http://www.bbc.co.uk/news/education-11797506

A replacement for Adult Basic Skills?
Hugh Tollyfield, BIS, ALP Conference 25th October 2010
www.learningproviders.org.uk/file/?id=131&type=event

“With regard to the future there is no decision as
yet regarding Functional Skills vis a vis Adult
BasicCertificates {eMail response from skillsfundingagency.bis.gov.uk Wed 10th Nov 2010 }

•
http://www.dcsf.gov.uk/14-19/documents/qualifications_map.JPG

national suites of provision,14–19
–Foundation Learning;
–Diplomas;
–GCSEs and A-levels;
–Apprenticeships.
http://www.excellencegateway.org.uk/FLT Sept 2009

Functional Skills; a Reminder
http://orderline.qcda.gov.uk/gempdf/1849628823/QCDA-10-5298-
p_administering_functional_skills_information/QCDA105289p_Administering_functional_skills_qualifications_20102011.pdf

Not a hurdle, but a big part of GCSEs?
“GCSE assessments in English language must allocate a
weighting of 45-55 per cent for the functional elements of
English.http://www.ofqual.gov.uk/files/2009-03-gcse-englang-subject-criteria.pdf
“GCSE assessments in mathematics must allocate a weighting of
20-30 per cent on higher tier and 30-40 per cent on
foundation tier for the functional elements of mathematics.http://www.ofqual.gov.uk/files/2009-03-gcse-maths-subject-criteria.pdf
“GCSE assessments in ICT must allocate a weighting of
45–55 per cent for the functional elements of ICT.http://www.ofqual.gov.uk/files/2009-03-gcse-ict-subject-criteria.pdf

Specification of Apprenticeship Standards for
England (SASE)
“The Specification of Apprenticeship Standards for
England (SASE) sets out the minimum requirements to
be included in a recognised English Apprenticeship
framework.
“Compliance with the SASE will be a statutory
requirement of the Apprenticeships, Skills, Children and
Learning (ASCL) Act. This is the first version of the SASE
and is issued on a non-statutory basis for information.
The final version of the SASE will be available
from November 2010 and will take effect from 6th
April 2011.
• http://www.apprenticeships.org.uk/About-Us/SASE.aspx Accessed 23 Nov 2010

Functional ICT
18. “The Issuing Authority, in consultation with employers in the sector and
other relevant partners, should determine whether Information and
Communications Technology (ICT) is directly relevant to effective
performance in either the particular occupation or the sector.
Where ICT is directly relevant either to the occupation or to the sector, the
Apprenticeship framework must specify that the apprentice is to attain a
Functional Skills qualification in ICT at a minimum of Level 1 for a Level 2
Apprenticeship, or at Level 2 for an Advanced or Higher Apprenticeship.
Where ICT is not directly relevant to the occupation and sector, there is no
minimum requirement. However, the Issuing Authority is encouraged to
consider adding ICT to their frameworks in recognition of the increasing
importance of ICT as a transferable employability skill.”
BIS-URN09-1459-Guide-AccWEB http://www.apprenticeships.org.uk/About-Us/~/media/Documents/Publications/SASE-Consultation-Guidance.ashx

Relaxed for Apprenticeships?
“The final certification date for KS has changed
(31st March 2013) as well as the final
registration date (31st March 2011), for
apprentices only.
{QCDA eMail response 4th Nov 2010 }
http://www.habia.org/uploads/QCDA_FS_transition_arrangements_factsheet_Febru
ary_2010.pdf

More Learners on Apprenticeships
"We anticipate that around one in five of all young people will be
undertaking an apprenticeship in the next decade. In the
coming years, we want apprenticeships to be seen alongside
university as a great option for young people who want the
best jobs, the best careers and the best chance to get on - and
we will only do this if they have the confidence of both
learners and employees."
http://www.dius.gov.uk/news_and_speeches/press_releases/apprenticeships_legislation
A pathway; a route or a suite that 20% of
learners will follow by 2020.

and Adult Apprenticeships?
“Chancellor George Osborne yesterday promised to "double" the number of
apprenticeships for over-19s to boost the skills of the UK workforce and
help generate growth.
“The Business Department said that by 2014/15, the Coalition will spend up to
£250m creating an extra 75,000 apprenticeships for adults in the
workplace, with a view to providing an extra 75,000 places per year from
2014/15. The latest figures show that in 2008/09, there were 84,700
apprenticeship starts for the 19 to 24-year-old age group.
http://www.telegraph.co.uk/finance/jobs/8076632/Spending-Review-2010-Apprenticeships-doubled-but-job-
fears-remain.html 21st Oct 2010
Functional Skills are a component of all Apprenticeships
(including Adult Apprenticeships)
More Apprenticeships = more Functional Skills
Qcda information sheet - Apprenticeship relaxation etc
http://www.habia.org/uploads/QCDA_FS_transition_arrangements_factsheet_February_2010.pdf

Ofsted Findings (1) - Diploma
“the part of the course covering English, maths
and ICT or "functional skills" was "highly
problematic” Diplomas: the second year , 26 Oct 2010 http://www.ofsted.gov.uk/Ofsted-home/Publications-and-
research/Browse-all-by/Documents-by-type/Thematic-reports/Diplomas-the-second-year/%28language%29/eng-GB
“This part was often taught in isolation, mostly
back at schools and colleges, and many
students did not realise that "functional skills"
were an important part of their course. Diplomas: the
second year , 26 Oct 2010 http://www.ofsted.gov.uk/Ofsted-home/Publications-and-research/Browse-all-by/Documents-by-
type/Thematic-reports/Diplomas-the-second-year/%28language%29/eng-GB

“It found that while the main subject learning of the Diplomas was
going well other areas, and particularly functional skills, needed
more attention. “Work in functional skills lacked co-ordination in
just under half the consortia visited and, as a result, the quality of
teaching and learning varied considerably,” inspectors said.
“The report highlights the need for 14-19 partnerships and Diploma
consortia to coordinate their approaches to functional skills, and link
this work more closely to the principle learning in Diploma courses.
http://www.fssupport.org/about/news/ofsted-report-implementation-14-19-reforms-including-diploma
Report at http://www.ofsted.gov.uk/Ofsted-home/Publications-and-research/Browse-all-by/Documents-by-type/Thematic-reports/Implementation-of-14-
19-reforms-including-the-introduction-of-Diplomas

“the delivery of the ‘functional skills’ of English, mathematics
and ICT was often weak. When taught in isolation from the
vocational content of the Diploma –sometimes in a
different institution - the lack of connection left learners
struggling to develop and apply functional skills.
“More also needs to be done to make the teaching of the
functional skills of English, mathematics and ICT more
industry-relevant, and joined up with the main subject
content.' Diplomas: the second year - 26 Oct 2010
http://www.ofsted.gov.uk/Ofsted-home/Publications-and-research/Browse-all-by/Documents-by-type/Thematic-
reports/Diplomas-the-second-year
http://www.ofsted.gov.uk/Ofsted-home/News/Press-and-media/2010/October/Learners-motivated-by-practical-learning-in-
Diplomas

Lots of qualifications available?
(134 on 15th Nov)
http://register.ofqual.gov.uk/Qualification

Delivery staff need special qualifications?
“There has been no recent news regarding qualifications required by
functional skills tutors other than that indicated below
“LLUK were commissioned by BIS to consider the teaching role and
make recommendations about the professional development needs
of teachers of functional skills.
“BIS will make a response shortly informed both by these
recommendations and the findings of the adult pilot for functional
skills.
{eMail response from LLUK 16th Nov 2010}
the independent employer-led sector skills council responsible for the professional development of staff working in the UK lifelong learning sector http://www.lluk.org/
Useful GRAPHS/CHARTS http://www.lluk.org/documents/skills-for-life-workforce-data-report-290909.pdf

and Alan?
“SCAAT points for Adult Literacy and Adult Numeracy (ALAN) and key
skills from 2010 Next year, 2011, will be the last year that basic
skills (ALAN) and key skills will be included in the Key Stage 4 (KS4)
School and College Achievement and Attainment Tables (SCAATs).
Those learners whose results are due to be reported in 2012 or later
should be registered on functional skills qualifications to ensure
their results are included in the KS4 indicators and the average point
score per pupil. If schools do have pupils with basic skills (ALAN) and
key skills to be reported at the end of KS4 in 2012, although pupils
will be awarded these qualifications, their attainment will not be
reported in the SCAATs. (16 March 2010)
http://www.edexcel.com/quals/skillsforlife/alan/pages/viewNotice.aspx?notice=1864 Accessed 8/11/2010
“ALAN will continue until at least 2012{email response edexcel
8/11/2010}

From: Ofsted
“more needed to be done to improve the teaching
of functional skills and make it more joined up
with the main subject content. http://www.bbc.co.uk/news/education-11621382
Implementation of 14–19 reforms, including the introduction of Diplomas , 17 Aug 2009 http://www.ofsted.gov.uk/Ofsted-home/Publications-and-
research/Browse-all-by/Documents-by-type/Thematic-reports/Implementation-of-14-19-reforms-including-the-introduction-of-Diplomas
“Work in functional skills lacked co-ordination in
just under half the consortia visited and, as a
result, the quality of teaching and learning varied
considerably,” Implementation of 14–19 reforms, including the introduction of Diplomas Date: 17 Aug 2009
http://www.ofsted.gov.uk/Ofsted-home/Publications-and-research/Browse-all-by/Documents-by-type/Thematic-reports/Implementation-of-14-19-reforms-
including-the-introduction-of-Diplomas
• Diplomas: the second year , 26 Oct 2010 http://www.ofsted.gov.uk/Ofsted-home/Publications-and-research/Browse-all-by/Documents-by-type/Thematic-
reports/Diplomas-the-second-year/%28language%29/eng-GB

Need to take care with ‘pace’?
“an overblown curriculum specification can give
rise to undue pace, and that undue pace
erodes deep learning, promotes a ‘tick box’
approach to learning amongst both teachers
and learners (Black P & Wiliam D 1998; Children, Schools and Families Committee 2009), and
compromises genuine accumulation of
learning (characterised by retention and
redeployment of knowledge and skills).
http://www.cambridgeassessment.org.uk/ca/digitalAssets/188853_Could_do_better_FINAL_inc_foreword.pdf

From: National Strategies
“Learners find it difficult to 'decode' tasks and identify the skills
needed to solve the problem. They need to increase their
confidence and independence to manage time-limited
assessments with ease. http://nationalstrategies.standards.dcsf.gov.uk/node/455373

'Decoding' a task
One aspect of applying skills independently where learners may require support is
with 'decoding' tasks or problems. Decoding involves both understanding what is
involved in the task and then breaking it down into separate components to work
through to a successful conclusion. Intervention here will focus on supporting
learners to understand what is implied by a task and how to identify steps to solve it.
Identifying skills
Having understood a task and decided the steps required, learners then need to
identify the skills to draw on to tackle it. Identifying the skills required independently
is likely to prove challenging for some learners who will require appropriate support
to develop the confidence to work in this way. Intervention will help learners develop
awareness of their skills and when they might be applied.
Developing confidence
Some learners may require support to help them develop the confidence to take risks
to solve problems and to be prepared to accept failure. Intervention here will include
strategies to support and develop learners’ confidence.
Timed assessments
The requirement to complete functional skills assessment tasks against a specific
deadline will present some learners with particular challenges. Intervention will focus
on building learners' confidence in planning and organisation.

From Could do better: using international comparisons to refine the National
Curriculum in England together with the Secretary of State’s foreword.
“careful and subtle contextualisation of
fundamental concepts is the key to deep
learning and to unlocking the motivation of
individual learners, and of different groups of
learners (Stigler & Stevenson op cit; Black P, Harrison C, Lee C, Marshall B & Wiliam D op cit).

From: Could do better:Using international
comparisons to refine the National Curriculum in England
“The work on iteration of theory and practice in
pedagogy in high performing Asian nations (Stigler
and Stevenson op cit) suggests that different contexts
constantly should be woven into lessons, and
the contexts adapted to each child, in order to
find the particular key to opening their
understanding of a crucial concept.

a measure of achievement ?
“Functional Skills are one of the achievement
measures for the 2020 World Class Skills
literacy and numeracy targets (successor to
the 2010 Skills for Life targets).
http://www.ocnwmr.org.uk/page.asp?section=000100010006000300040002 www.dius.gov.uk/worldclassskills.pdf
But
“The new government has removed all targets.
{eMail skillsfundingagency.bis.gov.uk}

Used on the School Report Card?
“we want to make sure that as many young people as possible develop
their functional skills to level 2 and take the stand alone
assessment to demonstrate this. From national roll-out in 2010 we
will strongly encourage schools to give young people opportunities
to enter and achieve freestanding functional skills qualifications, so
that they can demonstrate success in learning these vital skills. DCSF
will aim to reflect the above in finalising the Report Card and any
associated indicators. http://www.dcsf.gov.uk/14-
19/index.cfm?go=site.home&sid=3&pid=225&lid=658&l4id=312&ptype=Single&ctype=FAQ Accessed 18 Nov 2010
http://publications.education.gov.uk/eOrderingDownload/DCSF-RR112.pdf
“Initiative has ‘non-existent’ future, according to insiders. Plans to hold
schools accountable with US-style “report cards” have been dropped
by the coalition Government, The TES has learnt.
http://www.tes.co.uk/article.aspx?storycode=6056913

White Paper (leak) and Report Card?
“At GCSE, league tables will be reformed to
eliminate the much-maligned A*-C measure
by which schools are ranked and "equivalent"
qualifications will no longer be counted.
Schools will have to publish details of which
subjects and qualifications their grade
declarations relate to. http://www.telegraph.co.uk/education/educationnews/8147987/Education-
White-Paper-key-points-explained.html

The Wider Key Skills?
“Wider Key Skills will be available for
certification until the 31st August 2012 by
those AOs that choose to continue offering
them. {QCDA eMail response 4th Nov 2010 }

Latest information – Skills Funding Agency
http://readingroom.lsc.gov.uk/SFA/SFA-functionalsSkillsQandA2010.pdf
“I can confirm that the Q&A on Functional Skills that you
refer to below is up to date. I will have it amended to
include a date. {eMail response from skillsfundingagency.bis.gov.uk Wed 10th Nov 2010 }

The Functional skills support programme?
The Functional Skills Support Programme officially closed
at the end of August 2010. LSIS will continue to provide
functional skills advice, materials and resources for
post-16 providers until March 2011, pending the
outcome of any review of the qualifications framework.
To request additional support, please complete the
application form for the Improvement Adviser Service
Support and send it by email to the appropriate
regional contact listed on the form.
Functional skills support for schools and local authorities
will be maintained by National Strategies until March
2011.
http://www.excellencegateway.org.uk/functionalskills Accessed 8/11/2010

Support available from IAS
• http://www.excellencegateway.org.uk/page.aspx?o=252170

Functional skills update

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