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The Basics Of Functional Skills

Functional skills are the essential elements of Eng-lish, mathematics and ICT, which allow individuals to work confidently, effectively and independently in life.

Functional skills are not simply about knowledge in these subjects but about knowing when and how to use this knowledge and these skills in real-life situations. Learners can adapt and apply what they have learned to suit different situations that they will encounter in day-to-day life. Functional English, mathematics and ICT help people to re-inforce skills in communication, problem solving, listening and time management.

Functional skills underpin all educational and train-ing choices. They have been designed in response to employers’ perceptions that many young people and adults are not achieving a firm enough ground-ing in the basics.

Functional skills will feature within each of the four qualification routes for 14–19-year olds:

• GCSEs• Apprenticeships• Diplomas • Foundation Learning

They will also be available as qualifications for adults. Learners will be assessed at Entry Level, Level 1 and Level 2.

Better functional skills will help to raise standards in education and improve employment prospects and further learning for all learners, regardless of age or ability.

Functional Skills Standards

Download your copy here: http://bit.ly/fssimple

Important Dates For Functional Skills

30th September 2012: Key skills are fully replaced by functional skills for Apprenticeship frameworks.

What Are The Main Differences Between Functional Skills And Key Skills?

Both Key Skills and Functional Skills require learners to gain the underpinning subject skills in order to progress.

Functional skills are about problem-solving and require a more rounded approach to learning than key skills, teaching both the underpinning knowledge and skills and then going a step further to teach learners how to apply this to everyday scenarios. For ex-ample, a learner studying or working in construction would need to know how to calculate an angle to build a wall, but to be functional, would also be able to apply this to other areas of life, e.g. fitting a carpet, cutting a cake or taking a shot in snooker.

It must be stressed that the development of underpinning skills is as important as ever and must not be overlooked. If the tools a learner needs are missing, they won’t be able to solve the problem.

How Will Functional Skills Affect GCSEs And Diplomas?

While obtaining a Level 2 in functional skills is not now compulsory in order to get a grade C or above in English, mathematics and ICT GCSE, functional skills remain a crucial part of this learning path-way. Functional skills remain embedded within the programmes of study in the three subjects, and they are part of learners’ statutory entitlement.

The points allocation for functional skills qualifications, additional to any awarded for other qualifications such as GCSEs and Diplomas, are:

Level 2 = 23 pointsLevel 1 = 12.5 pointsEntry 3 = 7 pointsEntry 2 = 6 pointsEntry 1 = 5 points

A SIMPLE GUIDE TO FUNCTIONAL SKILLS

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process. Too much ‘functionality’ at this stage is not appro priate – we need to assess the skills the learner has before they need to apply them.

2. Diagnostic Assessment

A diagnostic assessment must be taken at the correct level for the learner (identified by a comprehensive initial assess-ment). It should assess all topics at that level and produce an outcome which shows where the learner has specific skill gaps. More functionality should be introduced during the diagnostic assessment and in the learning resources which follow.

3. Learning Resources

Once skill gaps have been identified by the diagnostic as-sessment, suitable learning resources will be required so that the learner can address and develop those gaps.

4. Confirm Competence

It is important for the learner to feel confident that they have gained new skills and knowledge. Some form of short assessment focussed on the areas where they previously had skill gaps breeds this confidence and can provide great motivation. It also reassures the tutor and organisation that learners are ready for their qualifications (and there-fore far less likely to need to retake).

5. Exam Practice

Functional skills are about teaching both the underpinning knowledge and skills and then going a step further to teach learners how to apply this to everyday scenarios. The start of this process should primarily focus on identifying and developing those underpinning skills, whilst slowly intro-ducing elements of functionality. After all, if the underpin-ning knowledge is missing, the learner will not be able to solve the problem. Prior to the exam, it is important that the learner has the opportunity to access practice scenariosto really cement the application of their skills in a functional way.

Strategy For Introducing Functional Skills: 12 Point Plan

This plan is intended to give you an outline structure to im-plement an organisation-wide approach to functional skills. However, as functional skills will be delivered in such a wide range of education settings, it is difficult to devise a ‘one system fits all’ approach. As such, simply ignore any of the points which have no relevance to your organisation and focus on those that do.

First: Nominate A Central Coordinator For Your Organisation.

• Create a functional skills development plan• Select an awarding body• Determine models of delivery • Identify staff roles and responsibilities• Develop a communication strategy• Develop a monitoring strategy• Plan and monitor staff CPD activity • Develop an IAG protocol• Plan and carry out a pilot • Select and trial functional skills resources• Plan and prepare for assessment processes• Review and improve processes

If you would like to see and hear further discussion around each of these points, delivered by an education provider who has been through the process, please visit this link: http://bit.ly/fssimple

A Best-Practice Approach To Assessing And Developing The Functional Skills Of Your Learners

1. Initial Assessment

This vital start-point should determine the learner’s current level of ability and be comprehensive enough to do so prop-erly. A quick 5 minute screening is very unsuitable and may lead the learner down an inappropriate path from the out-set, undermining the entire assessment and development

A SIMPLE GUIDE TO FUNCTIONAL SKILLS

bksb is a leading supplier of functional skills solutions. We would be delighted to support you to implement a highly successful functional skills strategy, as we have already done with thousands of organisations and millions of learners around the country. Visit our website at www.bksb.co.uk, drop us an email at enquiries@bksb.co.uk or give us a call on 01623 413333.