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Functional Skills
Entry Level
Objectives
•Gain an overview of Entry Level Functional Skills
•Understand Entry Level Functional Skills standards
•Explore the assessment model for Entry Level
•Understand quality assurance procedures for the pilot
The Qualifications
•Assess Entry Level Functional Skills Standards
•Are flexible
•Teaching can be integrated into existing programmes
• Are available in:−FE and adult community colleges−The workplace−Schools−other environments
Administering Assessments
•Assessors must be familiar with the Entry Level Functional Skills Standards
•Candidates can be assessed when it is felt they are ready
•Candidates can sit any assessments they wish and claim at the highest level achieved
•Assessments available on microsite
Administering Assessments
• Activities to be administered under supervised conditions
• Candidates must be aware they are undertaking an assessment
• Re-sits can take place after a two week gap• Other than speaking and listening,
candidates will have to sit an alternative assessment at their re-sit
Maths: Key features
•Single test for each level
•Predominantly single mark answers
•No multiple choice
•Reading language below level of test
•Pass mark is 11/15
•30-45 minutes
•Teachers can read instructions to candidates
•Assessments cover all performance, coverage and range of the FS Standards
•Papers are as similar as possible across all three Entry Levels
Maths: Progression
Entry 1 All learners can:
Entry 3All learners can:
understand simple mathematical information in familiar and
accessible contexts and situations
Understand practical problems in familiar and accessible contexts and situations
use given methods and standard models
to obtain answers to simple given practical problems that are clear
and routine
begin to develop own strategies forsolving simple problems
generate results that make sense to a
specified task
select and apply mathematics to obtain answers to
simple given practical problems that are clear and
routine
Communicate solutions to simple given
Practical problems in familiar contexts
and Situations
interpret results and communicate solutions to practical problems in familiar contexts and situations
No performance Use simple checking procedures
Maths: Performance, Coverage and Range
Performance Coverage and Range
Entry 1
Understand simple mathematical information in familiar and accessible contexts and
situations
Understand and use whole numbers up
to 10
Entry 2
Understand simple practical problems in familiar and
accessiblecontexts and situations
Understand and use whole numbers to 100
and count reliably up to 20 items
Entry 3
Understand practical problems in familiar and accessible contexts
and situations
Understand and use whole numbers to 1000
English: Key Features
•3 Separate components: Reading, Writing and Speaking & Listening
•Learners must pass all three
•Can be sat together or separately (recommended)
•Certification awarded at lowest level of achievement across the three components
•No certification of individual components.
•30-45 minutes
•Pass Mark is 75%
•Speaking and Listening similar to Level 1 and 2 Functional Skills
English - Speaking and Listening: Level Progression
Entry 1
All learners can:
Entry 3
All learners can:
Participate in and understand the main points of a simple discussion or exchange that is familiar with another person.
Participate in and understand the main points of formal discussions/exchanges, making more extended contributions that contain relevant points at appropriate times and in an appropriate manner. Respond appropriately to others and respect other’s turn taking rights.
English - Speaking and Listening: Skill Standards, Coverage and Range
Skill Standard Coverage and Range
Entry 1
Participate in and understand the main points of simple discussions about familiar topics with another person in a familiar situation
Listening, talking and discussing infamiliar situations.
Entry 2
Participate in discussions about familiar topics, making active contributions with one or more people in familiar situations
Listening and talking and discussing in familiar situations.
Entry 3
Respond appropriately to others and make more extended contributions in familiar formal and informal discussions
Familiar formal and informal exchanges and discussions.
English – Reading: Level Progression
Entry 1
All learners can:
Entry 3
All learners can:
Read and understand short, simple texts on familiar topics that explain, describe and narrate on paper and on screen
Read and understand straightforward texts, independently and for a purpose in different formats
Understand main points made in texts including diagrams, and graphical representations
Understand written texts that are more than one paragraph long using strategies including detailed reading and scanning texts
English – Reading: Skill Standards, Coverage and Range
Skill Standard Coverage and Range
Entry 1
Read and understand short,simple texts
Texts that explain, describe and narrate on paper and on screen
Entry 2
Read and understand straightforward texts
Texts that inform, describe and narrate on paper and on screen.
Entry 3
Independently read and understand straightforward texts for a purpose
Texts that inform, instruct, describe and narrate on paper and on screen.
English – Writing: Level ProgressionEntry Level 1 Coverage and Range
Write short, simple sentences. Use Written words and phrases to present information.
Write documents with some adaptation to the intended audience. Plan draft and organise writing. Sequence writing logically and clearly.
Punctuate using capital letters and full stops.
Use basic grammar, including appropriate verb/tense and subject/verb agreement.
Spell correctly some personal or very familiar words.
Write documents such as forms, messages or notes on paper andon screen.
Spell correctly and check work for accuracy.
Write documents such as forms, e-mails, letters or simple instructions or short reports on paper and on screen.
English – Writing: Skill Standards, Coverage and Range
Skill Standard Coverage and Range
Entry 1
Write short, simple sentences. in documents such as forms, messages or
notes, on paper and on screen.
Entry 2
Write short documents with some awareness of theintended audience.
in documents such as forms, messages or
simple narratives, on paper and on screen.
Entry 3
Write documents with someadaptation to the intendedaudience.
in documents such as forms, emails, letters, simple instructions or short reports, on paper and on screen.
ICT: Key Features
•Three-parts assessment: practical, observation and question and answer
•Assessment requires access to a computer•On-screen testing for Entry 1 and 2 •Entry 3 learners must produce work from a test set by Edexcel
•Teachers may split the 3 assessments•Entry 3 practical element is substantially larger than the lower Entry Levels to reflect the standards
•Candidates must achieve all requirements of the assessment to achieve certification
ICT: Level Progression Entry 1 Entry 2
1.1. use ICT for given purpose
1.1. use computer hardware
1.2. recognise and use interface features
1.2. use software applications for a purpose
2.1. minimise physical Stress
1.3. recognise and useinterface features
2.2. keep access information secure
2.1. minimise physical stress
2.2. keep access information secure
2.3. understand the need to stay safe
ICT: Level Progression Entry 3
1.1 use correct procedures to start and shut down an ICT system
1.2 use input and output devices
1.3 select and use software applications to meet needs and solve problems
1.4 recognise and use interface features
1.5 understand that settings can be adjusted according to individual needs
2.1 work with files to enable storage and retrieval of information
2.2 insert and remove media
3.1 minimise physical stress
3.2 keep information secure
3.3 understand the need to stay safe and to respect others when using ICT-based Communication
Evidence
•Printouts
•Oral Question Records
•Complete Summary Assessment Grid
•Written feedback from IV to assessor
Assessment and Internal Verification
•All activities must be assessed
•All candidate outcomes must be 100% correct
•All pages must be signed and dated by the assessor
•Tutor Observation Records must be completed
•Internal Verifier must sample work from all assessors
•IV must observe some of the Assessed Activities
•IV must provide written confirmation / feedback
Tutor Observation Record
• All boxes must be completed• Comments must be individual and not generic• Comments must explain how the candidate
demonstrated the skill• Most comments will relate to assessed
activities• Dates must relate to when the test was
undertaken
Submitting work
•Centres– Submit Centre Self Assessment form (CSAR) – Centre runs tests and completes documentation– Internal Verification carried out– Centre contacts EV to arrange a date for sending the
work
•External verifiers– Request copies of Pass Lists– Select samples across all assessors and all levels– Return reports in approximately 5 working days
What must be sent
•Outcomes for each candidate
•Evidence of assessment on all work
•Oral Question Records
•Summary Grid
•Evidence of Internal Verification
Getting Started
•Be accepted onto Functional Skills pilot
•Receive a ‘Welcome Pack’
•Have an EV appointed
•Access secure assessments
Support
•Centre EV is appointed at an early stage
•Advice and guidance from EV
•Further support from Lead EV and the Skills for Life
team
•Training and development support available for
tutors delivering the tests
•Centres advised of updates, changes or
improvements
Thank you
Please complete an evaluation form