Family Learning Event
An Introduction by
Susannah Chambers
(Development Manager – Family Learning,
ACLS)
Family Learning – Contexts
1.National
2.Regional
3.Local
7 Wonders!
Why Are We Here?
Aims and objectives of event (split into
morning and afternoon workshops)
Itinerary
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Structure of day
Housekeeping (toilets, fire drill)
Event evaluation
Post-event vision
Fully Functional
Michael Reid will lead our morning workshop:
• The Functional Skills agenda
• Shift from Skills for Life to Functional Skills…
• … but Skills for Life elements are still important on the
planning!
• Changes in assessment (beyond September 2012)
• Functional Skills standards (what are they and how do
we apply them in family learning provision)?
• What are the opportunities and pitfalls to plan for at this
transition point?
Why Functional Skills?
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Replacement to Skills for Life/ALAN/Key Skills
2006 Leitch review of skills
5 million adults lack ‘functional’ literacy
7 million adults lack ‘functional’ numeracy
Feedback from employers and educators
Alternative to GCSE
Transferable skills essential for everyday functionality at
work, home and independence
• Replace Skills for Life from 1st September 2012
What are Functional Skills?
• Unlisted, Stand alone qualifications
• 30 – 45 Guided Learning Hours
• Ranges from Entry 1 to Level 2 in maths, English and
ICT
• Problem based scenarios rather than 1 mark questions
• 25% maximum multiple choice
• Is still related to the Adult Literacy/Numeracy Core
Curricula, testing most of the same skills
What are Functional Skills?
Functional Skills criteria – assessments must:
• Provide realistic contexts, scenarios and problems
• Require application of knowledge, skills and
understanding for a purpose
• Require problem solving that assess process skills and
the outcome of their application in different contexts
• Consist entirely or predominantly of open response
questions
Differences to Key Skills
Key Skills Communication
Functional Skills English
Portfolio (internally marked,
externally moderated)
Writing assessment (formal and
informal e.g. letter, article, email)
Multiple choice test based on
specific aspects of English
Reading assessment (reading
documents and questions)
Speaking and Listening
assessments (internally marked,
externally moderated)
Dictionaries are allowed
Differences to Key Skills
Key Skills Application of
Number
Functional Skills Maths
Portfolio (internally marked,
externally moderated)
End assessment
Calculators are allowed
Multiple choice test based on
specific aspects of maths
Our Story So Far
• June 2010 - Anxiety over the switch, awaiting further
information
• September 2010 – End of national pilot - made the
decision to switch
• Autumn 2010 – Research of AOs, various exam papers,
resources, LSIS events, full staff events. Approval to
deliver via City and Guilds
• January 2011 – All students working towards FS in all 3
subjects.
• April 2011 – First certifications.
• Development of Schemes of Work and Session Plans
mapped to the core curricula was carried out during the
whole process.
Functional Skills – Key
Requirements
• Whole Organisation Approach - Events
• Rigorous initial and diagnostic assessment
(ForSkills/BKSB)
• Individual learning plans
• Specialist tutors. Although no specific maths/English/ICT
qualifications are necessary
• A well planned programme of study
• Encourages learners to ‘think’
• Practice assessment questions
Assessment of Functional Skills
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A variety of awarding organisations to choose from
Important to find the ‘right’ one for you
On-demand, on-screen and paper based assessments
Entry level is internally assessed and verified
Levels 1 and 2 externally assessed
3 parts to English: Reading, Writing and Speaking and
Listening
• Internal and external verification processes
Opportunities and Strengths
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Valued by employers and colleges
A better qualification with more integrity
Start from fresh
Adapt old resources
Create new and exciting resources, session plans and
schemes of work
A wealth of online resources to use or adapt
Learner buy-in and motivation
Students see the relevance
Our staff and students prefer it!
More achievements
More effective teaching and learning
Bloom’s Taxonomy
Potential Pitfalls
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Reluctance to change
Choosing the right awarding organisation
Seeking approval
Costs associated with re-sits
Lack of assessment and verification structure
Insufficient initial assessment
Planning
Audit trail for funding purposes
Question comparison
Skills for Life
A worker has her own transport.
She claimed travel allowance for using her
car on 6 journeys.
What is the average travel
allowance she claimed last
week? (1 mark)
A:
£2.40
B:
£2.80
C:
£5.20
a) £5.20
D:
£2.80
b) £5.00
E:
£8.00
F:
£8.80
Total:
£30
c) £2.80
d) £2.40
Question comparison
Functional Skills
Mary and John are deciding where to go on holiday. They would like to go to the warmest.
Compare the data below. Where should Mary and John go? Show all of your working
and justify your answer. (8 marks)
Average Daytime Temperature in June
Cornwall
Skegness
Blackpool
2011
20° C
21° C
18° C
2010
18° C
15° C
20° C
2009
19° C
16° C
16° C
2008
18° C
20° C
2007
20° C
Task
• The percentage handout is a good way to assess a
learner’s knowledge of percentage but does not
adequately assess understanding, problem solving skills
or their ability to apply percentages.
• How can this resource be made more ‘functional’?
• In pairs, create a percentage resource that does assess
understanding, application and problem solving.
Mapping Task
Do not throw away your blue or green books!
• Using the resource you have just created, map this to
the Adult Literacy and Numeracy Core Curricula.
• Then map it to the Functional Skills standards.