Functional skills core training -...

Functional skills support programme

Functional skills core training

© Crown copyright 2008

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Functional skills - core training Functional skills support programme

Module 2: Teaching functional skills within real, purposeful and relevant contexts

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Session title Length Structure Resources

1. Exploring real, purposeful and relevant contexts

35 min Activity 1: Defining real, purposeful and relevant contexts

Objectives and outcomes for the module as a whole

Handout 1: Reflective logHandout 2: Real, purposeful, relevantHandout 3: Defining real, purposeful and relevant contexts Handout 4: Examples of real, purposeful and relevant contexts Handout 5: Completed grid

Activity 2: Providing real, purposeful and relevant contexts

2. Moving from dependence to independence

40 min Activity 3: Defining independent learning

Handout 6: Key factors that support effective learningHandout 7: Transfer of learning

Activity 4: The challenges and opportunities presented by skills application and transfer

3. Applying functional skills to a range of contexts – Planning

25 min Activity 5: Preparing for the delivery of the Creative and Media Diploma

DVD clip 9: Applying functional skills in a range of contexts – Planning Handout 8: Creative and Media Unit 1 Handout 9: Case study

4. Applying functional skills in practice to a range of contexts – English

35 min Activity 6: Observing skills transfer

DVD clip 10: Applying functional skills in practice – EnglishHandout 10a: Medium-term plan for EnglishHandout 11: Observation sheet


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4. Applying functional skills in practice to a range of contexts – mathematics

35 min DVD clip 11: Applying functional skills in practice – mathematicsHandout 10b: Medium-term plan – Bypass unitHandout 11: Observation sheet

4. Applying functional skills in practice to a range of contexts – ICT

35 min DVD clip 12: Applying functional skills in practice – ICT Handout 10c: Medium-term plan for ICTHandout 11: Observation sheet

5. Plenary 15 min Activity 7: Key messages and points for action

Next steps

Handout 12: An overview of the four core modules provided by the National Strategies

Total 150 min


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Session 1: Exploring real, purposeful and relevant contexts (35 min)

ResourcesHandout 1: Reflective log ●

Handout 2: Real, purposeful, relevant ●

Handout 3: Defining real, purposeful and relevant contexts ●

Handout 4: Examples of real, purposeful and relevant contexts ●

Handout 5: Completed grid ●

Key messages

The context is crucial in helping to engage pupils in learning which is meaningful and providing the opportunity to apply the skills they have developed with increasing independence.

As such, the context for learning is key to supporting progress in functional skills.

Activity 1: Defining real, purposeful and relevant contexts (15 min) Welcome participants. Explain the usual housekeeping procedures and introduce those who will be facilitating the day.

Begin by reminding participants that the ultimate goal of functional skills is to ensure that learners are equipped with skills that they will need in order to make progress in education, training and employment and to make a positive contribution to the wider aspects of their lives including their local community.

Show Slide 1 to set this module in context by returning to the three-stage process of functional skills development. Highlight the key point from module 1 that these stages are dynamic and interrelated.




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Slide 1: The three-stage process of skills development

State that module 2 is about supporting learners to apply functional skills in real, purposeful and relevant contexts. This process is essential in supporting the internalisation of learning that leads to the end goal of achieving mastery.

So the module will focus on the following objectives and outcomes.

Show Slide 2.

Slide 2: Objectives and outcomes for Module 2

Say that we will explore what the transfer and application of functional skills means for learning and teaching.

Introduce Handout 1: Reflective log, which asks participants to capture key learning points and items for action as they move through each session. These will then be drawn together in the final plenary.

Say that a key question we should be able to answer by the end of the first session is:

What role does context play in supporting the purposeful application of functional ●

skills and helping to secure independence?


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Show Slide 3 outlining contexts used by functional skills test writers.

Slide 3: Contexts used by test writers

Move swiftly on to the opening activity to engage participants with the first objective of the module.

Using the words printed on cards from Handout 2, ask each delegate to choose one of the words, ‘real’, ‘purposeful’ or ‘relevant’ and then to move round the room to find two or three other colleagues who have the same word. Ask the newly-formed groups to discuss their chosen word and take 3 minutes to define:

What makes a context ● real to a learner?

What makes a context ● purposeful?

What makes a context ● relevant?

Then ask them to return to their original table groups and compare their ideas in turn.

(If you prefer, a more straightforward, though less physically active, way of organising this task without the use of the cards would be simply to allot one of the questions to each table or group.)

Take feedback and use Handout 3: Defining real, purposeful and relevant contexts to capture common principles and ensure that a clear understanding is established across the audience as a whole.

Bring this activity to a close by saying that a key drive for the new secondary curriculum is the development of compelling learning experiences for pupils. The curriculum opportunities section is about the provision of experiences in purposeful and meaningful contexts which animate teaching and learning for pupils and so increase their motivation, engagement and participation. The application of functional skills in real, purposeful and relevant contexts needs to be seen as part of this wider reform which is happening in the curriculum as a whole.




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Activity 2: Providing real, purposeful and relevant contexts (20 min) Where might these real, purposeful and relevant contexts appear:

within your subject ●

across the curriculum and ●

outside of your organisation? ●

Use Handout 4: Examples of real, purposeful and relevant contexts as a prompt for discussion. Some suggestions of purposeful contexts are included on the grid. In addition, pairs are to come up with one idea of their own under each heading and complete the grid. Then ask them to join another pair to present their ideas and judge which examples provide the most potential.

Take feedback on the range of additional ideas participants have thought of. Then distribute Handout 5 which provides a more detailed grid to which delegates can add their own ideas. Highlight how a rich resource of real, purposeful and relevant contexts that schools are currently using can be found on the National Curriculum website at: curriculum.qca. org.uk/key-stages-3-and-4/index.aspx. Examples, presented as short case studies, are threaded across the site in subjects, functional skills links and in cross-curricular dimensions. Point out that this information can also be found at the bottom of Handout 5.

Ask participants to capture key learning points and items for action that have emerged as a result of this session on their reflective logs, such as:

Discuss ● Handout 5 with members of your department. Identify one context you would like to develop further.

Bring this part of the session to a close by returning to the four factors that underpin progression.

Show Slide 4.


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Slide 4: The four factors that underpin progression

Emphasise that the movement from dependence to independence is supported by the application by learners of the skills they have built and developed within a broad range of purposeful and, for Level 2 learners, increasingly demanding and unfamiliar contexts. Having considered the contexts for learning, say we will now describe in more detail what moving from dependence to independence means for learning and teaching.




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Session 2: Moving from dependence to independence (35 min)

Resources Handout 6: Key factors that support effective learning ●

Handout 7: Transfer of learning ●

Key messages

Learners need functional skills and learning to learn skills to achieve ●

independence.

These types of skill are mutually reinforcing. This is why functional skills and ●

personal, learning and thinking skills are key features underpinning the new secondary curriculum and are integral to the new GCSEs and the Diploma.

Without explicit attention to skills as well as subject content, the transfer ●

of learning from one context to another is less likely.

Addressing the challenges and exploiting the opportunities for building and ●

transferring functional skills explicitly across subjects will not only help learners to meet the functional skills standards, it will enable them to achieve better in all subjects and contexts within and outside school.

Say that key questions participants should be able to answer by the end of the session are:

How would I describe independent learning? ●

What do I and my colleagues do to support the development of independent ●

learning?

How do functional skills help independence in learning? ●

How does the concept of skills transfer relate to the National Curriculum ●

and new GCSEs?

What opportunities and challenges does skills transfer present for me ●

and my organisation?


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Activity 3: Defining independent learning (20 min) Use Slide 5 to provide a definition of learning and a context for the starter activity.

Slide 5: What is learning?

Ask participants to spend 2 minutes on their own to list some key things an independent learner can do. Then ask participants in pairs to spend 3 minutes exchanging their ideas.

Take feedback and use Slide 6 as a means of collating some key points.

Slide 6: Defining an independent learner

Independent learners respond successfully to the tasks they are set, as well as the tasks they set themselves. In particular:

as the John Abbott quotation identifies, expert learners are ● reflective;

they can manage their own learning; ●

they know the requirements of any task and their own personal skills and resources ●

in completing it;




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they are able to regulate their learning through planning, monitoring and evaluating ●

what they are doing. This capacity is called metacognition. Now, for 5 minutes, ask participants individually to consider the following question. What teaching strategies do you currently use to enable a learner to develop the key features identified? Their answers might be phrased as follows. To develop learners who can make choices and decisions for themselves and take appropriate actions a teacher needs to… Ask participants, in groups, to spend 5 minutes compiling their ideas. Take feedback and distribute Handout 6: Key factors that support effective learning, which lists learning behaviours and some suggestions for teaching strategies. Stress that neither is a definitive list. Return to and highlight the point about acquiring and using a range of learning skills. The transfer and application of functional skills is a key to enabling learners to reflect on, and take responsibility for, their learning and so become independent. Say that we will now consider the challenges and opportunities that the transfer and application of learning presents for schools.

Activity 4: Transferring and applying skills: challenges and opportunities (20 min)List here some of the resources that the National Strategies have already produced which stress the importance and support the transfer of learning, including:

Leading in learning ●

Study Plus ●

Training materials for foundation subjects ●

Literacy and learning ●

Numeracy across the curriculum ●

ICTAC. ●

Remind participants that module 1 highlighted that these resources contain many practical suggestions for task design and teaching which support the transfer of learning in a range of contexts. For instance, the 10 strategies for making links featured in Leading in Learning, such as classification, collective memory and mysteries, the use of metacognitive plenaries and collaboration involving trios of teachers, can all be readily adapted and applied to functional skills.Say that it is beyond the scope of the module to consider these resources in detail here, but we will examine the broader challenges and opportunities that the transfer of learning presents for the organisation of learning in a school by discussing quotations from some of them.


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Move into the activity to explore in more detail the implications of the need to support the transfer and application of functional skills.

Distribute Handout 7: Transfer of learning, which lists some quotations from these resources about the transfer of learning.

Ask participants to read the handout and individually to highlight or underline any points which seem to represent a challenge or an opportunity for the transfer of learning in school. They could use different colours, or straight lines and broken lines, to distinguish one from the other. Then ask them to discuss in pairs the points they have identified and if possible add some of their own. Pairs feed back findings to the table, comparing and collating the ideas generated.

Take feedback, with each table providing one key challenge and one key opportunity that skills application and transfer generate.

The following list can be used to help ‘field’ the responses.

Challenges include: teachers not knowing what pupils are doing elsewhere in the curriculum; ●

lack of coordination between learning in different subjects and contexts; ●

lack of opportunities to transfer and apply learning; ●

lack of explicitness about key concepts and skills in subjects and the curriculum; ●

perceived problems about the extent of subject content; ●

lack of time for professional collaboration. ●

Opportunities include: increased professional collaboration within and across departments and centres; ●

raising standards in all subjects through a coordinated focus on learning processes ●

and skills;

making key concepts and skills explicit when planning and teaching subjects and ●

in organising the curriculum;

a systematic approach to building and applying skills in a range of contexts; ●

making the transfer of learning two-way by ‘importing’ learning from other subjects ●

and contexts into English, mathematics and ICT as well as applying learning elsewhere;

raising pupils’ awareness of themselves as learners and enabling them to take ●

more control of their learning.




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If there is time ask participants in pairs to take a couple of minutes to list some opportunities and practical examples currently available in their school which can be exploited for transferring functional skills. Then compile some ideas, which might include the following.

In English, mathematics or ICT lessons, drawing on pupils' knowledge of their work ●

in other subjects to decide together which functional skills are applicable.

Interdisciplinary topics: ●

For example a design and technology project which is supported by specific –

lessons in science, mathematics, art and design, English and ICT lessons.

Personal finance linking mathematics with PSHE. –

Real data generated in science lessons can be organised and presented –

in mathematics lessons and then interpreted back in its context in the science lesson.

Cross-curricular themes that operate across the whole school for a period of time, ●

from a week to a term. Examples of themes could include: the school environment, independent living, climate change, inclusion and diversity.

Building on previous work on initiatives such as Leading in learning, Literacy ●

and learning, ICTAC or Study Plus.

Off-timetable days. These can provide an opportunity for the transfer of skills at the ●

planning and follow-up stages as well as during the day itself.

What implications are emerging at a classroom level and at a strategic level? At a classroom level these might include the need for:

collaborative planning and teaching within and across subjects to support the ●

transfer of learning;

training in and the professional development of particular teaching approaches, ●

such as guiding, questioning, active listening and metacognitive plenaries, to support independent learning.

At a strategic level these might include the need for:

senior leadership teams to ensure time and resources for joint working are written ●

into school and departmental development plans;

a systematic approach to monitoring and evaluation. ●

Ask participants to capture key learning points and items for action that have emerged as a result of this session on their reflective logs, such as:

Make contact with subject colleagues teaching functional skills within your centre ●

and if appropriate across your Diploma partnership in order to develop planned opportunities for the transfer and application of functional skills.

Modify a medium-term plan to ensure key concepts and skills are ●

explicitly addressed.


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Emphasise the links here to the National Curriculum, the revised programmes of study at Key Stage 3 and Key Stage 4 and the proposed GCSE specifications for English, mathematics and ICT. Remind participants of the way that subjects are now structured. There is less prescribed content but an increased emphasis on subject discipline through a sharpened focus on the key ideas and skills that underpin a subject. (This point is particularly important in relation to perceived problems with coverage of content.) Since the structure is common to all subjects, the new curriculum presents a major opportunity for making links between them and so helping to develop more coherent experiences of the curriculum and supporting the transfer and application of learning.

Conclude this session by saying that functional skills are central to the successful transfer of learning throughout the curriculum, and so will support better progress in all subjects and success within and outside school. So it is essential that pupils continuously have opportunities to apply their learning in a wide range of real, purposeful and relevant contexts. Say that this point applies across the secondary age range, but that we are now going to explore what it means in the context of 14+. One real, purposeful and relevant context within which learners will apply the functional skills they have developed is to the principal learning within a Diploma, which is what we will consider next.




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Session 3: Applying functional skills to a range of contexts – Planning (25 min)

Resources DVD clip 9: Applying functional skills in a range of contexts – planning ●

Handout 8: Creative and Media Unit 1 ●

Handout 9: Case study ●

Key messages

Explicitness in planning and teaching within and across subjects is vital to secure the transfer and application of functional skills.

Professional collaboration helps to create coherent approaches to developing the three-stage process of skills development.

Senior leadership teams need to ensure that time and resources for joint working are written into school and departmental development plans and that there is a systematic approach to monitoring and evaluation.

A key question that participants will address in this session is:

How can I use planning to support learners in transferring skills they develop into ●

other contexts?

The development of the Diploma has involved employers and higher education. At its heart is practical, work-related learning in real-life contexts. We will now consider an example of a Diploma line of learning, in this case Creative and Media Unit 1, to explore how functional skills are applied in the contexts offered in the principal learning of this Diploma line.

DVD clip 9 shows a group of teachers planning for the delivery of Unit 1 of the Creative and Media Diploma.


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Activity 5: Preparing for the delivery of the Creative and Media Diploma (20 min)Ask participants to read Handout 8: Creative and Media Unit 1, pages 1 and 4 only. This will provide them with some context about the teaching sequence that is being planned.

Before showing DVD clip 9 set the clip in context. The school concerned is part of a Gateway 1 consortium delivering the Creative and Media Diploma from September 2008. The sequence captures a meeting held between the assistant headteacher, a music teacher and a drama teacher, who are both involved in delivering the Diploma together with three teachers who have responsibility for delivering functional skills. Collectively they are planning how they can coordinate their teaching to ensure that the functional skills that the pupils have been developing can be applied successfully to the principal learning of the Diploma and in particular to Unit 1.

Show DVD clip 9 and ask participants to note the implications that are beginning to emerge for themselves and their organisation in relation to the preparation and delivery of functional skills and Diplomas. (This question will apply to those about to deliver Diplomas as well as to those who do not, as ultimately all will need to engage with this agenda.)

Draw together the implications raised by the group using Handout 9: Case study to provide some solutions, highlighting what this school is doing at a strategic and then at an operational level to address some of these challenges.

This session (together with the next) could also be supported by other local examples of planning and practice provided by Gateway 1 centres. Ask participants to revisit Handout 8: Creative and Media Unit 1 and to read the rest of the unit description. Consider the following questions.

Where are there opportunities for specific functional skills to be applied? ●

What would need to be in place to ensure that learners successfully transfer ●

the skills they have built and developed into this context?

What strategies are being employed by your school to support skills transfer from ●

one aspect of the curriculum to another? As a result of the discussions you have had so far today is there any one aspect you would like to strengthen further?

Take feedback. Note the references to personal learning and thinking skills (PLTS) which are embedded in the unit summary at the top of page 4 of the handout. Presenters will need to be familiar with the PLTS framework, which can be found at: http://www.qca.org.uk/qca_16953.aspx. Re-emphasise the link between PLTS and functional skills. Together they form the generic independent learning skills which are applied in the principal learning. Ask participants to record key learning points and items for action on their reflective log, such as:

Make contact with subject colleagues teaching functional skills within your centre ●

and if appropriate across your Diploma partnership in order to develop planned opportunities for the transfer and application of functional skills.

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Session 4: Applying functional skills in practice to a range of contexts – English (35 min)

ResourcesDVD clip 10: Applying functional skills in practice – English ●

Handout 10a: Medium-term plan for English ●

Handout 11: Observation sheet ●

A key question for participants to consider in this session is:

What active role will I play in supporting learners to transfer the skills they develop ●

into other contexts?

The Diploma is one purposeful context to which functional skills can be applied. Session 1 identified other contexts within the school curriculum where purposeful application could also be planned in and developed. In the next example, a Year 10 GCSE English class has been working on designing a new sixth-form block. The task is real, purposeful and relevant as the school is actually in the process of designing a new sixth-form block, and the proposals that the learners put forward are being evaluated by the school building committee and will inform the final plans that will be taken forward. The teaching sequence has incorporated skills building and development. DVD clip 10 shows the learners applying the skills they have built and developed earlier in a series of English lessons. Ask participants to look at Handout 10a: Medium-term plan for English to gain an understanding of the teaching sequence that has led to this point, i.e. to lesson 7. Mention that if participants attended Module 1 training, they will have already explored aspects of the plan.




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Activity 6: Observing skills transfer (30 min)Focus participants on the following questions in Handout 11 which they can use to review the DVD clip they are about to watch.

Where do you see evidence that pupils have secured or internalised their learning? ●

Is there any evidence that learners were developing skills through applying them? If ●

so, where?

Which specific functional skills are evident and at which level? ●

How could this teaching sequence have exploited further the application of skills ●

across the range of functional English, mathematics and ICT?

Highlight how these questions provide useful prompts for monitoring practice. Participants may want to adapt them for use within their departments. (Not all may be identified during the DVD clip as this is a snapshot of a much longer teaching sequence.)

Explain that participants are going to watch DVD clip 10 through twice. The first time they will watch the sequence without making notes. Then, on the second viewing they will use the questions to identify the learning and teaching implications that are emerging.

After the second viewing draw the participants together and take feedback which could include:

Securing learningPupils demonstrate they have internalised their learning when they effectively apply ●

the linguistic devices they have been developing to their final presentations (for example, they each use the power of three and rhetorical questions).

Developing and applying skillsThey are developing the ability to:

work effectively as a team, responding quickly to challenging and unexpected ●

questions

respond to a formal situation ●

use technical and persuasive vocabulary. ●


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The functional skillsSpeaking and listening skills at Level 2 – making effective presentations. The pupils were:

presenting information and ideas clearly and persuasively to others ●

adapting contributions to suit audience and purpose. ●

The level of ‘mastery’ varied. Each has particular areas to develop further including:

use of eye contact ●

range and tone when speaking in order to engage the audience ●

using appropriate and varied vocabulary ●

speaking for a more sustained period ●

shaping and structuring a clear line of argument. ●

Further opportunities across the range of functional skillsThere were opportunities to develop:

functional ICT, for example pupils could have used ICT to enhance their designs ●

and to support the delivery of their presentations

functional mathematics, in both the design process and the use of the budget. ●

Move on from this discussion to draw together some key features that are significant in supporting skills transfer:

The skills and processes that learners are applying are emerging in realistic and ●

purposeful contexts outside the subject-specific classroom where the skills were first built and developed;

Learners have the opportunity to identify for themselves the functional skills they ●

can apply to the problem that they have been set;

The teacher plans for skills to be applied. ●

Finally, ask participants to note down key learning and points for action in their reflective log, such as:

Decide how you develop collaborative planning and practice, within and across ●

your organisation and/or Diploma partnership.

How will you engage the senior leadership team to support joint working? ●

How might this approach be incorporated into existing CPD opportunities, ●

for example peer coaching?



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Session 4: Applying functional skills in practice to a range of contexts – mathematics (35 min)

Resources DVD clip 11: Applying functional skills practice – mathematics ●

Handout 10b: Medium-term plan – Bypass unit ●



What active role will I play in supporting learners to transfer the skills ●

they develop into other contexts?

The Diploma is one purposeful context to which functional skills can be applied. Session 1 identified other contexts within the school curriculum where purposeful application could also be planned in and developed. In the next example, a Year 10 mathematics class is working on developing their skills to tackle a problem, i.e. the functional mathematics skills associated with representing. The learning of the skills is undertaken in the following clip in a task that is real, purposeful and relevant. Subsequently the skills are explicitly transferred into a geography lesson where the problem set is in a geography context, planning for a bypass of a village – Melbridge. The sequence is co-constructed by the two teachers.

The teaching sequence has incorporated skills building and development. DVD clip 11 shows (a) the discussion between the two teachers as they reflect on the sequence and (b) the learners applying the mathematical skills they have built and developed earlier in a series of mathematics lessons. Ask participants to look at Handout 10b: Medium-term plan – Bypass unit plan for mathematics to gain an understanding of the teaching sequence that has led to this point. Phases 1 and 2 have occurred prior to the conversation taking place.




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Activity 6: Observing skills transfer (30 min)Focus participants on the following questions which they can use to review the DVD clip they are about to watch.



so, where?




Say that in considering these four points while viewing the clip, participants should focus on the evidence from the dialogue between the teachers as well as the lessons themselves. They should also consider how planning for the explicit transfer of skills has resulted in the learners being able to apply the skills of functional mathematics.



After the second viewing draw the participants together and take feedback which could include the following points.

Securing learningPupils demonstrate they have internalised their learning when they are freely ●

deciding which questions need mathematical procedures to answer them and know which procedures to select to answer each question.

Developing and applying skillsPupils show that they have a clear problem solving strategy by ●

- creating a model –

- showing that they know how to choose the best starting question –

- planning for what to do in tackling the problem –

- having an appreciation of what results are likely. –


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What skills are being developed?The main focus of the unit is on developing the skills associated with representing ●

(Functional skills standards page 20).

The activity is established for pupils aiming for level 2 functional skills. The levels of ●

demand made (Functional skills standards page 20 & 21) are appropriate. The teacher is working on developing their independence.

The problem is a big one and can only be partially solved by the pupils. ●

Nevertheless all pupils need to make decisions about the few key questions they can solve in the time available.

Whilst the clip focuses on one skill, the pupils need the opportunity to make ●

connections between all of the skills even if there is a focus on the development of one of them.

Further developmentsThe teachers reflect clearly on the need for learners to draw on functional skills from both English and ICT to be successful in the unit. Areas for development they identify include:

clarifying the meaning of subject specific language and identifying what language of ●

learning is generic and should be used

how to support those pupils who still could not perform given the levels of demand ●

required

how to support the more able learners who need to extend the scope and demand ●

of the problem.















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Session 4: Applying functional skills in practice to a range of contexts – ICT (35 min)

ResourcesDVD clip 12: Applying functional skills in practice – ICT ●

Handout 10c: Medium-term plan for ICT ●



What active role will I play in supporting learners to transfer the skills they ●

develop into other contexts?

The Diploma is one purposeful context to which functional skills can be applied. Session 1 identified other contexts within the school curriculum where purposeful application could also be planned in and developed. In the next example, a Year 10 OCR National ICT class has been working on developing a set of business documents to meet the needs of an identified audience. They are then tasked by the school’s drama coach to solve a problem for her. The task is real, purposeful and relevant as the school was in rehearsal for a production and the drama coach needed an effective rehearsal schedule preparing. The teaching sequence has incorporated skills building and development. DVD clip 12 shows the learners applying the skills they have built and developed earlier in a series of ICT lessons. Ask participants to look at Handout 10c: Medium-term plan for ICT to gain an understanding of the teaching sequence that has led to this point.




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Activity 6: Observing skills transfer (30 min)Focus participants on the following questions which they can use to review the DVD clip they are about to watch.



so, where?






After the second viewing draw the participants together and take feedback which could include the following points.

Securing learningPupils demonstrate they have internalised their learning when they effectively apply their understanding of the skills and techniques appropriate to presenting information that is fit for purpose.

Developing and applying skillsPupils are developing the ability to:

work effectively as a team, responding quickly to challenging and unexpected ●

requests to solve a problem.

develop solutions that are fit for purpose and which meet the needs of an identified ●

audience.

The Functional skills standardsDeveloping, presenting and communicating information skills at Level 1 (with opportunities for Level 2) – entering, developing and formatting information to suit its meaning and purpose.


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The pupils:present information clearly and concisely for others to use ●

adapt ideas and structures to suit audience and purpose. ●

The level of ‘mastery’ varies. Pupils are working independently and identify an appropriate solution. Each has particular areas to develop further including:

a focus on clarity to enhance presentation ●

working within a time frame to meet the needs of the audience ●

using appropriate and varied software skills and techniques ●

bringing together a range of information to suit audience and purpose ●

evaluating their work. ●

Further opportunities across the range of functional skillsThere were opportunities to develop:

Functional English, for example pupils could have looked at vocabulary and style to ●

enhance their solutions and to support the delivery of their presentations.

Functional mathematics, for example pupils could have calculated for each ●

individual performer the amount of time they were needed during each of the three days of rehearsal.















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Session 5: Plenary (15 min)

Resources Handout 12: An overview of the four core modules provided by the National ●

Straegies. Revisit the objectives for the module with the teachers and match these ●

against what they have achieved.

Key messages and points for action

A key message for this session is that it is important to act on identified points for action promptly through clear next steps in order to support collaborative professional development and take forward the implementation of the programme.

Addressing the challenges and exploiting the opportunities for building and transferring functional skills explicitly across subjects will not only support learners in meeting the functional skills standards, it will enable them to achieve better in all subjects and contexts within and outside school.

Explicitness and collaboration in planning and teaching within and across subjects are vital to secure the transfer and application of functional skills.

If there is time, you may wish to show DVD clip 13: Professional reflection and ask participants to identify any key messages which emerge to help inform their own reflection on the training. The clip has a pause for reflection opportunity so can be viewed in sections. It features contributions from a teacher, headteacher and chair of governors/employer.

Activity 7: (10 min) Ask participants to refer back to their reflective log and to share on their tables the key messages that have emerged as a result of completing the module.

Draw these together and ensure they include:

an understanding of the strategies they need to employ as teachers to support ●

learners to move from dependence to independence;

the significance of providing a range of contexts, including the unfamiliar, for ●

learners to apply the skills they have built and developed;

the implications and opportunities this presents for collaborative planning across ●

and between organisations.




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Provide individual reflection time for each individual to identify an action they will:

implement themselves tomorrow; ●

take to inform and influence the practice of the department within which they work; ●

take to the senior leadership team within their organisation. ●

Following on from this, ask each participant to turn to the person sitting next to them and to articulate, for each of the three points listed, one key action they will take as a result of completing this module.

Slide 7: The four core modules for schools

Use Slide 7 to highlight for participants the four core modules that are being delivered by the National Strategies and indicate when, at a local level, the next module training will take place. In particular, stress the links between Modules 2 and 3 and that Module 3 will be about using assessment for learning in functional skills to enable pupils to take responsibility for their own learning and to make progress for themselves.

Highlight where e-learning materials relating to the modules can be accessed and downloaded. Explain that the site contains useful tips on effective ways of facilitating CPD and provides several options as to how the materials might be delivered. Circulate Handout 12: An overview of the four core modules provided by the National Strategies for any participant who has not attended Module 1 training.

Ask participants to complete evaluations. Answer any questions and close.


31

00878-2008DOM-EN

Functional skills - core training functional skills support programme


31

Sess

ion

Key

lear

ning

poi

nts

Item

s fo

r act

ion

1. E

xplo

ring

real

, pu

rpos

eful

and

re

leva

nt c

onte

xts

2. M

ovin

g fro

m

depe

nden

ce to

in

depe

nden

ce

3. A

pply

ing

func

tiona

l ski

lls to

a

rang

e of

co

ntex

ts –

Pl

anni

ng

4. A

pply

ing

func

tiona

l ski

lls in

pr

actic

e to

a

rang

e of

con

text

s

Han

dout

1:

Refl

ectiv

e lo

g



33

00878-2008DOM-EN



33

Han

dout

2: R

eal,

purp

osef

ul, r

elev

ant

Rea

lR

eal

Rea

lR

eal

Purp

osef

ulPu

rpos

eful

Purp

osef

ulPu

rpos

eful

Rel

evan

tR

elev

ant

Rel

evan

tR

elev

ant

Rea

lR

eal

Rea

lR

eal

Purp

osef

ulPu

rpos

eful

Purp

osef

ulPu

rpos

eful

Rel

evan

tR

elev

ant

Rel

evan

tR

elev

ant

Rea

lR

eal

Rea

lR

eal

Purp

osef

ulPu

rpos

eful

Purp

osef

ulPu

rpos

eful

Rel

evan

tR

elev

ant

Rel

evan

tR

elev

ant



35

00878-2008DOM-EN



35

Handout 3: Defining real, purposeful and relevant contexts Real

grounded within recognisable, real-life challenges and situations ●

practical, work-related tasks ●

problems with a range of solutions and actual consequences ●

access to real audiences and working environments ●

interaction with professionals and workers ●

links with the local and global community ●

PurposefulFor a task to be purposeful there needs to be:

a clear outcome ●

achievable goals ●

open-ended pathways that require learners to choose and justify an appropriate ●

route through the problem to achieve a viable and acceptable solution

opportunities for learners to select, apply and evaluate a range of skills ●

RelevantIn relation to:

the learner as an individual ●

what the learner needs to achieve in the functional skills standards in order ●

to gain a qualification

the learner’s experience, interests, education, home and potential goals, ●

e.g. in work, further learning, personal aspirations.



37

00878-2008DOM-EN



37

Han

dout

4: E

xam

ples

of r

eal,

purp

osef

ul a

nd re

leva

nt c

onte

xts

In p

airs

dis

cuss

whe

re re

leva

nt, p

urpo

sefu

l and

real

con

text

s cu

rren

tly a

ppea

r or c

ould

app

ear w

ithin

you

r sub

ject

, ac

ross

the

curr

icul

um a

nd o

utsi

de o

f you

r org

anis

atio

n. A

dd id

eas

to th

e lis

ts b

elow

.

Educ

atio

nLi

feW

ork

With

in th

e su

bjec

tR

esea

rchi

ng fo

r the

sch

ool

●

coun

cil o

n an

issu

e, s

uch

as b

reak

-tim

e fa

cilit

ies

Des

igni

ng a

web

pag

e th

at

●

prom

otes

saf

e an

d re

spon

sibl

e IC

T us

e

Res

earc

hing

ski

lls a

nd

●

qual

ifica

tions

requ

ired

for

a pa

rticu

lar c

aree

r

Acr

oss

the

curr

icul

umD

evel

opin

g re

visi

on

●

mat

eria

ls fo

r the

sch

ool’s

vi

rtual

lear

ning

env

ironm

ent

Fund

rais

ing

for a

par

ticul

ar

●

char

ityD

esig

ning

act

ive

indu

stry

●

days

Out

side

the

scho

olAw

ards

, e.g

. Spo

rts le

ader

s

●

awar

d, D

uke

of E

dinb

urgh

Plan

ning

and

del

iver

ing

●

a co

mm

unity

eve

ntVo

lunt

ary,

com

mun

ity w

ork

●

such

as

supp

ortin

g vu

lner

able

gro

ups

and

the

loca

l env

ironm

ent



39

00878-2008DOM-EN



39

Han

dout

5: C

ompl

eted

grid

Ed

ucat

ion

Life

Wor

kW

ithin

the

subj

ect

Writ

ing

for r

eal a

udie

nces

,

●

such

as

to a

livi

ng p

oet

Lobb

ying

on

a pa

rticu

lar

●

issu

e, s

uch

as ti

min

g o

f the

sc

hool

day

Des

igni

ng a

nd p

itchi

ng

●

a bo

ard

gam

eR

esea

rchi

ng fo

r the

sch

ool

●

coun

cil o

n an

issu

e, s

uch

as

brea

k-tim

e fa

cilit

ies

Usi

ng p

oetry

from

a p

artic

ular

●

coun

try to

dev

elop

cul

tura

l un

ders

tand

ing

Des

igni

ng a

web

pag

e th

at

●

prom

otes

saf

e an

d re

spon

sibl

e IC

T us

e Pe

rson

al fi

nanc

e, s

uch

as ta

king

●

out a

mor

tgag

e

Writ

ing

a C

V a

nd in

trodu

ctor

y le

tter

●

to a

loca

l em

ploy

er a

s pr

epar

atio

n fo

r wor

k ex

perie

nce

Res

earc

hing

ski

lls a

nd

●

qual

ifica

tions

requ

ired

for

a pa

rticu

lar c

aree

rPr

epar

ing

for a

nd p

artic

ipat

ing

●

in ‘m

ock’

inte

rvie

ws

run

by

mem

bers

of t

he lo

cal c

omm

unity

Acr

oss

the

curr

icul

umD

evel

opin

g re

visi

on m

ater

ials

●

for t

he s

choo

l’s v

irtua

l le

arni

ng e

nviro

nmen

tEn

terp

rise,

pro

ject

-bas

ed

●

wor

k on

, for

exa

mpl

e, s

ettin

g up

and

mar

ketin

g a

new

ban

d or

des

igni

ng a

nd s

ellin

g a

prod

uct

Usi

ng c

itize

nshi

p to

eng

age

in

●

glob

al is

sues

suc

h as

the

Mak

e Po

verty

His

tory

cam

paig

n.

Des

igni

ng a

nd im

plem

entin

g a

cultu

ral i

dent

ity a

nd d

iver

sity

da

y/w

eek

Fund

rais

ing

for a

par

ticul

ar c

harit

y

●

Des

igni

ng a

ctiv

e in

dust

ry d

ays

●

Usi

ng P

SH

E to

dev

elop

fina

ncia

l

●

liter

acy

and

expl

ore

aspe

cts

such

as

whe

re m

oney

com

es fr

om,

whe

re m

oney

goe

s an

d ris

k an

d re

turn

Out

side

the

scho

olSc

hool

trip

s

●

Clu

bs/h

obbi

es

●

Awar

ds, e

.g. S

ports

lead

ers

●

awar

d, D

uke

of E

dinb

urgh

Scho

ol p

rodu

ctio

ns

●

Plan

ning

and

del

iver

ing

●

a co

mm

unity

eve

ntSe

tting

up

an in

tern

et ra

dio

stat

ion

●

that

stu

dent

s ca

n us

e to

dis

cuss

to

pica

l iss

ues

with

the

com

mun

ity

Volu

ntar

y, c

omm

unity

wor

k su

ch

●

as s

uppo

rting

vul

nera

ble

grou

ps

and

the

loca

l env

ironm

ent

Part-

time

paid

wor

k

●

The

Nat

iona

l Cur

ricul

um w

ebsi

te (c

urric

ulum

.qca

.org

.uk/

key-

stag

es-3

-and

-4/in

dex.

aspx

) con

tain

s

furth

er e

xam

ples

of p

urpo

sefu

l con

text

s fo

r the

app

licat

ion

of s

kills

. The

se a

re p

rese

nted

as

shor

t cas

e st

udie

s

whi

ch a

re th

read

ed a

cros

s th

e si

te in

sub

ject

s, fu

nctio

nal s

kills

link

s an

d cr

oss-

curr

icul

ar d

imen

sion

s.



41

00878-2008DOM-EN



41

Handout 6: Key factors that support effective learning‘Learning...that reflective activity which enables the learner to draw upon previous experience to understand and evaluate the present, so as to shape future action and formulate new knowledge.’

J. Abbott, 1996

Key factors in successful skills learning and application

Learners:integrate prior and new knowledge ●

acquire and use a range of learning skills ●

make appropriate choices about learning strategies ●

solve problems individually and in groups ●

learn from their successes and failures ●

accept that learning involves uncertainty and difficulty ●

cope creatively with the unfamiliar and unexpected. ●

Teachers provide:a clear sequence – the skill is built, developed and applied ●

effective and accessible models ●

active experimentation ●

challenging, motivating and co-constructed goals/outcomes ●

(the desire to want to learn/succeed)

a compelling experience that provides learners with an investment ●

in the task activity

skills applied to a context where the outcome actually matters ●

(practice wasn’t enough)

credibility and knowledge ●

relevance and purpose (why learners are doing this) ●

skills feedback and dialogue with peers, teacher/mentor, audiences ●

opportunities for reflection that draw on and develop an understanding ●

of the process – ‘how I succeeded’.



43

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43

Handout 7: Transfer of learning Transferring skillsOne of the weaknesses of education in general…has been the transfer of learning. Often it seems that what has been taught in one subject does not influence learning in other subjects or contexts…

Curriculum subjects differ in how they are specified but all can be broadly considered in terms of content (‘knowing what’) and process (‘knowing how’).

It is to the process aspects of subjects that thinking skills most directly relate, for example mathematical reasoning, scientific enquiry and historical evaluation.

When the overarching nature of thinking skills and their broad applicability is highlighted in lessons across the curriculum the process aspects of subjects are better served…A teacher working in Key Stage 4 commented:

‘It became evident…that pupils were beginning to recognise the importance of focusing on the skills involved…and by using them across more than one subject were able to identify where the skills could be used in other lessons, coursework and with exam revision.’

…Teachers often commented that, although the focus of their lesson was a thinking skill, nevertheless the teaching strategies they used helped pupils to achieve a more secure grasp of subject content.

…In summary, a cross-curricular approach to developing thinking skills can assist pupils in developing the process skills of their subjects and help make their knowledge and understanding of particular subject content more secure. Above all, it can raise pupils’ awareness of themselves as thinkers and enhance their appreciation of the broader purposes of education.’

Leading in learning: developing thinking skills in secondary schools – Key Stage 4 Handbook for teachers, page 8

Transfer of learningAny intervention work, no matter how carefully planned, targeted and taught, can ultimately fail because pupils do not apply what they learn outside the context of the intervention tuition. This lack of transfer means that the learning is not consolidated or reinforced and is very quickly lost. The reason for lack of transfer is generally that, in the context of a busy school with a hectic timetable, teachers do not know enough about what their pupils are learning elsewhere, and so are not in a position to build on this systematically. Study Plus seeks to overcome this problem by reversing the direction of travel. Firstly, the idea is not just that pupils export their new learning into other areas but that they bring their experience from other areas into the Study Plus




44

context and reflect on how they are progressing towards their targets and how well they are applying new learning in other subjects. Secondly, you, and more specifically the TA, are well informed about what the pupils are doing elsewhere and actively encourage transfer in a relevant way.

Study Plus Handbook, page 27

There is a tendency for lessons to focus on the detailed content of a unit of work. It is less common for emphasis to be given to the larger patterns that characterise the distinctiveness of learning in a subject. These patterns are the important concepts in a subject and the procedural knowledge or important skills. Having both higher-order concepts and procedural skills underpins good performance in subjects. Further, these skills may be the subject of metacognitive monitoring and control. Without explicit attention to the skills and concepts, the transfer of learning from one context to another is less likely.

The module is intended to encourage teachers and managers to become aware of the existence of these skills and concepts, because of their importance both in individual subjects and in planning the whole curriculum.

Training materials for foundation subjects, Module 14, Big Concepts and Skills


45

00878-2008DOM-EN



45

Handout 8: Extract From Edexcel CAM Draft Diploma Unit 1Draft Version 3 March 2008




46


47

00878-2008DOM-EN



47




48


49

00878-2008DOM-EN



49

Handout 9: Case studySchool x is part of a Gateway 1 consortium offering the Creative and Media Diploma from September 2008, and has been taking part in the functional skills pilot. Teachers of English, mathematics and ICT have been working with groups of learners on the development and application of functional skills, and have prepared some learners for assessment.

The assistant headteacher, identified as the curriculum lead for the Creative and Media Diploma, has been working with a core teaching team to develop the units of learning and teaching for the principal learning, and has called a meeting to discuss ways in which functional skills can be successfully applied throughout the principal learning.

In planning for the delivery of the Creative and Media Diploma, the school worked closely with the local authority and with the consortium to ensure that all principal and generic learning happens on common days of the week. They have identified the teaching team in advance, and have allocated time for planning and preparation of the new course. As an important aspect of the curriculum for both learners and teachers, the school has determined that wherever possible a subject teacher of English, mathematics or ICT will pair up with a teacher of the principal learning to support the development and application of functional skills in context. The senior leadership team felt that the planned relationship between functional skills and GCSE attainment was one that needed additional support, and that teachers of functional skills needed to be able to work with other Diploma teachers to apply skills taught discretely in subject sessions, and to develop new skills within context. This aspect of work will be monitored and evaluated throughout the first year of Diploma teaching to ensure that learners are making the required progress.

The learners who have opted for Creative and Media have, at the end of Year 9, been taking part in a skills development week at a local city learning centre in order to hone their publishing and media skills.

The meeting begins with a discussion about the progress that these learners are making, and identifies a range of contexts and themes that learners and teachers could use as part of the first unit of the principal learning. There is a recognition that the team needs to plan for effective coverage of functional skills in all of the units of the principal learning. The team also acknowledges the importance of relating the opportunities for applying skills to the learning and teaching experiences that learners have during their subject studies and their preparation for GCSE and other Level 2 examinations.

Further meetings are planned and agreed targets for reviewing the coverage of functional skills throughout the principal learning are set.



51

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51

Med

ium

-ter

m p

lan

– ex

empl

arTi

tle o

f uni

t: D

esig

ns o

n sc

hool

Year

10

Term

1D

urat

ion:

4 w

eeks

Ove

rvie

w

Stag

e 1:

(les

sons

1–4

) Bui

ldin

g/de

velo

ping

ski

lls: p

upils

intro

duce

d to

not

ion

of d

esig

ning

a s

choo

l bui

ldin

g an

d th

e ra

nge

of s

kills

requ

ired.

Pup

ils w

ill ex

plor

e Bu

ildin

g Sc

hool

s fo

r the

Fut

ure

text

and

imag

es a

nd lo

ok a

t how

an

idea

is ta

ken

from

vi

sion

to re

ality

. The

y w

ill be

giv

en a

brie

f to

crea

te a

des

ign

for a

new

6th

form

blo

ck, a

nd in

gro

ups

prep

are

that

des

ign

base

d on

the

read

ing/

anal

ysis

they

hav

e do

ne.

Stag

e 2:

(les

sons

5–6

) Bui

ldin

g/de

velo

ping

into

app

lyin

g sk

ills in

depe

nden

tly: h

avin

g es

tabl

ishe

d th

e de

sign

, the

y w

ill w

ork

on th

e se

cond

par

t of t

he b

rief,

to p

repa

re a

pre

sent

atio

n of

thei

r des

ign

idea

s to

a p

anel

(hea

d te

ache

r, go

vern

or, c

reat

ive

desi

gner

, etc

.). T

his

will

be re

hear

sed

and

revi

sed

thro

ugh

wor

k in

cla

ss w

ith th

eir p

eers

.St

age

3: (l

esso

ns 7

–8) A

pply

ing

skills

in a

real

and

pur

pose

ful c

onte

xt: h

avin

g re

vise

d th

eir p

rese

ntat

ions

, the

y w

ill pr

esen

t to

the

real

-life

pan

el a

nd e

valu

ate

the

succ

ess

of th

eir w

ork

via

disc

ussi

on w

ith th

eir p

eers

and

oth

ers,

and

sel

f-eva

luat

ion.

The

big

ques

tion:

How

do

we

pers

uade

an

unfa

milia

r aud

ienc

e in

a li

mite

d tim

e th

at o

ur c

once

pt/d

esig

n fo

r a 6

th fo

rm b

lock

is w

orth

furth

er d

evel

opm

ent a

nd d

iscu

ssio

n?

Key

lear

ning

focu

s (F

ram

ewor

k su

bstr

ands

)Sp

eaki

ng a

nd li

sten

ing:

2.

1 D

evel

opin

g an

d ad

aptin

g sp

eaki

ng s

kills

and

st

rate

gies

in fo

rmal

and

info

rmal

con

text

sR

eadi

ng:

5.2

Und

erst

andi

ng a

nd re

spon

ding

to id

eas,

vie

wpo

ints

, th

emes

and

pur

pose

s in

text

s6.

2 A

naly

sing

how

writ

ers’

use

of l

ingu

istic

and

lite

rary

fe

atur

es s

hape

s an

d in

fluen

ces

mea

ning

Ass

essm

ent o

ppor

tuni

ties

Func

tiona

l ski

lls s

tand

ards

Spea

king

and

list

enin

gLe

vel 2

: pre

sent

info

rmat

ion

and

idea

s cl

early

and

per

suas

ivel

y to

oth

ers

(in a

wid

e ra

nge

of c

onte

xts

incl

udin

g th

ose

that

invo

lve

othe

rs w

ho a

re u

nfam

iliar)

Rea

ding

:Le

vel 2

: ide

ntify

the

purp

oses

of t

exts

and

com

men

t on

how

ef

fect

ivel

y m

eani

ng is

con

veye

d (in

a w

ide

rang

e of

text

s fo

r di

ffere

nt p

urpo

ses

on p

aper

and

on

scre

en)

Han

dout

10a

: Med

ium

-term

pla

n fo

r Eng

lish




52

Writ

ing:

8.1

Dev

elop

ing

view

poin

t, vo

ice

and

idea

s8.

4 D

evel

opin

g va

ried

lingu

istic

and

lite

rary

tech

niqu

es8.

5 St

ruct

urin

g, o

rgan

isin

g an

d pr

esen

ting

text

s in

a

varie

ty o

f for

ms

on p

aper

and

on

scre

en

Writ

ing

Leve

l 2: P

rese

nt in

form

atio

n/id

eas

conc

isel

y, lo

gica

lly a

nd

pers

uasi

vely

; Ens

ure

that

writ

ten

wor

k ha

s ac

cura

te g

ram

mar

, pu

nctu

atio

n an

d sp

ellin

g an

d th

at m

eani

ng is

cle

ar.

GC

SE E

nglis

h Sp

eaki

ng a

nd li

sten

ing

asse

ssm

ent

oppo

rtun

ities

AO1

i com

mun

icat

e cl

early

and

imag

inat

ivel

y, s

truct

urin

g an

d su

stai

ning

th

eir t

alk

and

adap

ting

it to

diff

eren

t situ

atio

ns, u

sing

sta

ndar

d En

glis

h ap

prop

riate

lyii

parti

cipa

te in

dis

cuss

ion

by b

oth

spea

king

and

list

enin

g, ju

dgin

g th

e na

ture

and

pur

pose

s of

con

tribu

tions

and

role

s of

par

ticip

ants

iii ad

opt r

oles

and

com

mun

icat

e w

ith a

udie

nces

usi

ng a

rang

e of

tech

niqu

esAO

3I c

omm

unic

ate

clea

rly a

nd im

agin

ativ

ely

usin

g an

d ad

aptin

g fo

rms

for d

iffer

ent r

eade

rs a

nd p

urpo

ses.

Cor

e te

xts

and

reso

urce

sBr

ief/p

roje

ct s

peci

ficat

ion

Imag

es a

nd d

esig

ns o

f new

sch

ool b

uild

ings

bot

h in

terio

r and

ext

erio

rTe

xt e

xtra

cts

from

Tra

nsfo

rmin

g sc

hool

s 1

Basi

c fo

otpr

int d

esig

n te

mpl

ate

for 6

th fo

rm b

lock

Moo

d bo

ard

Pupi

l Refl

ectiv

e lo

gH

ando

uts/

tem

plat

es fo

r mod

els

Key

voca

bula

ry b

ank

Han

dout

10a

: Med

ium

-term

pla

n fo

r Eng

lish

(con

tinue

d)


53

00878-2008DOM-EN



53

Teac

hing

str

ateg

ies

Teac

her a

s le

ader

/dem

onst

rato

r; su

ppor

ter (

e.g.

vul

nera

ble

pupi

ls); c

halle

nger

(for

mor

e-ab

le) i

ntro

duci

ng m

ore

com

plex

de

man

ds (

e.g.

a c

halle

ngin

g te

xt, s

et o

f ide

as, o

r a s

et o

f lim

its w

hich

pup

il/gr

oup

mus

t wor

k w

ithin

); ob

serv

er; u

sing

rang

e of

qu

estio

n te

chni

ques

– o

pen-

ende

d, s

umm

aris

ing,

elic

iting

, etc

., to

hel

p co

nsol

idat

e, h

ighl

ight

and

mak

e ex

plic

it le

arni

ng

proc

ess

and

skills

for p

upils

. Sha

red

read

ing,

gui

ded

grou

p w

ork.

Pers

onal

isin

g th

is u

nit f

or y

our p

upils

Gro

up 1

(Tar

get g

rade

s A*

–A):

self-

sele

cted

gro

ups.

Diff

eren

tiate

d vo

cabu

lary

ban

k to

ens

ure

chal

leng

e in

lang

uage

use

. In

depe

nden

t rea

ding

of T

rans

form

ing

scho

ols

book

let.

Gro

up 2

(Tar

get g

roup

D/C

): te

ache

r-ide

ntifi

ed g

roup

s. V

isua

l pro

mpt

s on

bui

ldin

gs w

ith m

odel

ling

of d

escr

iptio

ns a

nd

expl

anat

ions

. Diff

eren

tiate

d la

ngua

ge b

ank

to s

ecur

e co

mpe

tenc

e in

usi

ng te

chni

cal l

angu

age.

Mor

e m

odel

led

and

scaf

fold

ed

read

ing

of T

rans

form

ing

scho

ols

book

let l

eadi

ng to

som

e in

depe

nden

t rea

ding

.

Han

dout

10a

: Med

ium

-term

pla

n fo

r Eng

lish

(con

tinue

d)




54

Med

ium

-ter

m p

lan

– sh

eet 2

Wee

k 1

(Sta

ge 1

: Bui

ldin

g an

d de

velo

ping

ski

lls)

Less

on 1

: B

uild

ing

scho

ols

for t

he fu

ture

●vi

sion

st

atem

ent d

econ

stru

cted

– w

hat p

urpo

se?

For w

hom

(aud

ienc

e?).

Gro

ups

to e

valu

ate

own

scho

ol a

gain

st

●

visi

on (‘

insp

ire’,

‘nur

ture

’, ‘c

omm

unity

’ etc

). O

ne g

ood/

one

bad

thin

g? (r

ef. t

o pr

ior

wor

k on

des

ign

– sc

hool

libr

ary?

).Im

ages

from

new

sch

ool d

esig

ns –

pup

ils

●

desc

ribe

in o

wn

wor

ds.

Pupi

ls e

xplo

re p

roce

ss o

f how

one

get

s

●

from

vis

ion

stat

emen

t to

real

ity o

f the

bui

lt sc

hool

(i.e

. des

ign,

bud

get,

need

s, p

lans

, re

sear

ch, d

ialo

gue,

etc

.).

End

with

key

que

stio

n: w

as th

is th

e on

ly

●

desi

gn d

o th

ey th

ink?

If n

ot, h

ow d

id th

is

parti

cula

r one

get

sel

ecte

d?G

ive

out r

eflec

tive

log,

whi

ch w

ill be

●

com

plet

ed in

eac

h le

sson

.O

utco

mes

: pup

ils to

hav

e un

ders

tood

how

vi

sion

for a

sch

ool d

esig

n m

eets

nee

ds o

f di

ffere

nt a

udie

nces

. Refl

ectiv

e lo

g.

Wee

k 2

(Sta

ge 1

to 2

: Bui

ldin

g &

de

velo

ping

to in

depe

nden

t ap

plic

atio

n)Le

sson

5:

Peer

ass

essm

ent o

f moo

d

●

boar

ds.

Pupi

ls g

et s

econ

d ha

lf of

the

brie

f

●

– th

e pr

esen

tatio

n ta

sk –

and

tim

e lim

it, 1

0 m

inut

es.

Dra

win

g on

prio

r lea

rnin

g an

d

●

know

n co

ntex

ts, p

upils

to id

entif

y sk

ills n

eede

d fo

r pre

sent

ing

info

rmat

ion

pers

uasi

vely.

(i.

e. li

ngui

stic

tech

niqu

es,

stru

ctur

e, e

mot

iona

l app

eal,

expe

rt kn

owle

dge,

etc

.).Te

ache

r mod

els

pres

enta

tion

of

●

intro

duci

ng p

rosp

ectiv

e pa

rent

s to

the

scho

ol w

ith p

upils

usi

ng

crite

ria to

pro

vide

feed

back

.Id

entif

y th

e fe

atur

es fo

r effe

ctiv

e

●

pres

enta

tion

base

d sk

ills, t

he

spec

ific

task

con

tent

, aud

ienc

e,

purp

ose,

em

otiv

e la

ngua

ge,

fact

s, e

tc.

Wee

k 3

(Sta

ge 3

: ind

epen

dent

ap

plic

atio

n in

real

con

text

)Le

sson

7:

Trio

s ru

n pr

esen

tatio

ns in

fron

t of l

ive

●

pane

lFe

edba

ck o

n pr

esen

tatio

ns fr

om p

anel

●

Ow

n ev

alua

tion

and

peer

ass

essm

ent

●

Link

bac

k to

suc

cess

crit

eria

and

●

criti

cal j

udge

men

tsR

eflec

tion

on tr

ansf

erab

ility

of th

ese

●

skills

to o

ther

con

text

sO

utco

mes

: ‘liv

e’ p

rese

ntat

ion

to p

anel

; co

mpl

eted

refle

ctiv

e lo

g.Le

sson

8:

Setti

ng u

p of

pot

entia

l lin

k in

to w

ritin

g ta

sk

– pa

nel h

ave

aske

d gr

oups

to p

rodu

ce

indi

vidu

al w

ritte

n re

ports

whi

ch c

onsi

st o

f:th

e fa

ctua

l spe

cific

atio

n an

d in

form

atio

n

●

visu

als/

plan

s

●

pers

uasi

ve re

port

on th

e vi

sion

(use

●

BSF

Tran

sfor

min

g S

choo

ls a

s pa

rt of

th

e m

odel

).Th

is is

initi

al le

sson

for a

link

ed w

ritin

g m

odul

e fo

r GC

SE

/FS.

Han

dout

10a

: Med

ium

-term

pla

n fo

r Eng

lish

(con

tinue

d)


55

00878-2008DOM-EN



55

Less

on 2

:Pu

pils

issu

ed w

ith d

esig

n br

ief f

or n

ew

●

6th fo

rm b

lock

.Pr

epar

e qu

estio

ns to

ask

6

●th fo

rm p

upils

ab

out w

hat t

hey’

d w

ant f

rom

a 6

th fo

rm

bloc

k.A

s pa

rt of

this

gen

erat

e lis

t of k

ey fa

ctor

s

●

to b

e ta

ken

into

acc

ount

in s

pec.

(i.e

. IC

T,

use

of s

pace

s, li

brar

y, re

crea

tion,

co

mm

unity

use

, etc

.).V

isit

from

6

●th fo

rmer

s. R

esea

rch

via

inte

rvie

ws

(1 x

6th fo

rmer

per

gro

up?)

ab

out w

hat t

hey

wou

ld li

ke fr

om a

new

6th

form

blo

ck. A

sk q

uest

ions

/take

not

es.

Rev

ise

spec

ifica

tion

(any

thin

g to

add

to

list

?).

Out

com

es: c

ompo

sed

appr

opria

te q

uest

ions

fo

r res

earc

h; c

reat

ed li

st o

f key

fact

ors

for

a de

sign

spe

c. R

eflec

tive

log.

Less

on 3

Rea

d ex

tract

s fro

m

●

Tran

sfor

min

g sc

hool

s do

cum

ent t

o ge

t som

e id

eas

of h

ow

spac

e is

use

d, te

chni

cal l

angu

age,

e.

g. m

ezza

nine

, ent

ranc

e, m

ulti-

purp

ose.

Lo

ok a

t des

igns

, ide

as e

tc.

Plan

ning

the

cont

ent o

f the

●

pres

enta

tion.

Ask

pup

ils to

co

nsid

er th

e au

dien

ce fo

r the

ir pr

esen

tatio

n he

adte

ache

r, bu

ildin

gs g

over

nor/a

rchi

tect

, cr

eativ

e co

nsul

tant

, etc

. Ord

er

of p

rese

ntat

ion,

US

P, d

ivis

ion

of p

rese

ntat

ion

and

whi

ch

feat

ures

they

will

high

light

and

th

e la

ngua

ge th

ey w

ill us

e,

ensu

ring

the

bala

nce

betw

een

pers

uasi

ve a

nd a

utho

ritat

ive.

O

utco

mes

: Lis

t of s

kills

nee

ded

for

a go

od p

rese

ntat

ion

usin

g pe

rsua

sion

; ban

k of

use

ful

tech

nica

l and

per

suas

ive

lang

uage

to

use

in p

rese

ntat

ion;

refle

ctiv

e lo

g.Le

sson

6:

Rem

ind

pupi

ls o

f fea

ture

s of

●

effe

ctiv

e pr

esen

tatio

n, in

clud

ing

disc

ussi

on o

f fur

ther

fact

ors

to

cons

ider

: tim

e lim

it/w

hat’s

ac

hiev

able

/wha

t is

real

istic

pu

rpos

e of

pre

sent

atio

n (a

tast

er

of th

eir d

esig

n/ id

ea.

Han

dout

10a

: Med

ium

-term

pla

n fo

r Eng

lish

(con

tinue

d)




56

Rem

ind

clas

s of

ele

men

ts o

f orig

inal

●

visi

on s

tate

men

t tha

t mus

t be

met

(the

su

cces

s cr

iteria

– ‘i

nspi

re’,

‘nur

ture

’, ‘c

omm

unity

’).In

thre

es g

ener

ate

a ra

nge

of d

esig

n

●

idea

s, to

incl

ude

an ‘i

nfor

mat

ion

pro-

form

a’ (n

ot p

ersu

asiv

e at

this

poi

nt) o

f cl

ear,

fact

ual i

nfor

mat

ion

and

appr

opria

te

basi

c pl

an (n

ot s

ketc

h). M

atch

this

to th

e th

ree

core

ele

men

ts, p

lus

the

desi

gn

spec

. fro

m le

sson

2.

Out

com

es: f

actu

al, w

ritte

n sp

ecifi

catio

n re

port

/grid

(tem

plat

e pr

ovid

ed) a

nd b

asic

fo

otpr

int p

lan.

Info

rmat

ive

only

at t

his

poin

t. R

eflec

tive

log.

Less

on 4

Mod

el c

once

pt o

f a m

ood

boar

d as

a w

ay

●

of c

aptu

ring

and

pres

entin

g de

sign

idea

s.Id

entif

y cr

iteria

for e

ffect

ive

pres

enta

tion

●

of m

ood

boar

d.Pu

pils

allo

cate

role

s an

d re

spon

sibi

litie

s

●

with

in th

e gr

oup

to c

over

bud

get,

inte

rior

desi

gn a

nd e

xter

nal s

truct

ure.

Look

at t

hree

diff

eren

t spe

ech

●

open

ings

(30

seco

nds

for e

ach)

an

d as

k pu

pils

to id

entif

y fe

atur

es

for t

heir

own

pres

enta

tion.

Ask

th

em to

iden

tify

the

diffe

renc

es in

th

e sp

eech

es.

Pupi

ls w

rite

thei

r ow

n 30

-sec

ond

●

open

ing

and

shar

e w

ith a

noth

er

trio

and

refin

e if

need

ed.

Pupi

ls p

repa

re p

rese

ntat

ions

in

●

trios

– n

otes

(not

writ

ten

pros

e to

be

read

out

) with

sup

port

reso

urce

s as

requ

ired.

Em

phas

ise

the

impo

rtanc

e of

tim

e.Ad

d ch

alle

nge

by in

trodu

cing

●

addi

tiona

l fun

ds to

dev

elop

ou

tsid

e of

are

a. M

ake

deci

sion

s ab

out c

ore

fact

ors

to g

et a

cros

s.

Use

goo

d ne

gotia

tion/

disc

ussi

on

skills

to re

focu

s/re

vise

.R

un re

hear

sed

pres

enta

tions

to

●

anot

her t

rio.

Han

dout

10a

: Med

ium

-term

pla

n fo

r Eng

lish

(con

tinue

d)


57

00878-2008DOM-EN



57

Han

dout

10a

: Med

ium

-term

pla

n fo

r Eng

lish

(con

tinue

d)

Pupi

ls d

iscu

ss a

nd m

ake

deci

sion

s ab

out

●

the

bala

nce

betw

een

text

s an

d im

ages

for

thei

r boa

rd a

nd id

entif

y re

sour

ces

they

will

need

for t

he ta

sk, e

.g. c

olou

r sw

atch

es,

digi

tal p

hoto

s of

the

bloc

k, p

hoto

s fu

rnitu

re.

Teac

her s

uppo

rting

thre

e gr

oups

in le

sson

●

thro

ugh

guid

ed s

essi

on.

Shar

ing

of id

eas

thro

ugh

sust

aine

d

●

plen

ary

andt

o cl

arify

suc

cess

crit

eria

for

an e

ffect

ive

moo

d bo

ard.

Hom

ewor

k: g

roup

s to

com

plet

e m

ood

boar

ds fo

r les

son

5.O

utco

me:

Out

line

of d

esig

ned

moo

d bo

ard.

Teac

her p

oses

the

ques

tion

on

●

how

are

they

goi

ng to

end

thei

r pr

esen

tatio

ns. T

hey

have

30

seco

nds

to le

ave

a po

sitiv

e im

pres

sion

on

the

pane

l. G

athe

r ide

as a

nd a

sk p

upils

to

●

iden

tify

the

appr

oach

they

will

take

.Fe

edba

ck b

etw

een

trios

; rev

ise

●

and

redr

aft i

n lig

ht o

f com

men

ts

and

initi

al s

ucce

ss c

riter

ia.

Teac

her s

hare

s cr

iteria

the

pane

l

●

will

use

for a

sses

sing

thei

r pr

esen

tatio

ns a

nd p

upils

iden

tify

whi

ch a

spec

ts th

ey w

ill ne

ed to

im

prov

e on

bef

ore

the

next

le

sson

.O

utco

mes

: Pla

n/sc

ript f

or

pres

enta

tion

with

tim

ings

; refl

ectiv

e lo

g/ev

alua

tion

of p

roce

ss a

nd

chan

ges

mad

e.



59

00878-2008DOM-EN



59

Han

dout

10b

: Byp

ass

unit

plan

Byp

ass

for

Mel

brid

geU

nit d

escr

iptio

nTh

e pr

oces

s sk

ills, w

hich

ena

ble

lear

ners

to ta

ckle

a p

robl

em, w

ill be

dev

elop

ed b

y un

derta

king

the

task

of p

lann

ing

to b

uild

a s

wim

min

g po

ol a

nd th

en a

pplie

d to

des

igni

ng a

byp

ass

for t

he v

illage

of

Mel

brid

ge.

Gro

up ta

rget

ing:

func

tiona

l ski

lls

Leve

l 2

Leng

th

4–6

less

ons

in to

tal

The

prob

lem

and

teac

hing

for f

unct

iona

l ski

lls L

evel

2 le

arne

rs n

eed

to b

e co

nstru

cted

to p

rogr

ess

tow

ards

the

follo

win

g:

‘In s

ome

resp

ects

the

cont

ext i

s un

fam

iliar t

o th

e le

arne

r, an

d th

e si

tuat

ion

or p

robl

em n

eeds

to b

e id

entifi

ed. T

he

mat

hem

atic

s de

man

ded

may

not

be

obvi

ous

in a

ll si

tuat

ions

and

ther

e w

ill be

non

-rou

tine

aspe

cts

to th

e si

tuat

ion

or p

robl

em.

Met

hods

may

invo

lve

seve

ral s

teps

and

requ

ire id

entifi

catio

n of

und

erly

ing

mat

hem

atic

al s

truct

ures

and

way

s of

des

crib

ing

them

. Gui

danc

e m

ay b

e pr

ovid

ed b

ut c

hoic

es a

re in

depe

nden

tly m

ade

and

eval

uate

d.’




60

Lear

ning

obj

ectiv

esG

rade

Lear

ning

out

com

es

Mat

hem

atic

s Ye

ar 1

0 M

PA o

bjec

tives

(n

ew p

rogr

amm

e of

stu

dy)

Repr

esen

ting:

com

pare

and

eva

luat

e re

pres

enta

tions

; exp

lain

the

feat

ures

sel

ecte

d an

d ju

stify

the

choi

ce o

f re

pres

enta

tion

in re

latio

n to

the

cont

ext

Ana

lysi

ng –

usi

ng m

athe

mat

ical

reas

onin

g:id

entif

y a

rang

e of

stra

tegi

es a

nd a

ppre

ciat

e th

at

mor

e th

an o

ne a

ppro

ach

may

be

nece

ssar

y;

expl

ore

the

effe

cts

of v

aryi

ng v

alue

s an

d lo

ok fo

r in

varia

nce

and

cova

rianc

e in

mod

els

and

repr

esen

tatio

ns; e

xam

ine

and

refin

e ar

gum

ents

, co

nclu

sion

s an

d ge

nera

lisat

ions

; …

Ana

lysi

ng –

use

app

ropr

iate

mat

hem

atic

al

proc

edur

es:

With

in th

e ap

prop

riate

rang

e an

d co

nten

t:

mak

e ac

cura

te m

athe

mat

ical

dia

gram

s, c

alcu

late

ac

cura

tely,

sel

ectin

g m

enta

l met

hods

or c

alcu

latin

g de

vice

s as

app

ropr

iate

; man

ipul

ate

num

bers

, al

gebr

aic

expr

essi

ons

and

equa

tions

, and

app

ly

rout

ine

algo

rithm

s; u

se a

ccur

ate

nota

tion,

reco

rd

met

hods

, sol

utio

ns a

nd c

oncl

usio

ns; e

stim

ate,

ap

prox

imat

e an

d ch

eck

wor

king

.

(Ent

er G

CS

E

grad

es fo

r ob

ject

ives

, w

here

ap

prop

riate

.)

Mat

hem

atic

al fu

nctio

nal s

kills

sta

ndar

ds:

A le

arne

r can

, whe

n:

Repr

esen

ting:

reco

gnis

e th

at a

situ

atio

n ha

s as

pect

s th

at c

an b

e

●

repr

esen

ted

usin

g m

athe

mat

ics

mak

e an

initi

al m

odel

of a

situ

atio

n us

ing

suita

ble

●

form

s of

repr

esen

tatio

n

sele

ct th

e m

athe

mat

ical

info

rmat

ion

to u

se

● Ana

lysi

ng:

use

appr

opria

te m

athe

mat

ical

pro

cedu

res

●

chan

ge v

alue

s an

d as

sum

ptio

ns o

r adj

ust

●

rela

tions

hips

to s

ee th

e ef

fect

s on

ans

wer

s in

the

mod

el

find

resu

lts a

nd s

olut

ions

.

● In p

artic

ular

at L

evel

2, l

earn

ers

can:

unde

rsta

nd ro

utin

e an

d no

n-ro

utin

e pr

oble

ms

in a

●

wid

e ra

nge

of fa

milia

r and

unf

amilia

r con

text

s an

d si

tuat

ions

iden

tify

the

situ

atio

n or

pro

blem

and

the

●

mat

hem

atic

al m

etho

ds n

eede

d to

tack

le it

sele

ct a

nd a

pply

a ra

nge

of m

athe

mat

ics

to fi

nd

●

solu

tions

draw

con

clus

ions

and

pro

vide

mat

hem

atic

al

●

just

ifica

tions

.


61

00878-2008DOM-EN



61

Prio

r kno

wle

dge

Key

mat

hem

atic

al te

rms

and

nota

tion

The

pupi

ls w

ill ne

ed to

be

secu

re in

thei

r und

erst

andi

ng a

nd

appl

icat

ion

of m

athe

mat

ical

pro

cedu

res

up to

NC

leve

l 6,

whi

ch th

ey m

ay d

raw

from

whi

le u

nder

taki

ng th

e ta

sk,

espe

cial

ly:

carr

y ou

t cal

cula

tions

with

num

bers

of a

ny s

ize

in

●

prac

tical

con

text

s

unde

rsta

nd, u

se a

nd c

alcu

late

ratio

and

pro

porti

on,

●

incl

udin

g pr

oble

ms

invo

lvin

g sc

ale

add

and

subt

ract

frac

tions

; add

, sub

tract

, mul

tiply

and

●

divi

de d

ecim

als

to a

giv

en n

umbe

r of d

ecim

al p

lace

s

use,

con

vert

and

calc

ulat

e us

ing

met

ric a

nd, w

here

●

appr

opria

te, i

mpe

rial m

easu

res

colle

ct a

nd re

pres

ent d

iscr

ete

and

cont

inuo

us d

ata,

●

usin

g IC

T w

here

app

ropr

iate

use

and

inte

rpre

t sta

tistic

al m

easu

res,

tabl

es a

nd

●

diag

ram

s, fo

r dis

cret

e an

d co

ntin

uous

dat

a, u

sing

ICT

whe

re a

ppro

pria

te

use

stat

istic

al m

etho

ds to

inve

stig

ate

situ

atio

ns.

● Ta

ken

from

the

cove

rage

and

rang

e at

Lev

el 2

in th

e fu

nctio

nal s

kill

stan

dard

s.

Wor

ds s

uch

as re

sour

ces

have

diff

eren

t mea

ning

s w

hen

used

in

geo

grap

hy a

nd m

athe

mat

ics.

Thi

s ne

eds

to b

e ca

refu

lly

hand

led.




62

Wha

t com

es n

ext –

con

nect

ions

to o

ther

topi

cs a

nd u

nits

This

uni

t is

part

of a

geo

grap

hy G

CS

E s

ylla

bus

and

conc

erns

furth

er d

evel

opm

ent o

f the

KS

3 ke

y co

ncep

t:

1.6

Envi

ronm

enta

l int

erac

tion

and

sust

aina

ble

deve

lopm

ent

Und

erst

andi

ng th

at th

e ph

ysic

al a

nd h

uman

dim

ensi

ons

of th

e en

viro

nmen

t are

inte

rrel

ated

and

toge

ther

influ

ence

en

viro

nmen

tal c

hang

e.

This

uni

t exp

ects

the

appl

icat

ion

of th

e fo

llow

ing

skills

.

Func

tiona

l Eng

lish

Spea

king

and

list

enin

gLe

vel 2

: M

ake

a ra

nge

of c

ontri

butio

ns to

dis

cuss

ions

and

mak

e ef

fect

ive

pres

enta

tions

in a

wid

e ra

nge

of c

onte

xts.

Cov

erag

e an

d ra

nge:

liste

n to

com

plex

info

rmat

ion

and

give

a re

leva

nt, c

ogen

t res

pons

e in

app

ropr

iate

lang

uage

●

pres

ent i

nfor

mat

ion

and

idea

s cl

early

and

per

suas

ivel

y to

oth

ers

●

adap

t con

tribu

tions

in d

iscu

ssio

ns to

sui

t aud

ienc

e, p

urpo

se a

nd s

ituat

ion

●

mak

e si

gnifi

cant

con

tribu

tions

to d

iscu

ssio

ns, t

akin

g a

rang

e of

role

s an

d he

lpin

g to

mov

e di

scus

sion

forw

ard

to re

ach

●

deci

sion

s.

Func

tiona

l IC

TD

evel

op, p

rese

nt a

nd co

mm

unic

ate

info

rmat

ion:

Leve

l 2:

ente

r, de

velo

p an

d fo

rmat

info

rmat

ion

inde

pend

ently

to s

uit i

ts m

eani

ng a

nd p

urpo

se, i

nclu

ding

: tex

t and

tabl

es, i

mag

es,

1. nu

mbe

rs, r

ecor

ds

brin

g to

geth

er in

form

atio

n to

sui

t con

tent

and

pur

pose

2. pr

esen

t inf

orm

atio

n in

way

s th

at a

re fi

t for

pur

pose

and

aud

ienc

e.3.


63

00878-2008DOM-EN



63

Phas

e 1

How

will

this

be

pha

sed?

How

will

the

pupi

ls le

arn?

How

will

the

lear

ning

em

erge

?H

ow w

ill

this

be

adju

sted

?N

otes

Build

ing

the

skills

nee

ded

to ta

ckle

an

unfa

milia

r and

co

mpl

ex

prob

lem

(mat

hem

atic

s)

Star

ters

Set t

he s

cene

for t

he ta

sk a

nd

intro

duce

the

task

(see

abo

ve

for t

he le

vel o

f dem

and

requ

ired,

th

eref

ore

the

leve

l of g

uida

nce

give

n to

Lev

el 2

lear

ners

).

Usi

ng m

ini-w

hite

boar

ds

esta

blis

h ke

y qu

estio

ns to

ask

ab

out t

he ta

sk.

Exp

lain

why

they

are

un

derta

king

the

prob

lem

and

th

e le

arni

ng o

bjec

tives

.

Mai

nPr

escr

ibe

the

grou

p m

embe

rshi

p.

Usi

ng th

e re

adin

g im

ages

type

ac

tivity

, tak

e th

e ke

y qu

estio

ns

into

the

grou

p w

ork

to u

se a

s th

e st

artin

g po

int t

o fil

l in

the

seco

nd b

ox. D

one

as a

gro

up.

Use

min

i-ple

nary

to e

xem

plify

an

d ex

tend

.

Que

stio

ning

and

exp

lain

ing

to c

larif

y th

e st

rate

gies

of t

he g

roup

to

unde

rsta

nd (f

amilia

rity)

and

acc

ess

(com

plex

ity) t

he ta

sk.

Que

stio

ning

, mod

ellin

g an

d de

mon

stra

ting

to li

nk th

e qu

estio

ns

to u

sing

mat

hem

atic

al p

roce

dure

s to

so

lve

the

prob

lem

(tec

hnic

al

dem

and)

.

Gro

up w

ork

to le

arn

from

eac

h ot

her

as th

ey u

nrav

el th

e ta

sk (c

ompl

exity

) an

d m

ove

to a

dec

isio

n as

to th

e fir

st

ques

tion

to a

nsw

er (i

ndep

ende

nce)

.

Exp

lain

ing

and

ques

tioni

ng o

f the

fin

anci

al p

roje

ctio

ns (t

echn

ical

de

man

d) to

the

grou

p.

Ass

essm

ent o

ppor

tuni

ties:

Dur

ing

the

ques

tioni

ng, g

roup

wor

k ph

ase

and

final

ple

nary

lear

ners

will

be e

xpec

ted

to ju

dge

thei

r co

mpe

tenc

e w

ith:

Use

qu

estio

ning

to

initi

ally

elic

it a

way

forw

ard

with

the

task

s an

d en

cour

age

the

grou

p to

sh

are

idea

s.

If m

ore

supp

ort

is n

eede

d us

e gu

ided

gro

up

wor

k by

sup

port

teac

her(s

) in

scaf

fold

ing

of

the

task

.




64

Mov

ing

onto

the

seco

nd b

ox,

link

the

key

ques

tions

to th

e m

athe

mat

ical

pro

cedu

res

(cov

erag

e/ra

nge)

that

will

be

need

ed to

ans

wer

the

ques

tions

.

Fina

l ple

nary

Thin

k ab

out w

hat y

ou h

ave

done

toda

y. ‘H

ow w

ould

this

w

ay o

f thi

nkin

g he

lp to

stru

ctur

e th

e w

ay y

ou ta

ckle

any

pr

oble

m?

Wha

t is

diffi

cult

abou

t so

lvin

g th

is ty

pe o

f pro

blem

? C

an y

ou s

hare

any

stra

tegi

es

that

you

hav

e de

velo

ped

toda

y th

at y

ou c

ould

tran

sfer

to s

olvi

ng

othe

r “op

en-e

nded

” pro

blem

s lik

e th

is?’

Mak

e an

exp

licit

link

for t

he

lear

ners

to th

e ne

xt le

sson

.

unde

rsta

ndin

g ro

utin

e an

d no

n-

●

rout

ine

prob

lem

s in

a w

ide

rang

e of

fam

iliar a

nd u

nfam

iliar c

onte

xts

and

situ

atio

ns

iden

tifyi

ng th

e si

tuat

ion

or

●

prob

lem

and

the

mat

hem

atic

al

met

hods

nee

ded

to ta

ckle

it.

They

will

also

be

aske

d to

refle

ct o

n th

ese

at th

e en

d of

the

less

on.


65

00878-2008DOM-EN



65

Phas

e 2

How

will

th

is b

e ph

ased

?H

ow w

ill th

e pu

pils

lear

n?H

ow w

ill th

e le

arni

ng e

mer

ge?

How

will

this

be

adju

sted

?N

otes

App

lyin

g th

e sk

ills

deve

lope

d in

tack

ling

a pr

oble

m to

th

e by

pass

pr

oble

m fo

r M

elbr

idge

(g

eogr

aphy

)

Star

ters

Mak

e th

e lin

k fro

m th

e pr

evio

us

mat

hem

atic

s le

sson

and

exp

lain

how

the

skills

are

goi

ng to

be

used

in th

e ge

ogra

phy

less

on.

Esta

blis

h th

e ta

sk a

nd th

e pu

rpos

e. L

ink

the

geog

raph

ical

lear

ning

obj

ectiv

es to

the

task

and

how

mat

hem

atic

s is

goi

ng to

su

ppor

t its

lear

ning

.

Mai

nU

se th

e sa

me

read

ing

imag

es ty

pe

diag

ram

and

the

sequ

ence

for i

ts u

se.

Und

erta

ke th

e pr

oble

m in

the

sam

e se

quen

ce li

nkin

g th

e m

athe

mat

ical

pr

oced

ures

(tec

hniq

ues)

that

nee

d to

be

appl

ied

to s

olve

the

prob

lem

.

Use

min

i-ple

nary

dur

ing

the

sequ

ence

to

link

the

key

ques

tions

to th

e ge

ogra

phic

al

lear

ning

and

how

mat

hem

atic

s ai

ded

solv

ing

the

prob

lem

.

Mak

e lin

ks fr

om w

hat w

as le

arne

d in

m

athe

mat

ics

to th

e ne

xt m

athe

mat

ics

and

geog

raph

y le

sson

s.

Que

stio

ning

to

mak

e lin

ks w

ith th

e m

athe

mat

ics

and

geog

raph

y le

arni

ng

obje

ctiv

es.

Mod

ellin

g an

d qu

estio

ning

to

furth

er d

evel

op th

e sk

ills o

f app

licat

ion

of m

athe

mat

ics.

Gro

up w

ork

to

supp

ort t

he fi

rst

phas

es o

f tac

klin

g th

e pr

oble

m a

nd

then

in b

egin

ning

to

sol

ve th

e ta

sk.

Use

ICT

in

begi

nnin

g to

tack

le

the

prob

lem

.

Use

que

stio

ning

by

teac

her i

nitia

lly

to e

licit

a w

ay

forw

ard

with

the

task

.

Use

exp

lain

ing

to

build

re

pres

enta

tion

and

anal

ysis

ski

lls if

th

e gr

oup’

s lin

kage

of

mat

hem

atic

al

proc

edur

es to

the

task

is to

o lo

w in

th

e le

vel o

f te

chni

cal d

eman

d.

If m

ore

supp

ort i

s ne

eded

use

gu

ided

gro

up w

ork

with

the

teac

her

prov

idin

g m

ore

scaf

fold

ing

of th

e ta

sk. (

This

nee

ds

to b

e pl

anne

d an

d pr

edic

ted.

)

Acce

ss to

a la

ptop

.




66

Phas

e 3

– in

dra

ft

How

will

this

be

pha

sed?

How

will

the

pupi

ls le

arn?

How

will

the

lear

ning

em

erge

?

How

will

this

be

adju

sted

?N

otes

Refi

ning

ap

plic

atio

n an

d in

terp

reta

tion

skills

by

usin

g th

e M

elbr

idge

by

pass

pr

oble

m

(mat

hem

atic

s)

Brie

fly:

The

first

pha

se fr

om ta

cklin

g th

e pr

oble

m (r

epre

sent

ing)

to b

eing

abl

e to

do

the

prob

lem

(app

licat

ion)

will

be

disc

usse

d by

the

two

teac

hers

and

the

next

pha

se o

f act

ually

doi

ng th

e pr

oble

m

to it

s pr

esen

tatio

n co

nclu

sion

will

be

deve

lope

d.

This

may

incl

ude

activ

ity w

here

the

teac

her m

odel

s ho

w to

take

a q

uest

ion

from

a b

igge

r pro

blem

and

app

ly

mat

hem

atic

al p

roce

dure

s to

sol

ve it

.

Phas

e 4

– in

dra

ft

How

will

this

be

phas

ed?

How

will

the

pupi

ls le

arn?

How

will

the

lear

ning

em

erge

?H

ow w

ill th

is b

e ad

just

ed?

Not

es

Pres

entin

g to

th

e pl

anni

ng

boar

d (g

eogr

aphy

)

Brie

fly:

This

pha

se w

ill be

the

pupi

ls a

ctua

lly d

oing

thei

r pr

esen

tatio

ns to

the

plan

ning

boa

rd.

The

mat

hem

atic

al p

roce

ss s

kills

will

dire

ctly

rela

te to

the

qual

ity o

f pr

esen

tatio

ns a

chie

ved.

The

geog

raph

y te

ache

r will

also

be

able

to a

sses

s th

e un

ders

tand

ing

and

appl

icat

ion

of th

at s

ubje

ct’s

sp

ecifi

c le

arni

ng o

bjec

tives

.


67

00878-2008DOM-EN



67

Han

dout

10c

: Med

ium

-term

pla

n fo

r IC

T

ICT

unit

plan

N

umbe

r of l

esso

ns

18U

nit t

itle:

ICT

Skill

s fo

r bus

ines

sYe

ar g

roup

:10

Ove

rvie

w:

In th

is u

nit l

earn

ers

deve

lop

a ra

nge

of b

usin

ess

docu

men

ts th

at a

re fi

t for

pur

pose

and

that

m

eet t

he re

quire

men

ts la

id o

ut in

the

asse

ssm

ent o

bjec

tives

for t

he c

ours

e.

Fram

ewor

k re

fere

nce:

3.

1 Fi

tnes

s fo

r pur

pose

, 4.1

Eva

luat

ing

wor

k

Wha

t prio

r kno

wle

dge

do

pupi

ls b

ring

with

them

?Pr

ior l

earn

ing

will

have

dev

elop

ed u

nder

stan

ding

abo

ut fi

tnes

s fo

r pur

pose

and

aud

ienc

e,

crite

ria to

dev

elop

wor

k an

d le

arne

rs w

ill ha

ve d

evel

oped

and

use

d co

mm

on fo

rms

and

conv

entio

ns in

a p

aper

-bas

ed m

ediu

m.

Key

voc

abul

ary:

Targ

et a

udie

nce,

pur

pose

, suc

cess

crit

eria

, doc

umen

tatio

n, s

oftw

are-

spec

ific

voca

bula

ry

(e.g

. whi

tesp

ace,

wid

ows

and

orph

ans,

layo

ut, f

ont,

colo

ur, f

ram

e), f

eedb

ack,

eva

luat

ion.

Pote

ntia

l mis

conc

eptio

ns:

Pupi

ls m

ight

thin

k…

It do

esn’

t mat

ter w

hat d

ocum

ents

look

like

.I c

an m

ake

my

own

deci

sion

s ab

out t

he la

yout

and

con

tent

of a

bus

ines

s do

cum

ent.

Spel

ling

and

punc

tuat

ion

aren

’t im

porta

nt.

Fitn

ess

for p

urpo

se is

abo

ut h

ow I

feel

abo

ut a

bus

ines

s do

cum

ent.

I do

not n

eed

to th

ink

abou

t the

aud

ienc

e w

hen

prep

arin

g bu

sine

ss d

ocum

ents

.

Key

que

stio

ns/d

ialo

gue:

How

do

we

know

wha

t an

audi

ence

nee

ds?

Wha

t ran

ge o

f doc

umen

ts d

oes

the

busi

ness

nee

d?W

hat’s

the

diffe

renc

e be

twee

n a

wor

d-pr

oces

sed

docu

men

t and

one

that

is p

rodu

ced

in

DTP

sof

twar

e?Is

the

size

of a

n im

age

impo

rtant

?H

ow d

o yo

u kn

ow if

you

’ve

been

suc

cess

ful?




68

Ass

essm

ent o

ppor

tuni

ties:

Out

com

es o

f int

erne

t sea

rchi

ng fo

r bus

ines

s do

cum

ents

Dev

elop

men

t of a

ppro

pria

te lo

goC

reat

ion

of b

usin

ess

docu

men

tsTe

stin

gU

ser d

ocum

enta

tion

Pres

enta

tions

Ev

alua

tion

of le

arni

ng

Lear

ning

obj

ectiv

es

(Pup

ils g

et b

ette

r at…

)

Goo

d w

orki

ng p

ract

ices

, inc

ludi

ng th

e or

gani

satio

n of

file

s us

ing

appr

opria

te fi

le a

nd d

irect

ory/

fold

er n

ames

and

the

regu

lar b

acki

ng u

p of

file

sFe

atur

es o

f em

ail s

oftw

are

Met

hods

of s

earc

hing

for i

nfor

mat

ion

on th

e in

tern

etM

etho

ds o

f int

egra

ting

diffe

rent

type

s of

file

into

a d

ocum

ent o

r pre

sent

atio

nTh

e ap

prop

riate

sof

twar

e to

use

for d

iffer

ent t

asks

Met

hods

of s

torin

g, re

triev

ing

and

anal

ysin

g da

ta

Lear

ning

out

com

es –

Pupi

ls c

an

Cre

ate

busi

ness

doc

umen

ts to

mee

t the

nee

ds o

f spe

cifie

d au

dien

ces

Mee

t est

ablis

hed

crite

riaD

evel

op, t

est a

nd re

fine

thei

r bus

ines

s do

cum

ents

Mak

e ap

prop

riate

cho

ices

in la

yout

, con

tent

and

app

eara

nce

Cre

ate

sim

ple

crite

ria fo

r the

ir do

cum

ents

Use

thei

r ow

n an

d gi

ven

crite

ria to

eva

luat

e th

e ef

fect

iven

ess

of th

eir d

ocum

ents

Han

dout

10c

: Med

ium

-term

pla

n fo

r IC

T (c

ontin

ued)


69

00878-2008DOM-EN



69

Con

text

:(p

ut a

X in

th

e co

ntex

t be

ing

used

)

Dem

and:

(Indi

cate

whe

ther

H, M

, L

dem

and

for t

he fo

ur a

reas

)

Wor

k an

d ed

ucat

ion

XFa

mili

arity

H

Com

mun

ity, c

itize

nshi

p an

d en

viro

nmen

tC

ompl

exity

M

Med

ia a

nd c

omm

unic

atio

nsTe

chni

cal d

eman

dH

whe

n us

ing

softw

are

that

is n

ew

to th

em

M fo

r sof

twar

e us

ed

durin

g K

ey S

tage

3

Fam

ily, h

ome

and

soci

al is

sues

Inde

pend

ence

L/M

ICT

FS (B

uild

) D

evel

op, p

rese

nt a

nd c

omm

unic

ate

info

rmat

ion:

3.1

wor

k ac

cura

tely

and

pro

ofre

ad, u

sing

sof

twar

e fa

cilit

ies

whe

re a

ppro

pria

te fo

r the

task

3.2

prod

uce

info

rmat

ion

that

is fi

t for

pur

pose

and

aud

ienc

e us

ing

acce

pted

layo

uts

as

app

ropr

iate

4.1

eval

uate

the

effe

ctiv

enes

s of

ICT

tool

s to

mee

t pre

sent

atio

n ne

eds

4.2

revi

ew a

nd m

odify

wor

k as

it p

rogr

esse

s to

ens

ure

the

resu

lt is

fit f

or p

urpo

se

and

audi

ence

ICT

FS (A

pply

ing)

Use

ICT

syst

ems:

1.1

use

corr

ect p

roce

dure

s to

sta

rt an

d sh

ut d

own

an IC

T sy

stem

1.2

use

a co

mm

unic

atio

n se

rvic

e to

acc

ess

the

inte

rnet

1.3

sele

ct a

nd u

se s

oftw

are

appl

icat

ions

to m

eet n

eeds

and

sol

ve g

iven

pro

blem

s1.

4 re

cogn

ise

and

use

inte

rface

feat

ures

effe

ctiv

ely

to m

eet n

eeds

1.5

adju

st s

yste

m s

ettin

gs a

s ap

prop

riate

to in

divi

dual

nee

ds2.

1 us

e IC

T to

pla

n an

d or

gani

se w

ork

3.1

wor

k w

ith fi

les

and

fold

ers

to o

rgan

ise,

sto

re a

nd re

triev

e in

form

atio

n

Han

dout

10c

: Med

ium

-term

pla

n fo

r IC

T (c

ontin

ued)

Ass

essm

ent o

ppor

tuni

ties:

Out

com

es o

f int

erne

t sea

rchi

ng fo

r bus

ines

s do

cum

ents

Dev

elop

men

t of a

ppro

pria

te lo

goC

reat

ion

of b

usin

ess

docu

men

tsTe

stin

gU

ser d

ocum

enta

tion

Pres

enta

tions

Ev

alua

tion

of le

arni

ng

Lear

ning

obj

ectiv

es

(Pup

ils g

et b

ette

r at…

)

Goo

d w

orki

ng p

ract

ices

, inc

ludi

ng th

e or

gani

satio

n of

file

s us

ing

appr

opria

te fi

le a

nd d

irect

ory/

fold

er n

ames

and

the

regu

lar b

acki

ng u

p of

file

sFe

atur

es o

f em

ail s

oftw

are

Met

hods

of s

earc

hing

for i

nfor

mat

ion

on th

e in

tern

etM

etho

ds o

f int

egra

ting

diffe

rent

type

s of

file

into

a d

ocum

ent o

r pre

sent

atio

nTh

e ap

prop

riate

sof

twar

e to

use

for d

iffer

ent t

asks

Met

hods

of s

torin

g, re

triev

ing

and

anal

ysin

g da

ta

Lear

ning

out

com

es –

Pupi

ls c

an

Cre

ate

busi

ness

doc

umen

ts to

mee

t the

nee

ds o

f spe

cifie

d au

dien

ces

Mee

t est

ablis

hed

crite

riaD

evel

op, t

est a

nd re

fine

thei

r bus

ines

s do

cum

ents

Mak

e ap

prop

riate

cho

ices

in la

yout

, con

tent

and

app

eara

nce

Cre

ate

sim

ple

crite

ria fo

r the

ir do

cum

ents

Use

thei

r ow

n an

d gi

ven

crite

ria to

eva

luat

e th

e ef

fect

iven

ess

of th

eir d

ocum

ents




70

4.1

min

imis

e ph

ysic

al s

tress

4.2

keep

info

rmat

ion

secu

re4.

3 un

ders

tand

the

dang

er o

f com

pute

r viru

ses

and

how

to m

inim

ise

risk

4.4

unde

rsta

nd th

e ne

ed to

sta

y sa

fe a

nd to

resp

ect o

ther

s w

hen

usin

g IC

T-ba

sed

com

mun

icat

ion

Mat

hem

atic

s FS

(App

lyin

g)no

ne

Engl

ish

FS (A

pply

ing)

Spea

king

and

list

enin

g: T

ake

full

part

in fo

rmal

and

info

rmal

dis

cuss

ions

/exc

hang

esW

ritin

g: W

rite

docu

men

ts to

com

mun

icat

e in

form

atio

n, id

eas

and

opin

ions

usi

ng fo

rmat

s

and

styl

es s

uita

ble

for t

heir

purp

ose

and

audi

ence

Teac

hing

str

ateg

ies

and

activ

ities

O

utlin

e –

teac

hing

con

tent

and

app

roac

hes

Key

que

stio

ns

Less

on 1

O

rgan

isin

g w

ork

Mod

ellin

g go

od w

orki

ng p

ract

ices

with

file

s, d

irect

orie

s/fo

lder

s an

d su

b-di

rect

orie

s/su

b-fo

lder

s; le

arne

rs b

egin

to b

uild

ski

lls in

this

are

a

Less

on 2

Se

tting

up

file

stru

ctur

es

Build

ing

and

appl

ying

ski

lls –

lear

ners

are

to h

ave

a st

ruct

ure

set u

p in

thei

r wor

k ar

ea fo

r the

ent

ire c

ours

eR

evie

w o

f nam

ing

and

savi

ng c

onve

ntio

ns

Less

ons

3 +

4 U

sing

app

ropr

iate

softw

are,

sel

ect a

nd

use

tool

s an

d fa

cilit

ies

to d

ownl

oad

files

/in

form

atio

n

Use

sea

rch

engi

nes

effe

ctiv

ely

to fi

nd s

peci

fic in

form

atio

n on

the

inte

rnet

Eval

uate

val

idity

of i

nfor

mat

ion

dow

nloa

ded,

e.g

. rel

iabi

lity

of s

ourc

e, a

ge o

f in

form

atio

nC

opy

and

past

e te

xt a

nd g

raph

ics

from

the

inte

rnet

in c

ompl

ianc

e w

ith c

opyr

ight

D

ownl

oad

grap

hic

and

text

file

s in

com

plia

nce

with

cop

yrig

htU

se a

nd o

rgan

ise

book

mar

ks a

nd fa

vour

ites

Teac

her m

odel

s th

e te

chni

ques

requ

ired

in th

e ch

osen

sof

twar

eIn

pai

rs, p

upils

beg

in to

impl

emen

t the

ir ow

n so

lutio

n

Han

dout

10c

: Med

ium

-term

pla

n fo

r IC

T (c

ontin

ued)


71

00878-2008DOM-EN



71

Less

ons

5–12

Sele

ct a

nd u

se to

ols

and

faci

litie

s in

wor

d pr

oces

sing

or D

TP

softw

are

to p

rodu

ce a

va

riety

of b

usin

ess

docu

men

ts

Doc

umen

t typ

es, e

.g.:

lette

rbu

sine

ss c

ard

flyer

new

slet

ter

invo

ice

mem

oag

enda

repo

rtm

inut

es

Tool

s an

d fa

cilit

ies:

Ente

r tex

t, ta

bles

, im

ages

usi

ng th

e ke

yboa

rd, m

ouse

or o

ther

inpu

t dev

ice

Form

at d

ocum

ents

incl

udin

g, te

xt (f

ont,

styl

e, s

ize)

, par

agra

ph (j

ustifi

catio

n,

inde

nts,

line

spa

cing

, tab

s), b

ulle

ted

and

num

bere

d lis

ts, p

age

brea

ksIn

sert

head

ers

and

foot

ers

Inse

rt fie

lds,

incl

udin

g da

te a

nd d

ocum

ent i

nfor

mat

ion

Edit

docu

men

ts u

sing

inse

rt, d

elet

e, c

ut, c

opy

and

past

e fu

nctio

nsIm

port

tabl

es, g

raph

ic im

ages

, gra

phs

and

char

ts c

reat

ed in

oth

er s

oftw

are

Car

ry o

ut a

mai

lmer

geU

se s

pellin

g an

d gr

amm

ar c

heck

ers

Proo

fread

doc

umen

ts to

det

ect e

rror

s no

t cor

rect

ed b

y th

e sp

ellc

heck

er

Han

dout

10c

: Med

ium

-term

pla

n fo

r IC

T (c

ontin

ued)



73

00878-2008DOM-EN



73

Handout 11: Observation sheetUse this sheet to observe the video sequence and the extent to which the following are demonstrated.

Key question CommentsWhere do you see evidence that pupils have secured or internalised their learning?

Is there any evidence that learners were developing skills through applying them? If so where?

What specific functional skills are evident and at what level?

How could this teaching sequence have exploited further the application of skills across the range of functional English, mathematics and ICT?



75

00878-2008DOM-EN



75

Handout 12: An overview of the four core modules provided by the National StrategiesThe National Strategies are providing four modules that are specifically for the school sector. They will form the core of the support to schools. They build on CPD undertaken in 2007 and complement the Secondary Framework training in English, mathematics and ICT by focusing on pedagogy, progression and assessment.

Each module has been deigned to last two and a half hours and will be supported by online materials that subject leaders and practitioners can access to cascade to appropriate colleagues. Modules 1 and 2 are available for delivery in the autumn term 2008 and modules 3 and 4 in the spring term 2009.

Overview of the modulesAvailable for delivery in the autumn term 2008

Module 1 Teaching functional skills: from building to applying skillsFocus:

Using video clips to ●

exemplify skills building within the English, mathematics and ICT classroom

Developing appropriate ●

pedagogies and practice within Key Stage 4 English, Mathematics and ICT qualifications

Module 2 Teaching functional skills: within real, purposeful and relevant contexts

Focus:The selection, transfer and ●

application of skills by the learner to solve problems in unfamiliar contexts

Developing learner ●

confidence and independent mastery

This module will build in work introduced in SLDMs 10 and 11




76

Available for delivery in the spring term 2009

The modules will have generic activities and will then divide into material that will support the delivery of functional English, mathematics or ICT.

It is envisaged that the four modules will be delivered flexibly by local authority consultants. For example, two modules can be combined to form a full day of training or they can be delivered as a series of half-day or twilight sessions. Alternatively a module could be adapted and integrated into larger consortia or local authority events.

E-learningThe face-to-face sessions will be accompanied by online versions of all four modules (plus a short introductory module) to give greater flexibility in delivery and support a blended approach to training and development within centres. The e-learning for modules 1 and 2 and the introduction will be available at the end of December 2008, with e-learning for modules 3 and 4 accessible at the end of February 2009. The e-learning modules will also be distributed on a DVD-ROM as part of the training in spring 2009.

The e-learning/DVD-ROM can be used:

by subject leaders prior to face-to-face dissemination; ●

during group cascade sessions as part of the dissemination; ●

by individuals and pairs of teachers as a support tool for post-delivery refresher ●

training.

Module 3 Teaching functional skills: assessing progress

Focus:Using day-to-day, periodic ●

and formal assessment to support progression and to know when a learner is ready for summative assessment

Module 4 Teaching functional skills: from Entry level to Level 1

Focus:Meeting the learning ●

requirements of Entry-level learners

Securing progression, with a ●

particular focus on Entry 3 to Level 1

This module will build on work introduced in SLDM 12


77

00878-2008DOM-EN

Introduction to functional skills functional skills support programme


77




78


79

00878-2008DOM-EN



79



81

00878-2008DOM-EN


81

Module 2: Teaching functional skills – from building to applying skills

AcknowledgementsPages 45–48 – Edexcel CAM Diploma Unit 1 Draft version (3 March 2008) copyright © Edexcel Limited 2008. Used with kind permission

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