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The Coalition Government took office on 11 May 2010. This publication was published prior to that date and may not reflect current government policy. You may choose to use these materials, however you should also consult the Department for Education website www.education.gov.uk for updated policy and resources.

Introduction to Functional Skills


14-19 Reforms

14-19 Reforms 14-19Reforms

14-19Reforms


First published in 2009 Ref: 00543-2009DOM-EN

Disclaimer

The Department for Children, Schools and Families wishes to make it clear that the Department and its agents accept no responsibility for the actual content of any materials suggested as information sources in this publication, whether these are in the form of printed publications or on a website.

In these materials, icons, logos, software products and websites are used for contextual and practical reasons. Their use should not be interpreted as an endorsement of particular companies or their products.

The websites referred to in these materials existed at the time of going to print.

Please check all website references carefully to see if they have changed and substitute other references where appropriate.

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The National Strategies | SecondaryIntroduction to Functional Skills

00543-2009DOM-EN© Crown copyright 2009

Handout 1: Functional skills are…

about competency•about creating independent learners•nothing new•a bolt-on to the curriculum•workplace skills•transferable•interesting•fun•technically demanding•the responsibility of three key departments•essential for economic well-being•skills for life•for learners everywhere•creative•time-consuming•about mastery•to create more assessment opportunities•coursework under a different guise•contextualised•a subset of the revised National Curriculum programme of study•about learning through application•not for high achievers•for success in learning•important for problem-solving•to meet the needs of employers•essential for GCSE success•a key tool in the personalisation agenda•about literacy, numeracy and using computers•costly•a replacement for key skills•needed for degree-level study•about progression•for the less academic•separate from the revised National Curriculum programme of study•

The National Strategies | SecondaryIntroduction to Functional Skills


Handout 2: Functional skills (diamond 9)

9The National Strategies | Secondary Introduction to Functional Skills


Handout 3: Functional skills – a brief introduction

What are functional skills?Functional skills in English, mathematics and information and communication technology (ICT) have been designed to help learners gain the most out of life, learning and work. They are learning tools that enable people:

to apply their knowledge and understanding to everyday life•to engage competently and confidently with others•to solve problems in both familiar and unfamiliar situations•to develop personally and professionally as positive citizens who can actively contribute to society.•

Why are functional skills important?‘The term “functional” should be considered in the broad sense of providing learners with the skills and abilities they need to take an active and responsible role in their communities, everyday life, the workplace and educational settings.’ (Functional skills standards, QCA 2007).

The functional skills standards provide a single ladder of achievement from Entry 1 to Level 2 that is available to all learners from Key Stage 3 upwards, whatever learning pathway they are taking. The standards support learners in building, developing and consolidating skills that can be applied and transferred to a range of contexts, both within and beyond the classroom. The focus is on securing skills that can be used in learning, work and everyday life.

To ensure that young people secure the right foundation of English, mathematics and ICT skills needed for progression into employment, achievement of functional skills at particular levels will also be compulsory requirements within a range of other qualifications. For example, functional skills:

will be required at Level 1 for a Foundation Diploma and at Level 2 for a Higher or •Advanced Diploma

form a mandatory part of Progressions Pathways within the Foundation Learning Tier •will replace key skills within apprenticeships from 2010 onwards•will be embedded in the GCSE criteria for English, mathematics and ICT for teaching from •September 2010 and assessments from 2012 onwards.

What are the functional skills standards?The functional skills standards are technical documents that define and differentiate the skill requirements for the functional skills qualifications. The standards used during the pilot phase will be incorporated into the Skills Criteria for the Functional Skills Qualifications and there will be minor changes to those used during the pilot phase. These will be published in Autumn 2009. For functional skills assessment, learner performance will be measured on a pass/fail basis at five levels: Entry 1, Entry 2, Entry 3, Level 1 and Level 2. Learners are not required to move sequentially through each level but to take the functional skills qualification at the appropriate level when they are ready to do so.

The standards explain the difference between the levels for each of the qualifications. They recognise that skills are demonstrated through their performance and that difficulty and level of demand are determined by four main factors or differentiators.

The National Strategies | Secondary Introduction to Functional Skills

10

© Crown copyright 200900543-2009DOM-EN

How is progression between levels determined?Progression between levels is determined by the four differentiators referred to above. These are the:

complexity of situations and activities•learner’s level of familiarity with the task or activity•technical demand associated with these activities•level of independence with which a learner can complete the activity.•

Each of these differentiators is explained in more detail within the functional skills standards.

Where do I go for further information and support?Functional skills qualifications are currently in the second year of a three-year pilot that involves over 2000 centres. They will be available nationally from September 2010 but are currently live qualifications for learners in the functional skills pilot and for those embarking on Diploma programmes from September 2008. QCA is leading on the pilot and further information relating to the functional skills standards and the amplification document relating to these standards can be found at: www.qca.org.uk/qca_6066.aspx

In addition, further information relating to the role of functional skills within the revised National Curriculum Key Stages 3 and 4 can be found at:

www.curriculum.qca.org.uk/key-stages-3-and-4/index.aspx

The Learning and Skills Improvement Service and the National Strategies are jointly responsible for delivering the functional skills support programme. This programme is charged with preparing practitioners to be fully competent and confident to teach functional skills. Support is free and available to all centres participating in the QCA pilot, including:

schools •colleges •work-based learning providers •Foundation Learning Tier pilot centres •offender learning •adult and community learning and other centres. •

For more information visit the Standards Site at: http://nationalstrategies.standards.dcsf.gov.uk or the Excellence Gateway at: www.excellence.qia.org.uk/159670

http://nationalstrategies.standards.dcsf.gov.uk



Han

dout

4: R

efle

ctiv

e lo

gSe

ssio

nKe

y le

arni

ng p

oint

sIt

ems

for a

ctio

n

1. A

n ov

ervi

ew o

f fun

ctio

nal s

kills

2. F

unct

iona

l ski

lls s

tand

ards

3. R

evie

win

g le

sson

pla

ns

4. N

ext s

teps



Engl

ish

Han

dout

5: C

over

age

and

rang

e st

atem

ents

Spea

king

and

list

enin

g

Use

tech

niqu

es to

cla

rify

and

conf

irm

unde

rsta

ndin

g.

Giv

e ow

n po

int o

f vie

w a

nd li

sten

to a

nd re

spon

d ap

prop

riate

ly to

oth

ers’

poi

nts

of v

iew

.

Use

form

al a

nd in

form

al la

ngua

ge a

s ap

prop

riate

.

Follo

w th

e m

ain

poin

ts o

f dis

cuss

ions

and

mak

e re

leva

nt c

ontr

ibut

ions

, res

pect

ing

othe

rs’ t

urn-

taki

ng ri

ghts

.

In fa

mili

ar fo

rmal

and

info

rmal

exc

hang

es a

nd

disc

ussi

ons.

Spea

king

and

list

enin

g

Mak

e re

leva

nt c

ontr

ibut

ions

to d

iscu

ssio

ns,

resp

ondi

ng a

ppro

pria

tely

to o

ther

s.

Prep

are

for a

nd c

ontr

ibut

e to

form

al

disc

ussi

on o

f ide

as a

nd o

pini

ons.

Be fl

exib

le in

dis

cuss

ion,

mak

ing

diff

eren

t ki

nds

of c

ontr

ibut

ion.

Pres

ent i

nfor

mat

ion/

poin

ts o

f vie

w c

lear

ly a

nd

in a

ppro

pria

te la

ngua

ge.

In fo

rmal

and

info

rmal

exc

hang

es a

nd

disc

ussi

ons.

Spea

king

and

list

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g

List

en to

com

plex

info

rmat

ion

and

give

a re

leva

nt,

coge

nt re

spon

se 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.

Ada

pt c

ontr

ibut

ions

in d

iscu

ssio

ns to

sui

t aud

ienc

e,

purp

ose

and

situ

atio

n.

Mak

e si

gnifi

cant

con

trib

utio

ns to

dis

cuss

ions

, tak

ing

a ra

nge

of ro

les

and

help

ing

to m

ove

disc

ussi

on fo

rwar

d to

reac

h de

cisi

ons.

In a

wid

e ra

nge

of c

onte

xts,

incl

udin

g th

ose

that

in

volv

e ot

hers

who

are

unf

amili

ar.

Read

ing

Und

erst

and

the

mai

n po

ints

of t

exts

(inc

ludi

ng

diag

ram

s or

gra

phic

al re

pres

enta

tions

). W

ritte

n te

xts

are

of m

ore

than

one

par

agra

ph a

t thi

s le

vel.

Obt

ain

spec

ific

info

rmat

ion

thro

ugh

deta

iled

read

ing.

Scan

text

s an

d us

e or

gani

satio

nal f

eatu

res

to

loca

te in

form

atio

n (fo

r exa

mpl

e, c

onte

nts,

in

dex,

men

us).

Use

str

ateg

ies

to re

ad a

nd u

nder

stan

d te

xts

in d

iffer

ent f

orm

ats

(for e

xam

ple,

web

pag

e,

appl

icat

ion

form

).

In te

xts

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info

rm, i

nstr

uct,

des

crib

e an

d na

rrat

e, o

n pa

per a

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n sc

reen

.

Read

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Iden

tify

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mai

n po

ints

and

idea

s an

d ho

w

they

are

pre

sent

ed in

diff

eren

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ts.

Und

erst

and

text

s in

det

ail.

Read

and

und

erst

and

text

s an

d ta

ke

appr

opria

te a

ctio

n.

In a

rang

e of

text

s in

clud

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repo

rts,

in

stru

ctio

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expl

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n pa

per a

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Sele

ct a

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iffer

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form

atio

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form

atio

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eas

from

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rces

.

Iden

tify

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purp

oses

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men

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how

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eani

ng is

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veye

d.

Det

ect p

oint

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iew

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plic

it m

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nd/o

r bia

s.

Read

and

act

ivel

y re

spon

d to

diff

eren

t tex

ts (f

or

exam

ple,

repl

y to

eac

h po

int i

n a

lett

er o

f com

plai

nt).

In a

wid

e ra

nge

of te

xts

incl

udin

g re

port

s,

inst

ruct

iona

l, ex

plan

ator

y an

d pe

rsua

sive

text

s,

on p

aper

and

on

scre

en.


14


Wri

ting

Plan

, dra

ft a

nd o

rgan

ise

writ

ing.

Sequ

ence

writ

ing

logi

cally

and

cle

arly

.

Use

bas

ic g

ram

mar

incl

udin

g ap

prop

riate

ver

b te

nse

and

subj

ect/

verb

agr

eem

ent.

Spel

l cor

rect

ly a

nd c

heck

wor

k fo

r acc

urac

y.

In d

ocum

ents

suc

h as

form

s, e

mai

ls, l

ette

rs,

sim

ple

inst

ruct

ions

or s

hort

repo

rts,

on

pape

r an

d on

scr

een.

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ting

Writ

e cl

early

and

coh

eren

tly in

clud

ing

an

appr

opria

te le

vel o

f det

ail.

Pres

ent i

nfor

mat

ion

in a

logi

cal s

eque

nce.

Use

lang

uage

, for

mat

and

str

uctu

re s

uita

ble

for p

urpo

se a

nd a

udie

nce.

Use

cor

rect

gra

mm

ar in

clud

ing

subj

ect/

verb

ag

reem

ent a

nd c

orre

ct a

nd c

onsi

sten

t use

of

tens

e.

Proo

frea

d an

d re

vise

writ

ing

for a

ccur

acy

of

gram

mar

, pun

ctua

tion

and

spel

ling,

and

so

that

mea

ning

is c

lear

.

In a

rang

e of

doc

umen

ts o

n pa

per a

nd o

n sc

reen

.

Wri

ting

Pres

ent i

nfor

mat

ion/

idea

s co

ncis

ely,

logi

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and

pe

rsua

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ly.

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nfor

mat

ion

on c

ompl

ex s

ubje

cts

conc

isel

y an

d cl

early

.

Use

a ra

nge

of d

iffer

ent s

tyle

s of

writ

ing

for

diff

eren

t pur

pose

s.

Use

a ra

nge

of s

ente

nce

stru

ctur

es, i

nclu

ding

co

mpl

ex s

ente

nces

.

Punc

tuat

e ac

cura

tely

usi

ng c

omm

as, a

post

roph

es a

nd

inve

rted

com

mas

.

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re w

ritte

n w

ork

has

accu

rate

gra

mm

ar,

punc

tuat

ion

and

spel

ling,

and

that

mea

ning

is c

lear

.

In a

wid

e ra

nge

of d

ocum

ents

on

pape

r and

on

scr

een.



Entr

y 3

Leve

l 1Le

vel 2

Spea

king

and

list

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gSp

eaki

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nd li

sten

ing

Spea

king

and

list

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g

Read

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Writ

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Writ

ing

Writ

ing



Engl

ish

Han

dout

6: A

nsw

er sh

eet

Entr

y 3

Leve

l 1Le

vel 2

Spea

king

and

list

enin

g

Use

tech

niqu

es to

cla

rify

and

conf

irm

unde

rsta

ndin

g.

Giv

e ow

n po

int o

f vie

w a

nd li

sten

to a

nd re

spon

d ap

prop

riate

ly to

oth

ers’

poi

nts

of v

iew

.

Use

form

al a

nd in

form

al la

ngua

ge a

s ap

prop

riate

.

Follo

w th

e m

ain

poin

ts o

f dis

cuss

ions

and

mak

e re

leva

nt c

ontr

ibut

ions

, res

pect

ing

othe

rs’ t

urn-

taki

ng ri

ghts

.

In fa

mili

ar fo

rmal

and

info

rmal

exc

hang

es

and

dis

cuss

ions

.

Spea

king

and

list

enin

g

Mak

e re

leva

nt c

ontr

ibut

ions

to

disc

ussi

ons,

resp

ondi

ng a

ppro

pria

tely

to

oth

ers.

Prep

are

for a

nd c

ontr

ibut

e to

form

al

disc

ussi

on o

f ide

as a

nd o

pini

ons.

Be fl

exib

le in

dis

cuss

ion,

mak

ing

diff

eren

t kin

ds o

f con

trib

utio

n.

Pres

ent i

nfor

mat

ion/

poin

ts o

f vie

w

clea

rly a

nd in

app

ropr

iate

lang

uage

.

In fo

rmal

and

info

rmal

exc

hang

es

and

disc

ussi

ons.

Spea

king

and

list

enin

g

List

en to

com

plex

info

rmat

ion

and

give

a re

leva

nt, c

ogen

t re

spon

se in

app

ropr

iate

lang

uage

.

Pres

ent i

nfor

mat

ion

and

idea

s cl

early

and

per

suas

ivel

y

to o

ther

s.

Ada

pt c

ontr

ibut

ions

in d

iscu

ssio

ns to

sui

t aud

ienc

e, p

urpo

se

and

situ

atio

n.

Mak

e si

gnifi

cant

con

trib

utio

ns to

dis

cuss

ions

, tak

ing

a ra

nge

of ro

les

and

help

ing

to m

ove

disc

ussi

on fo

rwar

d to

re

ach

deci

sion

s.

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

.

Read

ing

Und

erst

and

the

mai

n po

ints

of t

exts

(inc

ludi

ng

diag

ram

s or

gra

phic

al re

pres

enta

tions

). W

ritte

n te

xts

are

of m

ore

than

one

par

agra

ph a

t thi

s le

vel.

Obt

ain

spec

ific

info

rmat

ion

thro

ugh

de

taile

d re

adin

g.

Scan

text

s an

d us

e or

gani

satio

nal f

eatu

res

to

loca

te in

form

atio

n (fo

r exa

mpl

e, c

onte

nts,

in

dex,

men

us).

Use

str

ateg

ies

to re

ad a

nd u

nder

stan

d te

xts

in d

iffer

ent f

orm

ats

(for e

xam

ple,

web

pag

e,

appl

icat

ion

form

).

In te

xts

that

info

rm, i

nstr

uct,

des

crib

e an

d na

rrat

e, o

n pa

per a

nd o

n sc

reen

.

Read

ing

Iden

tify

the

mai

n po

ints

and

idea

s an

d ho

w th

ey a

re p

rese

nted

in

diff

eren

t tex

ts.

Und

erst

and

text

s in

det

ail.

Read

and

und

erst

and

text

s an

d ta

ke

appr

opria

te a

ctio

n.

In a

rang

e of

text

s in

clud

ing

repo

rts,

in

stru

ctio

nal,

expl

anat

ory

and

pers

uasi

ve te

xts,

on

pape

r and

on

scr

een.

Read

ing

Sele

ct a

nd u

se d

iffer

ent t

ypes

of t

ext t

o ob

tain

re

leva

nt in

form

atio

n.

Read

and

sum

mar

ise

succ

inct

ly in

form

atio

n/id

eas

from

di

ffer

ent s

ourc

es.

Iden

tify

the

purp

oses

of t

exts

and

com

men

t on

how

ef

fect

ivel

y m

eani

ng is

con

veye

d.

Det

ect p

oint

of v

iew

, im

plic

it m

eani

ng a

nd/o

r bia

s.

Read

and

act

ivel

y re

spon

d to

diff

eren

t tex

ts (f

or e

xam

ple,

re

ply

to e

ach

poin

t in

a le

tter

of c

ompl

aint

).

In a

wid

e ra

nge

of te

xts

incl

udin

g re

port

s, in

stru

ctio

nal,

expl

anat

ory

and

pers

uasi

ve te

xts,

on

pape

r and

on

scr

een.


18


Wri

ting

Plan

, dra

ft a

nd o

rgan

ise

writ

ing.

Sequ

ence

writ

ing

logi

cally

and

cle

arly

.

Use

bas

ic g

ram

mar

incl

udin

g ap

prop

riate

ver

b te

nse

and

subj

ect/

verb

agr

eem

ent.

Spel

l cor

rect

ly a

nd c

heck

wor

k fo

r acc

urac

y.

In d

ocum

ents

suc

h as

form

s, e

mai

ls, l

ette

rs,

sim

ple

inst

ruct

ions

or s

hort

repo

rts,

on

pape

r an

d on

scr

een.

Wri

ting

Writ

e cl

early

and

coh

eren

tly in

clud

ing

an a

ppro

pria

te le

vel o

f det

ail.

Pres

ent i

nfor

mat

ion

in a

logi

cal

sequ

ence

.

Use

lang

uage

, for

mat

and

str

uctu

re

suita

ble

for p

urpo

se a

nd a

udie

nce.

Use

cor

rect

gra

mm

ar in

clud

ing

subj

ect/

verb

agr

eem

ent a

nd c

orre

ct a

nd

cons

iste

nt u

se o

f ten

se.

Proo

frea

d an

d re

vise

writ

ing

for

accu

racy

of g

ram

mar

, pun

ctua

tion

and

spel

ling

and

so th

at m

eani

ng is

cle

ar.

In a

rang

e of

doc

umen

ts o

n pa

per

and

on s

cree

n.

Wri

ting

Pres

ent i

nfor

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Engl

ish

Han

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nal E

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h co

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: Evi

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leve

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tiatio

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of fu

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pend

ence



English Handout 8: Sample lesson plan: Hazards ahead!Prior learning In previous lessons, pupils were not equipped to talk about conventions. They •

could cite examples but they did not have an understanding of the key features of writing to instruct or writing to advise and were not able to articulate the difference.

Pupils were able to use formal language when appropriate but struggled to find •standard English that was fit for purpose when writing for a ‘youth’ audience.

Learning outcome Pupils will be able to select appropriate conventions for writing to instruct and •writing to advise.

Pupils will be able to alter their register when writing to suit different occasions.•Standards 3.2.3 use a range of different styles of writing for different purposes

Pupils will be using skills in speaking and listening to develop skills in writing.

Build Give five pupils cards containing instructions: • stand up, sit down, open your books at page 14, turn to face the person sitting next to you, look out of the window…

Ask pupils to read the instruction on their card then model advice for the same: •Would you all mind standing up please? Could you please sit yourselves back down, thanks. Let’s get started by turning to page 14, OK? It might be a good idea for you all to turn and face the person sitting next to you. Will you all look out of the window in order to see…

Ask pupils to work in pairs to describe the difference between the •two approaches.

Feedback Draw out the ‘tentative’ voice, the extra layers of information given and the •polite, collaborative tone used in advice and draw out the use of the imperative, urgent tone and succinct language used in instruction.

Key words: • tentative, explanation, reasoning, polite, collaborative, imperative, urgent, succinct. Put the key words on the whiteboard and then ask pupils to explain the difference to a new partner using the key words appropriately.

Recap from previous lesson the importance of matching spoken and written •language to audience and purpose and explain that at Level 2, it is important for subtle differences in style to be understood.

Scenario You have invited two friends over. The front gate has just been painted. There is new •carpet in the hallway and you have been warned that if someone gets it dirty, they will have to clean it until it is immaculate or there will be no more visitors.


22


Task Contact your friends (email, text, phone) to warn them of the hazards ahead. •Ask pupils to work in groups of three to decide how they will approach the •problem, to discuss the requirements of the task and to try out a few ideas.

Share ideas as whole class and draw out the instruction features of ‘Watch the •paint on the gate’ and the advice features in ‘It would be a good idea to take your shoes off because…’.

Apply Look at the flier ‘• Teens taking it to the extreme’, which tells the reader about an exciting range of extreme sports offered by a company based in Zurich. Can you see examples of writing to advise? What features make it suitable for a ‘youth’ audience?

Evaluate use of ‘keep stum’ – i.e. fit for purpose in the way ‘withhold all •information’ would not be. (This refers to the offer of a parent travelling at half price!)

Write the text for a flier that is to warn young people about an increase in thefts •in a local cinema. Pupils might need reassurance that they could both advise and instruct.

Plenary Revisit the list of key words and discuss how the skills used in the lesson are •transferable to other situations.

Draw out the difference between standard English and formal register from •examples in the class.

Reflect on the extent to which the skills discussed are secure and what is needed •to enable all to use them independently.



Mathematics Handout 5: Process skillsAt Level 1 pupils/learners: Process Coverage/range

recognise that a situation has aspects that can be represented using mathematics

add, subtract, multiply and divide whole numbers using a range of mental methods

consider the appropriateness and accuracy of the results and conclusions

extract and interpret information from tables, diagrams, charts and graphs

choose appropriate language and forms of presentation to communicate results and conclusions

examine patterns and relationships

decide on the methods, operations and tools, including ICT, to use in a situation

understand and use equivalences between common fractions, decimals and percentages

draw conclusions in the light of the situation

solve problems requiring calculation, with common measures including money, time, length, weight, capacity and temperature



Mathematics Handout 6: AnswersProcess skills or coverage/range?

At Level 1 students/learners: Process Coverage/range

recognise that a situation has aspects that can be represented using mathematics

add, subtract, multiply and divide whole numbers using a range of mental methods

consider the appropriateness and accuracy of the results and conclusions

extract and interpret information from tables, diagrams, charts and graphs

choose appropriate language and forms of presentation to communicate results and conclusions

examine patterns and relationships

decide on the methods, operations and tools, including ICT, to use in a situation

understand and use equivalences between common fractions, decimals and percentages

draw conclusions in the light of the situation

solve problems requiring calculation with common measures including money, time, length, weight, capacity and temperature



Mathematics Handout 7: Entry 3, Level 1 and Level 2select and apply skills in an organised way to find solutions to practical problems for different purposes

understand practical problems in familiar and accessible contexts and situations

draw conclusions and provide mathematical justifications

interpret and communicate solutions to practical problems, drawing simple conclusions and giving explanations

begin to develop own strategies for solving problems

interpret and communicate solutions to practical problems in familiar and unfamiliar routine contexts and situations

use appropriate checking procedures and evaluate their effectiveness at each stage

understand practical problems in familiar and unfamiliar contexts and situations, some of which are non-routine

identify and obtain necessary information to tackle the problem

understand routine and non-routine problems in a wide range of familiar and unfamiliar contexts and situations

identify the situation or problem and the mathematical methods needed to tackle it

select and apply a range of skills to find solutions

select and apply mathematics to obtain answers to simple given practical problems that are clear and routine

interpret and communicate solutions to practical problems that are clear and routine

use simple checking procedures

use appropriate checking procedures at each stage


28


Entry 3 Level 1 Level 2



Mat

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els

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Mathematics Handout 9: Sample lesson plan: The new swimming pool – yes or no? This lesson plan is designed for learners in Key Stage 4 who are not confident with applying their skills in unfamiliar contexts.

Lesson 1 To support learners in building process skills

Learning objectives Compare and evaluate representations; explain the features selected and justify the choice of representation in relation to the context.

Learning outcomes Pupils build the process skills needed to enable them to understand a situation and choose an approach to tackle a problem.

English FS Take part in formal and informal discussions/exchanges•Mathematics FS Understand routine and non-routine problems in a wide range of familiar •

and unfamiliar contexts and situations

Identify the situation or problem and the mathematical methods needed •to tackle it

Resources Mini-whiteboards and marker pens

Half A3 flipchart paper and a range of different coloured marker pens for Reading Images activity

(For further information on Reading Images activities see Leading in Learning (LiL); go to www.standards.dcsf.gov.uk/nationalstrategies and search under the reference 0001-2006

Key vocabulary process skills, represent, model, analyse, interpret, communicate, complex, familiar

www.standards.dcsf.gov.uk/nationalstrategies


32


Teaching sequence Learning Time

Describing the problem and setting the scene

Show picture of a swimming pool with the following statement:

‘A company has a potential contract to dig and construct an outdoor swimming pool and the customer is anxious to complete the project within four weeks of the starting date. You are the project manager for the construction company. Can you deliver on time or should you recommend declining the contract?’

Using whiteboards, ask pupils to write a key question they would like to ask based on the prompt:

What do you need to know?•Pupils hold up whiteboards. Scan around; select one or two interesting responses. Briefly comment, praise and stress that this, the first step in solving the problem, involves the process skill representing, which involves making sense of situations.

Pupils begin to explore the problem and identify key questions which will inform their final decision. Pupils begin to develop skills to enable them to represent the problem using mathematics.

10 min

Explicitly sharing learning objectives with students

Why are we doing this? Take feedback and suggestions.

This activity will help you to develop strategies to ’visualize the situation‘ and begin to understand and tackle complex and unfamiliar problems.

Use the following key questions to help you.

What would you do first and why? •What information would you need? •What would you do if you did not have that information •and/or the skills to tackle the problem?

How could you transfer these skills across a range of •problems?

Reinforce that in this lesson we are particularly interested in how you tackle the problem, not just in the answer to the problem.

Pupils reflect on and develop their current understanding of how to begin to tackle complex and unfamiliar problems.

5 min




Developing strategies to start to tackle an unfamiliar and/or complex problem

Put learners into groups of three or four. Give each group an A2 piece of paper and ask them to reproduce the following diagram.

What mathematics will I need to use?

Key questions (see above list). Description of problem.

Problem could include a picture of a swimming pool.

Explain that this diagram will help them to represent further the problem by offering them a strategy which supports the creation of an initial model of the situation.

If possible give each group a different coloured pen to use in the later annotation of these diagrams. Learners begin to fill in the second box with questions stimulated by the initial class activity.

After 5 minutes, allow each group to ask you for one piece of additional information. Decide in advance what information you are prepared to give. If you decide not to provide information, groups will need to consider whether the information is crucial to solving the problem and, if it is, how they could go about finding that information. This will give pupils a further opportunity to make choices and decisions.

Allow another 5 minutes to complete their questions in the second box. Ask them to move on to the final box to consider the mathematics they will need to use in order to analyse the questions they have posed. Allow a further 10 minutes for this activity.

Pupils explain their thinking to each other, look for connections, develop reasoning and enhance their process skills.

Creative thinking is encouraged throughout.

Pupils begin to select the mathematics they will need to use to find solutions to the initial question.

20 min

Sharing good practice through peer assessment

Groups circulate and annotate other groups’ sheets. Encourage pupils to make formative comments that will help the other groups develop their model.

Pupils refine their model by restructuring their understanding to take account of different points of view.

10 min


34



Setting up an initial model

Ask groups to select an initial plan of action based on the question ’What would you do first and why?’

Ask them to consider the comments from other groups. Invite them to consider the mathematics they may need to use to implement their plan. Do they have the technical skills required? If not, do they think they would be able to learn/revise them or would they need to change their initial plan accordingly? Take feedback on the plans.

Explain that this phase is about interpreting and communicating the results of their earlier analysis of the problem.

Pupils apply restructured ideas to reinforce learning.

They are beginning to interpret and communicate the results of their earlier analysis of the problem.

10 min

Metacognitive plenary

Ask the pupils to think about what they have done today.

How would this way of thinking help to structure the •way you tackle any problem?

What is difficult about solving this type of problem?•Can you share any strategies that you have •developed today that you could transfer to solving other ’open-ended‘ problems like this?

Pupils begin to apply their understanding to their work and identify how they may improve their approaches to solving further practical problems in unfamiliar contexts, i.e. they are moving from ‘this is how I did the task’ to a more generalised ‘this is how you tackle tasks like this’.

10 min



ICT

Han

dout

5: S

kills

sta

ndar

ds

Man

age

info

rmat

ion

stor

age

Use

ICT

to p

lan

thei

r wor

k an

d ev

alua

te th

eir u

se o

f IC

T sy

stem

sTr

oubl

esho

otSe

lect

and

use

a v

arie

ty o

f sou

rces

of

info

rmat

ion

inde

pend

ently

to m

eet

need

s

Inte

ract

with

and

use

ICT

syst

ems

inde

pend

ently

to m

eet n

eeds

Sele

ct a

nd u

se IC

T to

com

mun

icat

e an

d ex

chan

ge in

form

atio

n sa

fely

, in

depe

nden

tly, r

espo

nsib

ly a

nd

effe

ctiv

ely

incl

udin

g st

orag

e of

m

essa

ges

and

cont

act l

ists

Use

ICT

to e

ffec

tivel

y pl

an w

ork

and

eval

uate

the

effe

ctiv

enes

s o

f the

ICT

syst

em u

sed

Sele

ct, i

nter

act w

ith a

nd u

se IC

T sy

stem

s in

depe

nden

tly fo

r a

com

plex

task

to m

eet a

va

riety

of n

eeds

Man

age

info

rmat

ion

stor

age

to

enab

le e

ffec

tive

retr

ieva

l

Sele

ct a

nd u

se IC

T to

com

mun

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e an

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ge in

form

atio

n sa

fely

, in

depe

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tly, r

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nsib

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and

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nd u

se a

var

iety

of s

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es

of in

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n in

depe

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Acc

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rch

for,

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se

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base

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Eval

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used

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Pres

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mea

ning

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pur

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37The National Strategies | SecondaryIntroduction to Functional Skills


ICT Handout 6: Functional skills gridLevel 1

Use ICT systems

Find and select information

Develop, present and communicate information


38


Level 2

Use ICT systems

Find and select information

Develop, present and communicate information



ICT Handout 7: Year 7 – Internet literacyLesson 4 Copyright

Learning objectives 1.2 Searching and selecting, fifth thread: Pupils recognise copyright and the impact on a variety of people

Learning outcomes Pupils are able to recognise copyright issues associated with downloading, sharing and using music, images and video

Pupils are able to apply these issues to their own work

ICT FS (Build) Find and select information, Level 1: 1.2 recognise copyright constraints on the use of information

ICT FS (Applying)

English FS (Applying) Speaking and listening: Take full part in formal and informal discussions/exchanges

Mathematics FS

(Applying)

Resources www.shapesoftime.net/pages/viewpage.asp?uniqid=13012 Information for teachers on copyright issues

Key vocabulary plagiarism, copyright, permission, author, creator, rights, downloading

Teaching sequence


Starter: Use and misuse

Distribute ICT and Law grid, and cards which describe scenarios to be placed under headings: Data protection, Computer misuse, Health and safety, Copyright. In small groups pupils place cards on the grid in the right column. Teacher circulates to confirm understanding, and uses direct questioning to ensure that pupils understand why each scenario is affected by data protection, computer misuse, health and safety, or copyright law.

Pupils confirm their understanding of how certain laws relate to the use of ICT.

10 min


40


Plagiarism

Teacher explains that the lesson will focus specifically on copyright law and that in order to do this they will review their work and look at plagiarism. Define plagiarism and explain it is socially unacceptable and morally wrong; material copied might be untrue or invalid, and material may not be understood. Ask for examples of how it might affect their work in school.

Pupils begin to relate issues explored in the starter activity to their own experiences in school.

5 min

Copyright

Review current understanding of copyright through whole-class discussion on downloading images from the internet.

Set up role-play activity by explaining that the class is going to discuss the issue of using music from the internet, looking at it from different points of view.

Pupils reflect on and use their current understanding of copyright.

5 min

Divide the class into six groups and allocate roles.

Each group will consider aspects of copyright from the point of view of their character.

Provide briefing cards to help them get into role.

Ask the groups to list key ideas.

Introduce panel questions.

Provide ‘expert’ answers to ensure correct interpretation of the issues.

Pupils’ views are challenged and discussed (cognitive conflict).

10 min

Select one representative from each group to form a ‘panel of experts’ to cover the range of roles.

Questions are put to the panel concerning copyright.

(Provide panel questions for rest of pupils.)

Pupils restructure their understanding to take account of different views.

10 min

Extend discussion to apply understanding to image or video.

Pupils apply restructured ideas to reinforce learning.

5 min

Plenary: ‘Top tips’ for research

Teacher pulls class together and asks pupils to add to and modify their ‘Top tips’ poster/list/card, responding to feedback. Teacher shares good examples with the whole group.

Pupils begin to apply their understanding to their work and identify how they may improve their approaches to searching and selecting in order to comply with copyright requirements.

5 min



Handout 10: Examples of real, purposeful and relevant contexts

Education Life Work

Within the subject Writing for real audiences, such as to a living poet

Lobbying on a particular issue, such as timing of the school day

Designing and pitching a board game

Researching for the school council on an issue, such as break-time facilities

Using poetry from a particular country to develop cultural understanding

Designing a web page that promotes safe and responsible ICT use

Personal finance, such as taking out a mortgage

Writing a CV and introductory letter to a local employer as preparation for work experience

Researching skills and qualifications required for a particular career

Preparing for and participating in ‘mock’ interviews run by members of the local community

Across the curriculum Developing revision materials for the school’s virtual learning environment

Enterprise, project-based work on, for example, setting up and marketing a new band or designing and selling a product

Using citizenship to engage in global issues such as the Make Poverty History campaign

Designing and implementing a cultural identity and diversity day/week

Fundraising for a particular charity

Designing active industry days

Using PSHE to develop financial literacy and explore aspects such as where money comes from, where money goes, and risk and return

Outside the school School trips

Clubs/hobbies

Awards, e.g. Sports leaders award, Duke of Edinburgh

School productions

Planning and delivering a community event

Setting up an internet radio station that pupils can use to discuss topical issues with the community

Voluntary, community work such as supporting vulnerable groups and the local environment

Part-time paid work

The National Curriculum website (www.curriculum.qca.org.uk/key-stages-3-and-4/index.aspx) contains further examples of purposeful contexts for the application of skills. These are presented as short case studies which are threaded across the site in subjects, functional skills links and cross-curricular dimensions.

www.curriculum.qca.org.uk/key-stages-3-and-4/index.aspx



Handout 11: The functional skills core training for schools

An introduction to functional skillsThe introduction covers the basic ideas in the development of applied learning skills that enable learners to use functional English, mathematics and ICT successfully in their lives, their further studies and in future employment.

From building to applying skills1.

This module focuses on successful pedagogy for skills development as learners build and apply functional skills. During problem solving, learners will then be capable of using these skills when there are specific levels of demand.

Real, purposeful and relevant contexts2.

This module defines what is meant by real, purposeful and relevant contexts, then examines the teaching that enables learners to transfer the skills developed to problem solve in these contexts.

Assessing progress3.

This module examines the progression of learners as functional skills are learned. It examines how progression in learner independence is planned for and how teachers’ Assessments for Learning strategies are used for functional skills development.

Entry level to Level 14.

This module focuses on pedagogies for developing functional skills with those learners who have barriers to effective learning, especially with these applied skills.

Demonstrating mastery5.

This module examines what is meant by the demonstration of mastery of functional skills and what opportunities need to be provided for this during problem solving.

Leading functional skills6.

Effective functional skills development relies upon good strategic leadership across a department, across a school and between consortia centres. This module looks at key strategies associated with leadership for successful functional skills development.

Modules 1–4 and the introduction to functional skills are available for face-to-face training.

All seven modules are available as e-learning at: www.standards.dcsf.gov.uk/nationalstrategies

www.standards.dcsf.gov.uk/nationalstrategies

Audience: Schools, Senior and Middle Leaders and Teachers Date of issue: 06-2009 Ref: 00543-2009DOM-EN

Copies of this publication may be available from: www.teachernet.gov.uk/publications

You can download this publication and obtain further information at: www.standards.dcsf.gov.uk

Copies of this publication may be available from: DCSF Publications PO Box 5050 Sherwood Park Annesley Nottingham NG15 ODJ Tel 0845 60 222 60 Fax 0845 60 333 60 Textphone 0845 60 555 60 email: [email protected]

© Crown copyright 2009 Published by the Department for Children, Schools and Families

Extracts from this document may be reproduced for non-commercial research, education or training purposes on the condition that the source is acknowledged as Crown copyright, the publication title is specified, it is reproduced accurately and not used in a misleading context.

The permission to reproduce Crown copyright protected material does not extend to any material in this publication which is identified as being the copyright of a third party.

For any other use please contact [email protected] www.opsi.gov.uk/click-use/index.htm

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