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Functional SkillsSupport Programme
Ctct dthe Blt Evet
This booklet has been produced orteachers o Principal Learning in theDiploma in Construction and the Built
Environment, at any level. It assumesthat, while you are not a unctional skillsspecialist, you have a basic knowledgeand understanding o unctional skillsand their central role in the Diploma.
Fctlll Dpl
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3appche t the delvef fctl ll
These are exciting times or the Construction and Built Environmentindustry, with a huge range o high-profle projects taking place
now and in the uture. It is essential that the industry attracts
the right people with the right skills to meet this challenge.The new unctional skills will ensure that young people are able
to apply the theory o mathematics, English and ICT to real
working situations. Their introduction into the 1419 curriculum
will be key to ensuring a larger, better prepared pool o recruits
or employers like ourselves to build Britains uture.Chris Simpson, Training Manager, Wates Group
Experience shows that the most eective approaches to teaching and
learning unctional skills involve some degree o embedding into wider
programmes o learning. Learners are motivated when they nd that
improving their unctional skills helps them to do better in the rest o theirprogramme. They learn that these skills are transerable to many situations.
It is helpul to think in terms o our possible approaches to embedding
unctional skills in the Diploma in Construction and the Built Environment.*
Discrete delivery o unctional skills deeats the object o developing learners
ability to apply unctional skills in purposeul contexts. It is thereore likely that,
in the early stages o delivering the Diploma, your approach will be in the range
rom Partly embedded to Mostly embedded. The aim is to move towards
Fully embedded while retaining the emphasis on learners being able to transer
their skills to a wide range o contexts in education, work, and lie in general.
Crucially, whatever approach is taken in your centre or consortium,
you will need to plan how the functional skills will be integrated into
Construction and the Built Environment Principal Learning. This will
mean working in a team with other teachers, especially functional
skills teachers, as shown in the diagram opposite, and will require
the full support of your senior management or leadership team.
The activities on pages 49 show how you can provide opportunities
or learners to practise and apply unctional skills in your vocational
context. They ocus on teaching and learning selected aspects
o unctional skills; they are not designed to demonstrate all theskills specied in the standards, nor to satisy the assessment
requirements o a Diploma unit. You should adapt them to the
needs o your particular learners, and develop other activities o
your own. The planning tool on page 10 will help you with this.
Discrete
Functional skills are
taught by specialists
separately rom other
areas o the Diploma.
Partly embedded
Functional skills are
taught by specialists
and are fexibly
applied in a range o
Diploma contexts.
Mostly embedded
Functional skills are
taught by specialists,
and are reinorced and
applied in a range o
purposeul contexts
within and across theDiploma programme.
Fully embedded
Functional skills are
taught, developed
and applied by all
teachers across the
Diploma programme.
Learners use naturallyoccurring opportunities
or unctional skills
development.
*To nd out more about
these approaches and
how they might work
in your context, look
at Managing delivery
of functional skills
(LSIS, 2008).
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4
FM L1 Recognise that
a situation has aspectsthat can be represented
using mathematics
FE L1 Explore, using
eective questions
Dierentiation
Cooperative learning
PLTS teamworkers
FICT L1 Use ICT to
present ideas andto communicate and
exchange inormation
FE L1 Write a concise
report with appropriate
level o detail
PLTS creative thinkers
FM L1 Identiy and
obtain mathematicalinormation
Using e-learning
and technology
FICT L1 Select and useICT to present ideas and
to communicate and
exchange inormation
FE L1 Take ull part inormal and inormaldiscussions/exchanges
FM L1 Draw simple
conclusions and
give explanations
PLTS refective learners
idct ctvt:nbe ct Ctct d theBlt Evet
a
This activity will amiliarise learners
with unctional skills; in particular,
it will help them to identiy what
mathematics is needed to
tackle a particular problem in a
construction context. The ability
to make sense o situations andrepresent them mathematically
is an important process skill that
underpins unctional mathematics.
This problem-solving ability is
required throughout the Diploma
in Construction and the Built
Environment and in the workplace.
The intention is not that learners will
do maths, but that they will learn
to represent and analyse situations
by asking and discussing questionsthat encourage them to think
about the mathematics involved.
Lee wll:
become aware o and use1unctional skills in the context
o the Diploma in CBE
understand a situation and1choose a mathematical approach
to tackle the problem.
actvt 1
Suitable orFoundationDiploma
All units
Level 1
unctionalEnglish,mathematics,ICT.
The coloured text
shows some o the
opportunities todevelop unctional
skills and PLTS, anddraws attention
to the teaching
and learning
approaches that
are being usedin this activity.
FE
Functional English
FM
Functional
mathematics
FICT
Functional ICT
PLTS
Personal, learning
and thinking skills
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51Present learners with an image o a local iconic building. Ask small
groups to discuss: What mathematical questions could be asked
about the structure o this building? (eg What is the area o foor space?
What is the volume o the building?). Groups summarise their questions
on a fipchart, PowerPoint slide or interactive whiteboard (IWB), and
explain and justiy their ideas. Use discussion to encourage more
complex questions, asking: Who? What? When? Where? How? Why?
Note language used and complexity o mathematical
ideas. Consider how to use this inormation to dierentiate
the session, eg how to group learners, provide support or
mathematical concepts, language or question construction.
2Do it yoursel. In small groups, learners photograph a building or
structure o their choice. You will need to manage the context, as the
building might be on or o site. Enable groups to transer images rom
camera or phone to a computer (and/or to print copies). Ask groups toproduce a drat 100-word description o their building, noting eg age,
size, unction, condition, construction method, and materials used.
3Groups generate questions or scenarios about their building which,
in part, need mathematical answers. Focus on open questions, asking:
Who? What? When? Where? How? Why? Scenarios may range rom the
age o the building to its overall foor area. Encourage learners at Higher
and Advanced Level to create more complex questions or scenarios.
4Groups exchange their images, text and questions with others, who
respond by deciding the sort o inormation needed to answer the
questions and how they would get it. Questions and answers
can be exchanged on paper or using ICT (eg PowerPoint, IWB,
email, Moodle, instant messaging or Google group). It may be
possible to extract the building rom Google Maps and create a
3D representation. This is an opportunity or you to observe their
ICT capabilities. You may need to manage available options.
5Groups take turns to lead a plenary discussion, deciding i
enough ideas have been generated to answer their questions
adequately and inviting improvements where necessary.
6To conclude, ask learners to:
consider the unctional skills and personal, learning and thinking1skills they have used and identiy how these supported their learning
refect on what they have learned, how they learned it, where they might1
use the skills and knowledge again, and how they need to improve.
Ete de
1Working individually,
learners produce a concise,
illustrated description
o their building that
includes answers to the
questions and possible
mathematical solutions.
1To cover all the process
skills in unctional
mathematics (represent,
analyse, interpret), learners
could, working individually
or in groups, ollow up
some o their questions
and test the answers. This
will involve selecting the
mathematics to use, nding
results and solutions,and interpreting and
communicating the results.
This part o the activity will
need to be dierentiated
by level o unctional skill.
uefl teetece
Embedding mathematics
www.nrich.maths.org/public/index.php
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6
Co-operative learning
PLTS teamworkers
FM L2 Understand routine
and non-routine problems
PLTS independent enquirers
ICT L2Access, search
or, select and use ICT-
based inormation
PLTS creative thinkers
FE L2 makesignicant contributions
to discussions, taking
a range o roles
ICT L2 Access, search or,select and use ICT-based
inormation and evaluate
its tness or purpose
FE L2 Compare, select,
read and understand
texts and use them togather inormation
ICT L2 Present inormation
in ways that are t orpurpose and audience
FE L2 make eective
presentations
PLTS eective participators
ICT L2 Bring togetherinormation to suit
content and purpose
Experiential learning
PLTS refective learners
udetd jb led epblte Ctct d theBlt Evet
a
This activity will give learners some
insight into the design o a large
sports complex and the team
responsible or its development.
Co-operative learning is most
eective when learners take on
particular roles and responsibilitiesin their group and contribute to
the overall aims o the group.
This activity models eective
teamwork in the workplace.
Lee wll:
understand the roles and1responsibilities o the
members o a design team
identiy career and qualication1pathways in Construction
and the Built Environment.
actvt 2
Suitable orHigherDiplomaUnits 1, 3, 5
Adaptable orFoundationor Advanced
Level 2unctionalEnglish,mathematics,ICT.
The coloured text
shows some o the
opportunities todevelop unctional
skills and PLTS, and
draws attention
to the teaching
and learningapproaches that
are being used
in this activity.
FE
Functional English
FM
Functional
mathematics
FICT
Functional ICT
PLTS
Personal, learning
and thinking skills
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71Ask learners, working in small groups, to list the acilities they would
like in a sports complex, and to identiy the inormation that would be
needed about each acility to inorm a design brie. For example, a
pool needs a water supply, waste management acilities, heating and
ventilation, and maintenance. This part o the task could include:
a survey to nd out the most popular acilities1research, with each learner (or pair o learners) taking responsibility or1nding inormation about a particular acility on behal o their group.
2
Take eedback and prompt urther thought on the design and
development process by asking questions such as: What do we
need to nd out next?; Who do we need to speak to?; What will
be the key stages in the design and construction o the complex?.
Use the activity Wheel o design and development (rom http://
teachingandlearning.qia.org.uk/tlp/cbe/resource/index.html) to develop
learners understanding o the design and construction process.You will need to download and prepare cards in advance.
3
Next, help learners to identiy and consider the proessionals involved in the
design and development process. Ask each learner (or pair o learners
to research a particular role, such as architect, structural engineer, building
services engineer, project manager (on-site), civil engineer, landscape
architect, quantity surveyor, planning ocer, building control ocer
Learners should decide which roles they will research and identiy or each:
their responsibilities in the design and construction process1
and what they do
the stages in the design and construction process at which1they are most important
the skills and qualications required to carry out their role1which other proessionals they need to talk to.1
4
Learners could present their ndings as:
posters to orm a semi-permanent display, possibly using1basic desktop publishing
role-plays that describe the responsibilities, skills and1qualications o proessionals
PowerPoint presentations with embedded voice recordings1made on mobile phones.
At Advanced Level, learners might develop dialogues between
proessionals and explain why this communication is important.
5
To conclude, ask learners to:
consider the unctional skills and personal, learning and thinking1
skills they have used and identiy how these supported their learning
refect on what they have learned, how they learned it, where they might1use the skills and knowledge again, and how they need to improve.
Ete de
1 Explore the Teaching and
Learning Programme activity:
Roles and responsibilities
http://teachingandlearning.
qia.org.uk/tlp/cbe/
resource/index.html1 Plan a visit to a
sports complex to test
out design ideas.
1 Continue to develop a
design brie or the sports
complex, or example
by creating outline and
scale drawings and
researching construction
methods and materials.
1 At Advanced level, learnersmight research career
paths in major companies,
other job roles involved,
and the role and range o
proessional institutions.
uefl teetece
ConstructionSkills
Bconstructive
www.bconstructive.co.uk
Energy & Utility Skillswww.euskills.co.uk
Asset Skills
www.assetskills.org
Connexions
www.connexions-
direct.com/jobs4u
Teaching and Learning
Programme: The
personnel in CBE
http://teachingandlearning.qia.org.uk/tlp/cbe/
resource/index.html
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8
FE L1 Take ull part inormal and inormal
discussions/ exchanges
PLTS creative thinkers
Dierentiation
FE L2 listen to
complex inormation
and give a relevant
cogent response
FE L1 Present inormation/
points o view clearly and
in appropriate language
FE L1 make relevant
contributions to
discussions, respondingappropriately to others
Co-operative learning
PLTS using e-learning
and technology
ICT L1 present
inormation in ways
that are t or purpose
and audience
ICT L1 Access, search or,
select and use ICT-based
inormation and evaluate
its tness or purpose
FE L1 Read and
understand arange o texts
PLTS refective learners
Relating theory to practice
PLTS refective learners
sptlht eplblt Ctct dthe Blt Evet
a
This activity will help learners
prepare to get the most out o
work experience or work-related
learning. It helps to build learners
expectations o the workplace
and their place in it. In order to
help learners to make links in theirlearning, the activity might be
integrated in project work or in
projects linked to work experience.
Lee wll:
identiy and prioritise the essential1attributes o employability
create personalised learning1targets or employability skills
during work experience.
actvt 3
Suitable orFoundationDiploma
All unitsAdaptableor Higher orAdvanced
Level 1unctionalEnglish, ICT.
The coloured text
shows some o the
opportunities todevelop unctional
skills and PLTS, and
draws attention
to the teaching
and learningapproaches that
are being used
in this activity.
FE
Functional English
FM
Functional
mathematics
FICT
Functional ICT
PLTS
Personal, learning
and thinking skills
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91Ask learners, working in small groups, to take the role o employers and
brainstorm at least ten important attributes or characteristics that employees
should have. Encourage learners to draw on their own and others experiences.
At Higher or Advanced levels, learners might group the attributes under the
headings skills, knowledge and attitudes. In discussion, develop learners
understanding o these concepts and agree denitions, such as:skill:1 the ability to do something
knowledge:1 inormation and skill acquired
attitude:1 a way o thinking or eeling.
2Combine the lists rom each group and, in discussion, agree a shortlist
o the 11 or 12 attributes that learners consider the most important,
and agree the wording or each. Learners must make a good case
or their shortlist. Make a card or each o the shortlisted attributes.
3Ask learners, working in pairs, to arrange nine o the attributes as a
Diamond nine * with the most important at the top, the least important
at the bottom. It cannot be completed unless learners are condent
o their own understanding and the rationale or their decisions.
4Learners can use ICT to create a sel-assessment checklist o these
attributes as they prepare or work experience. Using a scale o 15
or each attribute, ask: How condent am I now?; How do I know?;
What is the evidence?.
This helps learners to identiy the attributes they need to work on
during work experience.
5Next, learners can develop learning targets in their individual
education/learning plan, including clear strategies or reaching them.
This might require some research, eg about employment legislation
and employees responsibilities and rights in the workplace.
6On their return rom work experience, learners can use their
sel-assessment checklist as a ormative assessment tool and
as a measure o increasing condence and competence.
7To conclude, ask learners to:
consider the unctional skills and personal, learning and thinking skills1they have used, and identiy how these supported their learning
refect on what they have learned, how they learned it, where they might1use the skills and knowledge again, and how they need to improve.
Ete de
When preparing or work
experience, learners
might invite an employer
to visit their centre.
They could use their
employability checklist to:
1 check employers
expectations
1 think o questions thatthey want to ask about
the workplace and the
skills, knowledge and
attitudes that employers
will expect o them.
* A Diamond nine
looks like this:
uefl teetece
Employabilitywww.lsneducation.
org.uk/les/
EmployabilityWriteUp.ppt
Employment
responsibilities
and rights
http://teachingandlearning.
qia.org.uk/
teachingandlearning
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10 Fctl ll the Dpl Ctct d the Blt Evetple pl tl
The planning tool below provides a structure or planning a Diploma activity that
integrates unctional skills (FS). Note that it starts rom the Diploma activity and
that the unctional skills are naturally required to complete the activity. It is a
mistake to distort a Diploma activity simply to ensure that it includes unctional
skills. As shown in the example completed below, the tool enables you to:
speciy the Diploma activity and evidence requirements1
identiy the unctional skills needed to carry out the activity1
decide which aspects o unctional skills you will ocus on1
identiy the resources, including support rom colleagues, that you will need1
identiy the teaching and learning activities and any materials that1you will need.
Activity:
Understanding job roles and responsibilities
in Construction and the Built Environment
Diploma: Construction and the Built Environment
Level: Higher PL units: 1, 3 and 5
Functional skill level: Level 2
Learning
outcomes
FS required FS focus FS support/
resources
Teaching and
learning activities;
materials
Demonstrate
understanding
o basic design
process or acomplex structure
and the roles
o the team o
proessionals
responsible.
English
Take part1in inormal
discussionsin a group.
Communicate1ndings through
role play and
posters.
Mathematics
Take1measurements
and create scale
drawings.
ICT
Use ICT to1select, access
and interpret
inormation
about job roles.
For small group
work, learners
need to understand
that discussioninvolves:
respecting1others points
o view
taking turns1to speak
moving the1discussion
orward by making
constructive
suggestions.
FS English
specialist to plan
skill-building
activities inpreparation or
small group work,
with a ocus on
the skills required
or taking part
in discussions.
Survey o1preerred options
or sports acilities.
Research the1requirements
o acilities.
Teaching1and Learning
Programmes
sequencing activity:
Wheel o design
and development.
Allocate jobs1and research job
roles o members
o design and
development team.
The aspects oeach FS neededto achieve the PL
unit outcomes
Problem-based
activities relevant
to the PL unit topractise and apply
the FS needed
FS specialist
support/
resources needed
to reinforce FS
development
What the
learner must
produce as the
outcome of the
PL unit
Aspects o
FS development
needing particular
support (based
on initial/early
assessment o
learners)
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CIMS 090001GR
ISBN 9781845727871
Crown copyright 2009
Version 2
Produced by the Department
or Children, Schools and
Families (www.dcs.gov.uk).
Extracts rom this document
may be reproduced or
non-commercial research,
education or training purposes
on the condition that the
source is acknowledged
as Crown copyright, the
publication title is specied,
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 whichis identied as being the
copyright o a third party.
The Learning and Skills ImprovementService (LSIS) and the National Strategies(Secondary) are jointly managing theFunctional Skills Support Programme(FSSP), on behal o the Department orChildren, Schools and Families (DCSF).The Programme provides materials,
training and advice or sta in centresinvolved in the unctional skills pilot.For urther inormation, please contact theunctional skills helpline on 0870 872 8081or [email protected]