DIPLOMAS
Embedding
Functional Skills
Functional Skills are a mandatory component within the most recently developed
of the four pathways, the Diplomas
F
unctional Skills are a key element of Some Diplomas naturally lend themselves She explained: “Early diagnostic testing
the Diploma qualifications. better than others to the integration of as part of Diploma teaching means that
No student can gain a pass in a Functional Skills learning. In the Diploma in teachers can plan ahead for Functional Skills
Diploma without having gained Functional Creative and Media, for example, there are opportunities as part of their overall planning
Skills qualifications in English, mathematics good opportunities around the development for Diploma teaching.
and ICT, and they are a mandatory part of of communication skills, ICT skills and “A number of centres are planning a flexible
the generic learning component. Teaching aspects like managing budgets, which bring approach to teaching Functional Skills so
Functional Skills is also central to young mathematical skills into play. that provision is tailored to individual needs,
people’s employability and progression However, ultimately, all three Functional for example to focus on a specific skill or a
– success in these skills is seen as integral to Skills occur naturally as important skills particular group of students. The aim is to give
success in Diploma learning. underpinning learning whatever the chosen young people the opportunity to be successful
Candidates will be required to pass Level line of learning. The requirement for good at each of the separate skills.”
1 in Functional Skills to gain a Foundation Functional Skills is seen in all professions. The QCDA advocates that consortia
Diploma, and Level 2 for the Higher and Functional Skills tend to be taught in developing and designing Diploma curricula
Advanced Diplomas (there is no Level 3 at students’ home centres, though some ensure that skills development is present
Functional Skills). consortia have experimented with teaching from the start.
“The approach we have taken in the design them in specific Diploma groups, to varying Seb Ross, the QCDA’s strategic manager
of Principal Learning is to ensure that the degrees of success. Logistical challenges of for Diploma development, said: “We want to
opportunities to develop Functional Skills are travelling between schools and timetabling see a unified approach to skills development
embedded within Principal Learning itself,” can make this process difficult. with Functional Skills playing a key part in
explained Teresa Bergin, director of the There are two main models for the delivery Principal Learning, and vice versa,” he said.
Diploma programme at the QCDA. of Functional Skills – as an integrated subject “Achievement rates generally will rise if
“Different models have been used to and in a “free-standing”, discrete way. Functional Skills teaching is introduced into
achieve that and we have been working with Ms Bergin said: “It is up to schools and Principal Learning in a sequenced way.
the awarding bodies. They have identified colleges how they teach it and this will “So for example, if a unit of work requires
where within each of the units there are good depend on their own particular contexts. learners to produce a business plan, thinking
opportunities to develop the three Functional What is required by those teaching about Functional Skills allows them to use
Skills.” Functional Skills is creativity and invention, English and communicate effectively, so
Functional English requires people to be and there is no right or wrong way of they make a better job of it. Even though
able to demonstrate skills in speaking and doing it. the quality of English is not part of the
listening, and reading and writing in a wide “Many centres will make that decision assessment criteria in the unit, students
range of contexts and for various purposes. based on their curriculum planning, rather are likely to produce a better document as
In mathematics, students will need to than taking a decision on how easy or a whole. This adds value to learning and
identify opportunities to use their skills, difficult it is to embed as part of Principal motivates students.
selecting which mathematical disciplines to Learning. Some will use a combination of “Diplomas are about learners being able
use in different contexts and interpreting the integrated and discrete learning.” to apply themselves, and Functional Skills
outcomes. In ICT, learners will use different Bridie Sullivan, who has responsibility at play a vital role to that end. It is clear that
information technology systems and will QCDA for producing Diploma curriculum Functional Skills can have a really positive
learn a range of skills, such as how to find, planning guidance, encourages teachers to effect in terms of achievement in the
select, develop, present and communicate allow adequate time for joint planning across Diploma as a whole, rather than being just an
information. teams of teachers. add-on.”
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