FUNCTIONAL SKILLS
Jonathan
Ovenden
on building
confidence in
learners and avoiding
the pitfalls of delivering
Functional Skills
UNCTIONAL SKILLS are due to go live
F
across all schools in 2010 with the aim of
providing “practical skills in English, ICT
and mathematics that allow individuals
to work confidently, effectively and
independently in life” (Qualifications and
Curriculum Development Agency).
They will replace Key Skills and form an integral
part of 14 to 19 reform, including the new Diploma
programmes, GCSEs and Apprenticeships, as well as
being standalone qualifications at Levels 1 and 2.
So how do Functional Skills differ from Key Skills
and how can they be delivered effectively?
Schools and colleges are being incentivised by the
Confident in
Department for Children, Schools and Families (DCSF)
to encourage the standalone qualifications among young
people, particularly through the proposed School Report
Card, which will be introduced from 2011.
The School Report Card will provide the
government’s key statement on the outcomes expected
from schools, reporting on school outcomes such as
Functional Skills?
pupil attainment, progress and wellbeing.
However, in the rush to introduce Functional Skills,
it is important not to forget those learners that need
a little more encouragement and nurturing to thrive
in education. The new Functional Skills will offer The aim is to assess the delivery, impact and them failed. These examples highlight the need for in the UK that are overlooked because they do not
learners the skills they need to thrive in education and accessibility of Functional Skills and ensure a smooth change in the way that Functional Skills are delivered appear to be academic or respond to traditional teaching
employment as long as they are delivered effectively transition for learners. These pilots have highlighted some in order for learners to be successful. methods – but all it takes is to recognise them and show
and learners are fully prepared for the changes. issues, including how the new skills are delivered. them that they are as capable as their peers.
There is an example of one college where every
The pilots
How do Functional Skills differ from Key Self-belief as a learner is incredibly important,
learner that achieved very good results previously with however it can be difficult for some students who
The government introduced pilots for Functional Skills Key Skills Level 2, failed Functional Skills at Level 1.
Skills?
may struggle in a traditional environment or learn at a
in September 2007, which now include more than 2,000 Another college in the pilot put the teachers Functional Skills are about problem-solving and require different pace to the rest of the class.
schools, colleges and training centres. themselves through the exams and two out of six of a more rounded approach than Key Skills, teaching Often a student starts to believe that they are less
both the knowledge and skills of the subject and then able then their peers when this is not the case, they just
going a step further to teach learners how to apply this need to learn in a different way. Once they realise that
to everyday scenarios. they too can learn and achieve good results, they start to
For example, a learner needs to know more than believe in themselves and achieve more in other subjects.
how to calculate a percentage, such as how to reduce To tackle this confidence issue and to make sure that
sale items, if they worked in retail. The problem learners are ready for Functional Skills assessments,
highlighted by some of the pilots is clear when it comes get them involved with scenario-based exercises, where
to assessment: learners may have the knowledge to they would need to apply their maths or ICT skills and
answer the questions, they just need to understand what solve a common problem.
they are being asked. This prepares learners for the format of assessment,
‘
For these new qualifications to work,
learners must be given the opportunity to build
their confidence. Often pupils who cannot
engage with traditional education just need
reassurance that they are bright and capable of
achieving their potential
They need to learn how to transfer the knowledge enabling them to recognise what they are being asked.
and skills they would apply to Key Skills to the practical Getting a more immedia
’
te outcome, and seeing that
element that Functional Skills are asking for. they have done well also helps them to believe in
themselves as learners, which in turn gives them the
The challenges
confidence to try harder in other subjects.
As Functional Skills are introduced to all schools, the As long as the differences between Key Skills
biggest challenge will be introducing new methods and Functional Skills are recognised and learners
of teaching and assessment to learners who lack have the appropriate support as they are introduced,
confidence and need extra support. learners will gain relevant skills that they can
There is nothing worse for a learner who lacks apply to further education and the workplace.
confidence than putting them through an exam for
which they are unprepared, only for them to fail and • Jonathan Ovenden is the business development director
feel that they are not capable. at Creating Careers, which provides Functional Skills
If any of those learners in the pilot that failed were online learning resources.
already disengaged with education then this could be
a big set-back for them in terms of confidence in their
Further information
abilities. The key is to build their confidence, first This week, SecEd publishes Functional Skills, a
showing them that they have the knowledge and can supplement in association with the Qualifications and
SecEd Readers Special Offers
pass assessments based on this, then showing them how Curriculum Development Agency. The supplement
to apply this knowledge to everyday situations. focuses on delivering Functional Skills alongside
the four learning pathways – GCSEs, Diplomas,
Give your teachers and learners access to an amazing set of
Disengaged learners
Apprenticeships and Foundation Learning. The
Functional Skills resources. Order in March for extended
For these new qualifications to work, learners must be supplement is available online at www.sec-ed.co.uk
given the opportunity to build their confidence. Often For more on the Functional Skills support
subscriptions and lower prices. Call 0191 305 5045, email
pupils who cannot engage with traditional education programme, visit www.fssupport.org
info@guroo.co.uk or visit www.guroo.info/seced-magazine-offer
just need reassurance that they are bright and capable For other resources and information on Functional
of achieving their potential. Skills, visit http://nationalstrategies.standards.dcsf.gov.
There are so many young people within schools uk and www.qcda.gov.uk/functionalskills
14 SecEd • February 25 2010
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