Understanding Functional Skills getting the best for union learners

Transcription

1 [section 1] Understanding Functional Skills getting the best for union learners Briefing Note No. 1: June 2012 Introduction There are big changes happening in the way that English, Maths and ICT skills are to be taught and assessed in England. Unions, ULRs and union learning centres have been asking for guidance about what these changes are, how they will affect their learners, and the way in which teaching and learning happens. From September 2012, learners and centres that want to offer qualifications, particularly at Levels 1 & 2, will need to follow different programmes. You will also need to understand the implications for your discussions with employers to get time off for your learners. This briefing aims to help ULRs, learning centre staff, union staff, ULF projects etc. to understand some of the changes, prepare their course programmes, and get hold of the resources they need to support learners effectively. We don t have all the answers at the moment nobody does - and it is clear that there are issues around both timing of assessments and funding rates that are likely to cause problems for centres. As Functional Skills roll out, unionlearn will be monitoring these issues, and putting the case for a better set of arrangements for our learners. Contents What are Functional Skills and how do they work? [section 2] How do Functional Skills differ from Skills for Life? How are they assessed? How are they funded? [section 3] Why Functional Skills might be the right answer for you [section 4] Getting Started [section 5] FAQs [section 6]

2 [section 2] What are Functional Skills and how do they work? Functional Skills develop skills in Maths, English and ICT, but also focus on teaching learners how to apply these skills in everyday contexts and situations. For example, the government is putting more emphasis on Functional Maths, which focuses on problem-solving, and gives learners practical strategies for applying and transferring skills in everyday situations. Functional Skills provide a single route to achievement from Entry Level to Level 2 for all learners in all sectors. Like the Adult Literacy, Numeracy and ICT standards, Functional Skills are available at Entry Levels 1,2 and 3; and also at Levels 1 and 2. Functional Skills can be accredited as free-standing qualifications (as the Adult Literacy and Numeracy qualifications have been). But they can also be awarded as a component of Apprenticeships or other awards, including Diplomas or Foundation Learning. From September 2012: Functional Skills replace Key Skills in Communication, Application of Number and ICT at Levels 1 and 2 from September Important note: Functional Skills relate to England only. The UK equivalents are Essential Skills Wales, Core Skills in Scotland and Essential Skills in Northern Ireland. At Entry Level, the existing Adult Literacy and Numeracy qualifications will continue to be available and funded. Questions: How many of our learners are at Levels 1 and 2? How many of our learners will work on Functional Skills as part of Apprenticeships or other qualifications? Are our centres/partners already geared up to offer Functional Skills? Functional Skills learners will need more learning time, but employers will see benefits. Have we started talks with employers?

3 English The Functional Skills in English are made up of three units: Reading Writing Speaking, listening and communication So, Functional Skills include all of the areas of the Adult Literacy Curriculum, all of which are assessed for the award. And that is the main difference: for centres that have used the Level 1 and 2 Adult Literacy tests until now, there has been no assessment of writing (composition, as opposed to just spelling and punctuation); nor speaking and listening. Maths The Functional Skills in Mathematics are also made up of three units: Representing (selecting the mathematics and information required to model a situation) Analysing (processing and using mathematics) Interpreting and communicating the results of analysis These three units encompass all of the areas of maths that were covered in the Adult Numeracy Standards: Number Geometry Statistics Questions: Learners will need more time have we started talking to employers? To introduce Functional Skills, will we need to increase the emphasis on writing, and on speaking and listening? Or have we got this covered? Does the way in which Maths is structured fit with the way in which we currently support learners?

4 [section 3] How do Functional Skills differ from Skills for Life? How are they assessed? How are they funded? Some key answers: 1) The skills are broadly the same they are mapped to national adult literacy and numeracy core curricula within the levels of the Adult Literacy and Numeracy Standards 2) There is a difference in approach: it is recognized that more time needs to be devoted to the teaching of skills, then developing the learner s ability to transfer skills to solving problems in real-life contexts; a learner-centred approach involving build practice apply. 3) The major difference is in the end assessment/ tests, as the table on this page sets out 4) Different initial assessments have been developed by a range of organisations. However, they broadly follow the same approach as previous initial assessment, to match the assessed skills to the Functional Skills framework. Many awarding bodies have developed Functional Skills awards. They have developed slightly different ways to deliver Some numbers for Functional Skills: assessments and verify FS. They Average guided learning hours per subject: 45 hours also use different assessment modes for different elements of Assessment costs: e.g. City & Guilds English / Maths the Functional Skills, for example assessments at 13.50; Adult Literacy at 9.50 in assessing Speaking, Listening and Communication. So, for example, some awarding bodies offer online as well as paper based, with different timeframes to book assessments and for assessments to be marked, etc. You can find information about the different Functional Skills assessments, and the training and support offered by some of the awarding bodies by following these links (these are just a sample of the largest awarding bodies there are others): City & Guilds: OCR: Edexcel: NOCN: EDI:

5 AQA: NCFE: The table below sets out the main differences in the end assessment processes: Adult Literacy and Numeracy Skills for Life? English Multiple choice test Maths Multiple choice test Key Skills Portfolio (internally marked, externally assessed) Multiple choice test Portfolio (internally marked, externally assessed) Multiple choice test Functional Skills Writing assessment (written tasks e.g. letter, article, ) (externally marked) Reading assessment (reading documents and questions) (externally marked) Speaking, Listening and Communication assessments (internally marked, externally moderated) Assessment (externally marked) What are the end assessments like? In place of the multiple choice questions that were the basis of the Adult Literacy and Numeracy tests, Functional Skills assessments must: Provide realistic contexts, scenarios and problems Specify tasks that are relevant to the context Require application of knowledge, skills and understanding for a purpose Require problem-solving Assess process skills and the outcome of their application in different contexts Consist entirely or predominantly of open response questions. You can find examples of Functional Skills assessments in English and Maths on the websites above for example, on the OCN website.

6 For more detailed and technical information, you can find the criteria for Functional Skills qualifications at: articles/238-functional-skills-criteria Questions: Which Awarding body/bodies do we use? Have we seen their Functional Skills offer? Do we currently give learners real contexts for their English and Maths learning? Do we check their learning using the application of skills and knowledge in different contexts? If not, what do we need to change? How are Functional Skills funded? Some key answers (and issues) for how Functional Skills are to be funded currently: The Skills Funding agency Adult Skills Budget is split between the Adult Learner Responsive pot and the Employer Responsive pot. Workplace Learning is funded under the Employer Responsive part and seems to attract less flexible funding than under the Adult Learner Responsive part. Under Learner Responsive, the funding for Functional Skills equates to the number of hours learners need on courses. For employer responsive funding is at a flat value regardless of how many hours the learners need. So, as a standalone qualification, the funding for FS Employer Responsive other provision has been set at 0.12 SLN equating to 54 guided learning hours (GLH) and converting to a base funding rate of about 313. Problem: This means that there is a drop of about 40% on the current rate for standalone Skills for Life programmes. In other words, providers will be expected to deliver a more robust programme with a 40% cut in funding. We know that for many learners and centres, time is needed to improve skills and reach a level where they can both achieve qualifications and progress. So again, there is some concern as to how Functional Skills can be implemented in centres, and yet maintain the quality of what is delivered. Problem: The drop in funding per learner means that providers may say they need bigger groups and that isn t always possible (or desirable) in the workplace.

7 Within the Apprenticeship framework, Functional Skills will be funded at the same rate as the existing Key Skills qualification. Problem: FS is a more robust and challenging qualification than Key Skills and will require more resources and more learner contact. There is a concern that the level of funding will not match what providers need to deliver and will impact on the learners experience, especially learners who need the most, or that the time devoted to Functional Skills learning, or alternatively to other parts of the Apprenticeship framework, will suffer as a result. Unionlearn is taking these concerns to SFA and also BIS, and would want to hear of how unions and centres are tackling the switch to Functional Skills and what barriers exist in helping workplace learners develop their English and Maths skills. Is there an alternative? At Entry Level, the current Adult Literacy and Numeracy national tests will continue, and may be the most appropriate option for learners. You should look at the new Entry Level Functional Skills qualifications offered by your awarding body, but you have the choice to stay with the use of the existing qualifications for the time being. If, however, learners are looking to progress in their learning, or maybe need to achieve Level 1 or 2 qualifications, it may be better to start with Functional Skills. There are also likely to be new stepping stone qualifications available. In their 2011 policy statement, New Challenges, New Chances, the government opened up the possibility of new qualifications that would enable learners to progress towards Functional Skills and GCSE at Level 2. A number of the awarding bodies are in the process of developing these qualifications. Unionlearn is also exploring the possibility that some of the units of Getting On at Work could continue to be used in this way. The first awarding body to have announced new qualifications is OCR, who in June 2012 launched Proficiency Qualifications in Maths and English. These offer units that cover the English and Maths curriculum areas, from Entry Level 1 to Level 2, through an approach to bite-size learning in the basics. You can find out more about these qualifications at: Warning: these new units are awaiting approval by Ofqual, the regulating body. The funding rate from FSA is also to be confirmed, both for units and for the whole certificate. Unionlearn will keep you up to date with developments. The units that go to make up the Getting on at Work qualifications are all mapped to the literacy and numeracy curricula. They are also list on the credit framework (QCF), and so we are exploring whether these units might also act as stepping stone qualifications.

8 [section 4] [screen 4] Why Functional Skills might be the right answer for you Functional Skills present a good next step for the many Skills for Life learners who often ask What next? For literacy learners in particular it will enable learners to further develop the areas not assessed in the Skills for Life Tests - those really important skills of writing and speaking, listening and communications. Employers who support Functional Skills learners will see real benefits as the qualifications are geared to ensuring learners can apply their Maths and English skills in the workplace carrying out the tasks that employers know are important e.g. report writing, s, customer care, joinery, understanding statistical information etc. Key messages for learners include: Focus on developing the skills you will need in real life contexts and problem solving Initial assessments find out your strengths and learning needs tailored to individual needs Final assessments will be about showing how you can apply your skills (and problem solve in realistic situations) Results of final assessments are not immediate but you will know when to expect results Follow-on pathways for those with Skills for Life qualifications Key messages for employers include: Free to learners Giving time off to learn will bring business benefits very quickly as employees will be able to apply their skills doing the jobs they need to do at work Focus on practical problem solving. Working with providers Unions can help provide workplace documentation and scenarios so that learners and providers are developing skills in the right contexts Delivery needs to be flexible Support from ULRs will be important to support learners through their journey Providers are already implementing Functional Skills for their wider vocational courses working in partnership with unions can get FS in place quickly in centres.

9 [section 5] [screen 5] Getting Started: How can I get Functional Skills programmes under way? There are some useful sources of advice and information on how to get started. Here, for example, is how Merseytravel have identified the steps in the Functional Skills process for their workplace: You can also use any Action Planning Tool (steps to get started) produced by LSIS/AELP to help college, training providers and other organisations to prepare for the introduction of Functional Skills. They identify the following steps: Useful link: AELP/LSIS publication on Moving to Functional Skills:

10 A union learning Action Plan Unionlearn has produced a version of this Action Plan for unions to use. Actions By Whom? By When? Achieved Further actions needed and by whom/when Develop a strategy and policy Raise awareness with: ULRs Union Employers Providers Learning centre ULRs and staff Consider Delivery Models Provider on site Off site Flexibility issues? Learning Centres Review Resources Initial assessments/diagnostics / ILPs Teaching and Learning materials The learning environment Access to Maths and English specialist?

11 Examine approaches to teaching, learning and assessment Initial assessment of needs against Functional Skills framework How will you include problem-solving and application of skills in English and Maths learning? To what extent do your current programmes already cover much of the learning of the skills in Functional Skills? What different practice do learners need to prepare for end tests in Functional Skills? Decide on the Awarding Body you will use Do they have the right approach to assessment for learners? Have you worked with them before? Partner experience of the Awarding body Costs? Get Employer Engagement Do your employers know about/plan to use Functional Skills as part of vocational or Apprenticeship training? Is English and Maths learning already part of skills bargaining?

12 Coming Up There are a number of resources in development from different organisations to help you get Functional Skills programmes working in your centres. For example, NIACE have just produced a free, downloadable toolkit with ideas and activities for using Quick Reads to help build confidence and improve maths, reading, writing and communication skills. Activities are suitable to be used with learners at Entry Level 3 and Level 1 but may also be adapted for learners with lower level skills. They can be used as part of an informal learning programme or help develop learners' skills in preparation for Functional Skills assessments in English and maths. NIACE has also produced resources for staff working on Functional Skills: a report from the adult pilots and a YouTube film of learners talking about Functional Skills. These can be used for continuing professional development for teachers or for learner engagement. You can find out more about these at NIACE s website: Unionlearn has convened a small group of union learning staff to support the development of Functional Skills within union learning. We will be producing further briefings with more information and guidance including from your own experience, as you report it to us.

13 [section 6] [screen 6] Frequently Asked Questions We will add your questions and up-to-date answers to this list, as we get them. Q. I already have my Skills for Life qualifications and thought they were equivalent to GCSE A-C. Now you say that I need Functional Skills. Why? A. Your SfL qualifications are important and the areas tested are equivalent to a GCSE. Functional Skills are broader and cover the skills areas not tested in SfL. Lots of learners said they would like to do more Maths and English learning after the SfL course and this is an opportunity to develop, for example, writing and spoken communication skills which are important. Q. I am worried about my handwriting. Will I fail Functional Skills because of this? A. There is the option on taking the written assessment online and your ULR can help with that. You will not be marked on untidy writing, but if you are worried your tutor will help as it's important that assessors can read your work if assessments are paper based. Q. Where I work GCSEs are the gateway to higher level jobs and I would rather do those. How can I access them? A. Talk to your ULR or tutor in the centre. They will help you assess whether you are at the right point to undertake a GCSE. They will also talk through the scope and time commitment of taking on a GCSE in English or Maths. It is likely that they will then help you to find a suitable and convenient local class where you can enrol and get started on your course.