Evaluate_a_Range_of_Ways_to_Embed_Elements_of_Functional_Skills_in_Your_Specialist_Area

Evaluate a range of ways to embed elements of Functional Skills in your specialist area Functional skills are defined as ‘practical skills in English, information and communication technology (ICT) and mathematics that allow individuals to work confidently, effectively and independently in life.’ (The Qualifications and Curriculum Development Agency, 2009). These skills are often termed ‘transferable skills’ as they can be applied (or transferred) to different situations/contexts (Gravells. A, 2008). Within the teaching of students BTEC engineering modules I have ensured that functional skills are embedded within the courses I teach. Mathematics is not only taught a course in its own right, but as my subject area is engineering I try to reinforce the basic mathematical knowledge gained throughout my teaching of other subjects. This is performed both through the going through of worked examples, the question and answering of students, the handing out and subsequent working through of practise exercises and the inclusion of mathematical aspects within both the practical and written assessment techniques. ICT is also embedded within the course in various ways, 1. One of the BTEC modules I cover is ‘Communications for Technicians’ this course focuses on the ICT and English skills of the students. Within its structure the students are educated in common ICT software such as the Windows Office suite (Excel, Word etc). The students are given both tuition and practical guides and it is ensured by the end of the module that each student has provided evidence of a reasonable competency in ICT skills 2. In addition the students are asked to perform self study research exercises in which they investigate aspects of engineering systems such as the railway signalling system. During this research exercise the students are given internet time and must produce a Powerpoint presentation which they present to the class on the final day. 3. A further application of the students ICT functional skills is embedded within the electronics modules which require the students to access and apply computer simulation software in order to complete a designated task., again this is performed under tutorage and with a written guide to help the learners become familiar with the software. English is also embedded into the courses I teach. As previously mentioned English is a key part of the student’s communications module and is taught within this. In addition throughout the course the learning experience at my establishment functional English skills are entrenched. An example is the where students perform a practical assignment, in such a situation the learners must produce a written ‘report’ on what they have done and what was discovered. The students are given guidance on how to write effectively and are encouraged to offer their opinions and produce a good standard of written work. The development of functional skills is the key to ensuring that learners are equipped with a good transferable skill set. Such a skill set will ideally improve their chances of employment and enable them to be attractive to employers. Within my specialist area I not only teach courses that are directly related to the learners functional skills but also ensure that there reinforcement and development of these skills continues by the embedding of functional skill aspects throughout the students learning experience. References GRAVELLS. A (2008) Preparing to Teach in the Lifelong Learning Sector, Exeter, Learning Matters Ltd. THE QUALIFICATIONS AND CURRICULUM DEVELOPMENT AGENCY, (2009), Functional skills, http://www.qcda.gov.uk/6062.aspx, Date accessed 23/12/09. (Word Count: without references 517)