Functional_Skills

Tutor Sam Evans / Natalie Cheung Submission Date 12th October 2010 Word Count 392 ------------------------------------------------- Functional Skills ------------------------------------------------- Embeding techniques Ronald Hewey Table of Contents Introduction 3 Functional Skills 3 Embedding Functional Skills 4 Conclusion 5 Bibliography 6 Introduction The aim of this report is to discuss key aspects of embedding Functional Skills and methods used to embed into teaching within specific areas. Functional Skills Functional skills have been introduced to address government and employers' concerns over raising standards in basic literacy and numeracy, for learners of all ages. Functional skills aims to give learners a practical grounding in applying Maths, English and ICT skills to everyday situations, with a strong focus on explanation and problem-solving, rather than abstract concepts and recall. Functional Skills are also a standalone qualification at levels one and two and are encouraged in schools as they prepare learners for progression into further education and employment. The key emphasis on Functional Skills appear to be a set of practical skills that allow individuals to work confidently and effectively in education and employment. The key skills illustrated, will also help develop important competences in communication, team working, presentation and problem solving. Functional Skills are also essential for getting the most from education, training and employment, and for the personal development of all learners. These skills collectively have been described by (Gravells, A. 2006, P70) as transferable skills. Embedding Functional Skills As a tutor, aspects of transferable skills may be required to be embedded into the delivery of my teaching. If I were teaching in my chosen field of General Studies, all functional skills would be required for this subject area. For example: I would set an assignment based on the job title of a Management Information Analyst, that required data from a large company analysed and presented as a company board report. Many of aspects of the Management Information Analyst role require Functional Skills at a much higher level than previously discussed. All three components of Functional Skills would need to be used for the report to be successful. The components are; * English - this would be reading, writing and comprehension of the task. * Maths - as the task consist of problem solving and decision-making using numbers. * ICT Skills – this requires use of a computer using applications such as a spreadsheet, word processing and presentation packages. Using real-life contexts that allow learners to apply their skills in a variety of situations. Conclusion By combining functional skills it is clear, applying these fundamental skills in the classroom, would help develop and in many cases improve on the basic skills previously obtained. Bibliography http://www.ocr.org.uk/campaigns/fs/ [Accessed: 09 October 2010] http://www.cityandguilds.com/40298.html [Accessed: 09 October 2010] http://web.aqa.org.uk/qual/gcse/functional_skills.php [Accessed: 09 October 2010] Gravells, A. (2008), Preparing to Teach in the Lifelong Learning Sector: Learning Matters