Intergrating_Functional_Skills

Integrating Functional skills When researching the integration of functional skills there is a wide range of resources containing the models appropriate to alternate ways of embedding the skills into the subject area. With websites offering different types of information, the most to the point would be www.guroo.info. The Edexcel website provides several booklets including the Functional skills curriculum model PDF. But the most useful document was developing skills in art and design, by National Strategies, the document was extremely clear and user friendly. The government for many years have debated about the introduction of a skills set in numeracy, literacy and ICT to a standard that when anyone who was able to be employed, would be at least a level two – or GCSE A-C. Unfortunately there were many who were not. The government decided to take steps to address the issue of low level numeracy and literacy in the young and adult population. In 1999, Moser reported that: Something like one adult in five in this country is not functionally literate and far more people have problems with numeracy. It is one of the reasons for relatively low productivity in our economy and it cramps the lives of millions of people. (Moser, 1999, p8) The idea that was proffered would be the introduction of functional skills, also known as core skills, key skills and skills for life, into all areas of the curriculum to increase knowledge in English, maths and ICT so people know how to use the skills in real life contexts. They are at the heart of the 14-19 reforms that aims to up-skill the workforce with a target of having 90% of students with a level 2 qualification by 2020. “Functional Skills are the core elements of English, mathematics and ICT that provide an individual with the essential understanding that will enable them to operate confidently effectively and independently in life, education and work.” (www.edexcel.com) There are several different models of integrating the skills they come in different forms such as; - Discrete – where a specialist teaches the skills separately from other subjects and takes responsibility for all aspects of teaching and assessment. Partly embedded – Functional skills are taught by a specialist and are flexibly applied in a range of contexts. This could work well if you have strong communication skills with your colleagues. Mostly embedded – These are taught by specialists and re-enforced and applied in a range of purposeful contexts across the programme, this is good if the teacher has the knowledge and skills but needs a specialist to give the guidance that the right targets are being achieved. Fully embedded – This is where the key skills are taught fully by the teachers in their own context, this method is fine if the teacher is capable and creative at incorporating the skills into their lesson. The lessons should reflect the real world and not look artificial, this can be produced if all the teaching team work together, collaboratively and plan their time well. When working in art and design, the fully embedded model, with the right communication is by far the best option. Functional skills come into play all the time without even the teacher realising. For example when working with a class of BTEC Design students, one of their options maybe Typography, from the research taking place, it would involve reading, gathering information and different uses of ICT to gain the information from sources such as the internet and videos. The production would constantly involve mathematics in ways such as measuring - in the case of text size, paper size and shape content. The artwork could progress into using programmes such as Photoshop on the computer to enhance their work, there for covering a multitude of ICT levels. The student then has to annotate all of their work within sketchbooks, this builds their literacy skills and then could be then be improved by writing a blog about their work. ‘In art, craft and design, pupils learn to think and act as artists, craftspeople and designers, working creatively and intelligently. They develop an appreciation of art, craft and design, and its role in the creative and cultural industries that enrich their lives.’ (The importance of art and design, National Curriculum 2007) The research has helped to give strength to the fact that within the art and design area functional skills are used and applied every day and it would only be natural to use the fully embedded model when integrating, this is best not only the department, but also for the organization as a whole. This can only be achieved with the right planning, management and communication.