Ptlls_Theory_Question_5

PTLLS Question 5 Level 4 Evaluate a range of ways to embed elements of Functional Skills in you specialist area. According to the Qualification and Curriculum Development Agency, ‘functional skills are practical skills in English, information and communication technology (ICT) and mathematics that allow individuals to work confidently, effectively and independently in life’. (www.qcda.gov.uk) Within my work there are a number of activities and tasks used to improve the skills of the learners. Whilst many of the tasks are practical and are taught to the learner(s) with the aim of them being just a little bit more independent, there are also a number of elements of functional skills taught in the process. The basic independence tasks and activities used within my work have many elements of functional skills embedded within them that are used, taught and learnt many times without the learner realising. Sometimes the teacher doesn’t realise the presence of functional skills either. This can often be when the aim and/or objective of the task is void of functional skills thought. For example, mathematics is used when collecting together a number of clothing items for washing. The number of items need to be counted, as do the number of wash tablets or measurement of wash powder. ICT can also be used when investigating possible visits to places or trips out. Personally, when asking learners to research such events, I encourage them to research on the internet. Finding information on the internet also uses English in reading and recording information gained. Mathematics can also be used in learning about costs, monies needed etc. These ways of embedding functional skills are used frequently. When working with young people with special needs, varying methods need to be used to allow for ability and/or disability. For example, instead of using the computers to embed the use of English; leaflets, posters and newspapers can be used. Money can be used to include maths into an activity. Often, my students need to counts their monies before going on a trip, outing or leisure activity. Sometimes these methods of embedding functional skills have both their good and bad points. They are good because they can be learnt and used without acknowledgement or official planning. But they can also be bad because of this reason; the use of functional skills may not be recorded or monitored efficiently or concisely. http://www.qcda.gov.uk/6062.aspx (17/3/2010)