Pttls_Theory_Assignment_5_-_Embedding_Functional_Skills

Theory Assignment 5 Introduction: In this assignment I will identify and evaluate a range of ways to embed elements of Functional Skills within my teaching subjects. Functional Skills were introduced by the government in 2007 as part of the reform of 14-19 and adult education to equip the United Kingdom with the skills it needs for the twenty-first century (Gravells, 2010, p.20). Qualifications and Curriculum Authority (QCA) defines Functional Skills as: “those core elements of English, Maths and ICT that provide an individual with the essential knowledge, skills and understanding that will enable them to operate confidently, effectively and independently in life and at work”. (DfES 2005) My organsiation have theory-based Functional English, Maths and ICT sessions within the timetable but also embed the three elements within the other subjects that we offer. By embedding Functional Skills within all subjects it enables learners to put theory into practice in a range of contexts/situations as well as the opportunity for teachers to identify learners who need additional support which can then be addressed within the individual theory sessions. Functional Skills are embedded within sessions by incorporating one, two or all three elements that support the achievement of the learning outcome. By doing this the learners can identify the relevance of these skills and therefore can identify how each skill can help them succeed and therefore are more willing to improve these skills. Embedding Functional Skills is a key part of planning sessions and Action Training encourages us to include these at every opportunity to evidence to learners how these skills are transferable across a range of contexts/situations including employment, learning and everyday life. Functional Skills elements and standards that are embedded are identified on each session plan. Sessions are differentiated to meet learners’ academic and specific needs and assessment of learning reflects this. When teaching personal development sessions, we look at the learners’ awareness of their own time management. This is how I embed each element of the Functional Skills within this session: English: discussion of their understanding of time management; reading; listening to teacher and other learners; asking questions; talking to other learners; writing statements to annotate printed work; writing down statements of how they spent their time over a 3 day period by completing worksheets; handwritten completion of questionnaire. Maths: calculation of total hours spent doing specific tasks (addition/multiplication). ICT: using internet search engine to obtain definition of time management; entering data and producing a pie-chart evidencing total hours spent using excel. Assessment of learning, learner feedback and evaluation will identify the success of the activity I used and highlight whether a different approach needs to be taken next time. I could, for example, ask learners to record time spent on a excel spreadsheet by creating a table and inputting data, instead of completing worksheets by hand, and then to calculate the total hours using formulas within the excel spreadsheet which would incorporate more of the ICT element or I could incorporate more of the English element by using oral Q&A instead of having to complete handwritten questionnaire. It is therefore important to have a range of activities available that embed English, Maths and/or ICT elements to demonstrate how each Functional Skills element can support them with a range of tasks to meet learning outcomes and support personal development within life and work. This then provides the opportunity to assess and determine the most successful method/s which meets the individual learners’ needs/abilities. Functional skills can also be embedded within sessions by encouraging learners to participate in discussions (English), write in complete sentences (English), word process information (ICT), calculate data (Maths/ICT) and search for information (English/ICT). This could be done as an activity which incorporates all three elements such as planning a holiday e.g. completing passport form (English), creating a budget plan (Maths) and entering data into a spreadsheet (ICT). You can also embed English and/or ICT when supporting learners to complete job applications and/or letter writing as they can be handwritten (writing aspect) or typed (word processing aspect) but both would require the learner to cover the reading aspect of Functional English. Further examples of how I can embed Functional English, Maths and/or ICT within my sessions are evidenced in the Scheme of Work (SOW) attached (appendix 1). On this SOW the standards are evidenced at Level 1 for each functional skills element but assessment would be at the learners’ ability level which ranges from Entry Level 2 to Level 2 and we would be encourage progression of the lower level learners’ towards these Level 1 standards. Conclusion: In this assignment I have evaluated ways in which I embed Functional Skills within my sessions. It identifies that the key to embedding Functional Skills is to make the learners aware of the relevance/use of the skills within a range of contexts/situations which will enable learners to confidently and effectively apply these skills to their everyday life which aids their progression within learning, work and society. “To be effective, functional skills teaching must be relevant and allow learners to engage with real situations in the real world.” (Qualifications and Curriculum Development Agency (QCDA), nd). References Gravells, A., (2010). Passing PTLLS Assessments. Exeter: Learning Matters Ltd. DfES (2005). 14-19 education and skills: implementation plan. London: DfES. Qualifications and Curriculum Development Agency, (nd). Principles of functional skills. [online] available at: http://curriculum.qcda.gov.uk/key-stages-3-and-4/skills/functionalskills/index.aspx Accessed: 12th October 2010.