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March 15th - in this issue
Following hard on the heels of the Wolf report comes the
official evaluation of the Functional Skills Pilot published by QCDA.
And what a difference in tone, it makes you wonder why Professor Wolf
didn’t reference it more in her report.
The full report can
be obtained here.
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Let me start this review with what I think is a hugely
significant statement. “As
far as the majority of practitioners are concerned, Functional Skills
improve learners’ skills, independent learning, the ability to
recognise and articulate the skills they are using, and motivation.”
It therefore comes as no surprise to read the first paragraph
of the conclusions:
“It has been striking that Functional Skills have been almost
universally welcomed by the stakeholders consulted during this
evaluation of the Functional Skills pilot. Functional Skills are seen
as an improvement on the range of existing qualifications, with the
potential to better prepare learners for further learning, entry into
employment and progression in the workplace.
And these are not selective quotes, the evaluation
really is positive! Here are some more highlights:
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On the Impact of Functional Skills
- Key stakeholders
understand and value FS qualifications.
- Recognition of the
concept and value of functionality, and support for it, was
constant throughout the pilot and across practitioners, learners
and stakeholders.
- Practitioners with
experience of FS were very positive about them, seeing the value
in the qualifications and seeing them as a good replacement for
Key Skills.
- Employers saw clear
benefits for learners in moving to FS but felt delivery and
assessment placed additional burdens on them.
- Most other
stakeholders consulted thought FS improved learner preparedness
for employment, with some citing the increased confidence they
gave and the ability to transfer skills as key reasons. FS were
considered to be a far more suitable preparation than that
offered by Skills for Life (SfL) or KS.
- Generally, FS and
subject specialists believed that FS were capable of improving
learners’ functional effectiveness in English, mathematics and
ICT.
- Learners were
reported to have enjoyed lessons more, remained engaged and got
more from lessons. Learners substantiated these points and also
identified the value of FS in their everyday lives.
On Delivery and Accessibility of Functional
Skills
- There was evidence
that as teachers and tutors became more familiar with FS, FS
were having a positive influence on teaching and learning.
- FS provision can be
accommodated and taught effectively within the context of the
national curriculum requirements at Key Stage 3 and Key Stage 4
(KS3 and KS4).
- Pre-16 centres were
beginning to see the value of FS and the value-added benefits
associated with learner motivation, and viewed FS as enriching
curriculum provision.
- Few issues were
raised by centres and other stakeholders. Issues that emerged
were in connection to the challenge of developing scenarios and
contexts that are appropriate to a wide range of learners.
- The pilot
qualifications were considered to support diversity, access and
inclusion. Centres reported that there had been either a
positive impact or no impact on learners’ experience and
attainment.
- There were some
concerns about the suitability of FS for certain learners within
the groups represented by the equality and diversity strands,
but these issues were not thought to be insurmountable.
- The gap in pass rates
between candidates with English as an additional language and
those without was closing, with the attainment of learners with
English as an additional language improving in almost all
subjects and levels.
- There was evidence of
centres feeling that any challenges faced by FS learners would
either be addressed by the general support and induction
processes in their centres or would be minimised by the
experience of their staff in dealing with specific learner
groups.
- The majority of AOs
reported being satisfied with the access arrangements and
centres also reported satisfaction with the arrangements
available to them and their learners.
- AOs were confident
that FS would be unlikely to disadvantage learners, with
learners in the secure estate the only group likely to
experience difficulties in accessing FS.
Recommendations from the pilot
centres
- Systematically review
what all the AOs are offering by way of approaches to FS
assessment; and not just opt for the AOs normally chosen.
- Make sure staff
understand the FS philosophy.
- Wherever possible,
integrate FS with programmes of study and across the curriculum.
- Use discrete FS
teaching and learning sessions to develop learners’
problem-solving and independent-learning skills.
- Use discrete teaching
sessions using real-life contexts and practical exercises to
develop learners’ functionality.
- Emphasise and
demonstrate the relevance and value of FS to learners.
- Encourage learning
that is learner-led rather than teacher-led.
- Use rigorous initial
diagnostic assessment so that the individual learning needs of
each learner can be identified and addressed from the outset.
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Some interesting facts about
Functional Skills
More than 2800 centres supported just over a quarter of
a million students in the summer of 2010.
Around half of all schools were involved reflecting the
fact that 33% of FS students were at Key Stage 3 with 39% at Key
Stage 4.
Average pass rates at level 1 were 61% with level 2
being 53% and age does tend to bring with it the benefit of
experience as pass rates in the 16+ group were above average.
Download our view of
the evaluation report here.
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The next newsletter is
scheduled for Tuesday March 22nd, or sooner if something significant
happens! If you have any comments, suggestions or your own news that
you'd like to publicise, just let me know.
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