Intro To English

Functional SkillsEnglish/Mathematics

bksb learning resources mappedto Functional Skills

© 2009

Excellence in skills development

MAPPING TO FUNCTIONAL SKILLS

©West Nottinghamshire College 1

Contents

Introduction: Page 1 Progression through the levels

bksb learning resources mapped to Functional Skills: Page 2-14 English standards

Mathematics standards

Good practice guide: Page 15-17 Preparation for the ALAN tests

Supporting students throughout KS 4

Flowchart of the bksb process




Introduction

Functional Skills provide learners with all the necessary tools and abilities to take an active role in their community, everyday life, education and the workplace. These learning resources provide the underpinning knowledge for learners to achieve mastery of Functional Skills in all the subject areas of maths and English. The learner should be able to transfer these skills and apply them appropriately in a variety of real-life situations. This is what makes them functional. Different situations call for different demands and skills from a learner. Factors to consider include the familiarity of the situation along with its complexity. The level of skills and knowledge they need to draw on will vary according to the task, as will the independence they need to demonstrate in finding an appropriate solution. Progression through the levels Entry Level At Entry Level the context of the situation should be familiar and accessible to the learner. The level of skills required to solve the problem should be straightforward with tutor guidance and support available. Level 1 The skills required are more precise and require a greater level of judgement to find an appropriate solution. However, the context of the situation should still be accessible to the learner. Guidance is provided but a learner should be able to find problem-solving solutions independently. Level 2 At Level 2, choices must be independently made and evaluated, but guidance can be provided. For maths, there will be non-routine aspects to problems and the maths demanded may not be obvious. Methods may involve several steps and require identification of underlying mathematical structures and ways of describing them. For English, a learner may be required to review and analyse a task before finding an appropriate solution, of which there may be more than one. The context of the situation may be unfamiliar and the usefulness of the tools available may not be immediately apparent.




bksb learning resources mapped to Functional Skills

Speaking and listening Within the standards, the term discussion is used in its widest sense to mean the spoken exchange of information, ideas or opinions between two or more people in a formal or informal context. Speaking and listening is covered in the bksb Learning Resources from Entry 3 – Level 2. For Entry 1 and 2 we suggest using Entry 3 Learning Resource 17.

Level Skill standard Coverage and range bksb

Learning Resource

• understand the main points of short explanations and listen for specific information

17

• follow instructions 17

• respond appropriately to comments and requests 17

• make contributions clearly, to be heard and understood 17

• ask questions using appropriate terms to obtain specific information

17

Entry 1 Participate in and understand the main points of simple discussions/exchanges about familiar topics with another person in a familiar situation.

when listening, talking and discussing in familiar situations. • listen for and identify the main

points of short explanations and instructions

17

• speak clearly to be heard and understood 17

• express simply one’s own feelings and opinions and understand those expressed by others

17

• express clearly statements of fact, short accounts and descriptions

17

• ask and respond to straightforward questions 17

• follow the gist of discussions and make appropriate contributions

17

Entry 2 Participate in discussions/exchanges about familiar topics, making active contributions with one or more people in familiar situations.

when listening and talking and discussing in familiar situations.





Learning Resource

• use techniques to clarify and confirm understanding 17

• give own point of view and listen to and respond appropriately to others’ points of view

17

• use formal and informal language as appropriate 17

• follow the main points of discussions and make relevant contributions, respecting others’ turn-taking rights

17

Entry 3 Respond appropriately to others and make more extended contributions in familiar formal and informal discussions/exchanges.

in familiar formal and informal exchanges and discussions. • make relevant contributions to

discussions, responding appropriately to others

8

• prepare for and contribute to formal discussion of ideas and opinions

8

• be flexible in discussion, making different kinds of contributions

8

• present information/points of view clearly and in appropriate language

8

Level 1 Take full part in formal and informal discussions/exchanges.

in formal and informal exchanges and discussions. • listen to complex information

and give a relevant, cogent response in appropriate language

8

• present information and ideas clearly and persuasively to others

8

• adapt contributions in discussions to suit audience, purpose and situation

8

• make significant contributions to discussions, taking a range of roles and helping to move discussion forward to reach decisions

8

Level 2 Make a range of contributions to discussions and make effective presentations in a wide range of contexts.

in a wide range of contexts, including those that involve others who are unfamiliar.




Reading Reading texts may require learners to interpret graphs, diagrams, illustrations and features of layout that, together with the written element, contribute to the meaning of a text.


Learning Resource

• understand short texts on familiar topics and experiences

4, 5, 8

• read and understand simple, regular words 1, 2

Entry 1 Read and understand short, simple texts.

in texts that explain, describe and narrate, on paper and on screen. • understand the main events of

chronological and instructional texts

4, 5

• read and understand simple instructions and directions 6, 8

• read and understand high frequency words and words with common spelling patterns

1, 2 (also

Entry 3) • use knowledge of alphabetical

order to locate information 3

(also Entry 3)

Entry 2 Read and understand straightforward texts.

in texts that inform, describe and narrate, on paper and on screen.





Learning Resource

• understand the main points of texts (including diagrams or graphical representations). Written texts are of more than one paragraph at this level

4, 5

• obtain specific information through detailed reading 7

• scan texts and use organisational features to locate information (for example contents, index, menus) 5, 6

• use strategies to read and understand texts in different formats (for example web page, application form)

5

Entry 3 Independently read and understand straightforward texts for a purpose.

in texts that inform, instruct, describe and narrate, on paper and on screen. • identify the main points and ideas

and how they are presented in different texts

5, 7

• understand texts in detail 5 • read and understand texts and take

appropriate action 5

Level 1 Read and understand a range of texts.

in a range of texts including reports, instructional, explanatory and persuasive texts, on paper and on screen. • select and use different types of

texts to obtain relevant information 5, 7

• read and summarise succinctly information/ideas from different sources

5

• identify the purposes of texts and comment on how effectively meaning is conveyed 4, 5

• detect point of view, implicit meaning and/or bias 5

• read and actively respond to different texts (for example, reply to each point in a letter of complaint)

5

Level 2 Compare, select, read and understand texts and use them to gather information, ideas, arguments and opinions.

in a wide range of texts for different purposes, on paper and on screen.




Writing The term documents is used to describe texts written to communicate with others for a particular purpose. The range here might include conveying information, ideas, opinions or requests.


Learning Resource

• use written words and phrases to present information 13

• construct simple sentences and punctuate using capital letters and full stops

13, 15

• spell correctly some personal or very familiar words 11, 12

• use upper and lower case 10, 11

Entry 1 Write short, simple sentences.

in documents such as forms, messages or notes, on paper and on screen. • use written words and phrases

to record/present information 13

• construct compound sentences using common conjunctions and punctuate correctly using capital letters, full stops and question marks

8 (also Entry 3),

13, 14, 15

• spell correctly a range of common words 11, 12

• produce legible text 10

Entry 2 Write short documents with some awareness of the intended audience.

in documents such as forms, messages or simple narratives, on paper and on screen.

• plan, draft and organise writing 13, 16

• sequence writing logically and clearly 13, 16

• use basic grammar including appropriate verb tense and subject/verb agreement

14, 15

• spell correctly and check work for accuracy 10, 11, 12

Entry 3 Write documents with some adaptation to the intended audience.

in documents such as forms, emails, letters, simple instructions or short reports, on paper and on screen.





Learning Resource

• write clearly and coherently including an appropriate level of detail

6

• present information in a logical sequence 6

• use language, format and structure suitable for purpose and audience

4

• use correct grammar including subject/verb agreement and correct and consistent use of tense

2

• ensure written work includes accurate grammar, punctuation and spelling and that meaning is clear

1, 2, 3

Level 1 Write documents to communicate information, ideas and opinions using formats and styles suitable for their purpose and audience.

in a range of documents on paper and on screen. • present information/ideas

concisely, logically and persuasively

6

• present information on complex subjects concisely and clearly 6

• use a range of different styles of writing for different purposes 4, 6

• use a range of sentence structures, including complex sentences

2

• punctuate accurately using commas, apostrophes and inverted commas

1

• ensure written work has accurate grammar, punctuation and spelling and that meaning is clear

1, 2, 3

Level 2 Write documents, including extended writing pieces, communicating information, ideas and opinions, effectively and persuasively.

in a wide range of documents on paper and on screen.




Mathematics: Entry 1 The standard at Entry 1 is underpinned by the process skills of representing (making sense of situations and representing them), analysing (processing and using the mathematics) and interpreting (interpreting and communicating the results of analysis). Content and skills are equivalent to national curriculum mathematics Level 1 and the adult numeracy standards at Entry 1.

Performance Coverage and range bksb

Learning Resource

Learners can: • understand and use numbers up to 10 1, 2, 5, 6

• use everyday language to describe the properties of size and measurements including length, width, height and weight, and make simple comparisons

11, 12

• use everyday language to describe position 17

• recognise and select coins and notes 9

• recognise and name common 2D and 3D shapes 16

• sort and classify objects using a single criterion 19

Learners can: • understand simple

mathematical information in familiar and accessible contexts and situations

• use given methods and standard models to obtain answers to simple given practical problems that are clear and routine

• generate results that make sense in relation to a specified task

• describe solutions to simple given practical problems in familiar contexts and situations.

• show an awareness of uncertainty.




Mathematics: Entry 2 The standard at Entry 2 is underpinned by the process skills of representing (making sense of situations and representing them), analysing (processing and using the mathematics) and interpreting (interpreting and communicating the results of analysis). Content and skills are equivalent to national curriculum mathematics Levels 1–2 and the adult numeracy standards at Entry 2.


Learning Resource

Learners can: • understand and use whole numbers to

100 and count reliably up to 20 items 1, 2

• understand and use addition/subtraction in practical situations

2

• understand and use multiplication in practical situations, where necessary using repeated addition to calculate

3

• complete calculations using whole numbers 5, 6

• understand and use halves and quarters and find halves and quarters of small numbers of items

7

• recognise and use familiar measures including time and money 9, 10

• recognise sequences of numbers including odd and even numbers 1

• read simple scales to the nearest labelled division 15

• use properties of simple 2D and 3D shapes 16

• extract information from simple lists 18

Learners can: • understand simple

practical problems in familiar and accessible contexts and situations

• use basic mathematics to obtain answers to simple given practical problems that are clear and routine

• generate results to a given level of accuracy

• use given checking procedures

• describe and explain solutions to simple given practical problems in familiar contexts and situations.

• record results. 18, 19, 20




Mathematics: Entry 3 The standard at Entry 3 is underpinned by the process skills of representing (making sense of situations and representing them), analysing (processing and using the mathematics) and interpreting (interpreting and communicating the results of analysis). Content and skills are equivalent to national curriculum mathematics Levels 1–3 and the adult numeracy standards at Entry 3.


Learning Resource

Learners can: • understand and use whole numbers to

1,000 1

• complete written calculations with two-digit numbers 9

• add and subtract using three-digit numbers 2

• solve whole number problems involving multiplication and division 3, 5

• use mental recall of multiplication tables 2, 3, 4, 5 and 10 3

• round to the nearest 10 or 100 4

• understand and use simple fractions 7

• understand decimals to two decimal places in practical contexts 8

• recognise and describe number patterns 3

• understand, estimate, measure and compare length, capacity, weight and temperature

11, 12, 13, 14, 15

• complete simple mental calculations involving money and measures 9, 10

• recognise, name and draw simple 2D and 3D shapes 16

• use metric and imperial units in everyday situations 15

• extract and use information from lists, tables, simple charts and graphs, and make comparisons of this information

18

• check accuracy of calculations and results 18

Learners can: • understand practical

problems in familiar and accessible contexts and situations

• begin to develop own strategies for solving simple problems

• select and apply mathematics to obtain answers to simple given practical problems that are clear and routine

• interpret and communicate solutions to practical problems in familiar contexts and situations

• use simple checking procedures.

• present findings to make sense to others. 20




Mathematics: Level 1 The standard at level 1 is underpinned by the process skills of representing (making sense of situations and representing them), analysing (processing and using the mathematics) and interpreting (interpreting and communicating the results of analysis). Content and skills are equivalent to national curriculum mathematics Levels 1–4, the adult numeracy standards and the application of number key skill, Level 1.


Learning Resource

Learners can: • understand and use whole numbers

and recognise negative numbers in practical contexts

1

• add, subtract, multiply and divide whole numbers using a range of mental methods

2

• multiply and divide whole numbers by 10 and 100 using mental arithmetic 2

• understand and use equivalences between common fractions, decimals and percentages

7

• add and subtract decimals up to two decimal places 6

• solve simple problems involving ratio, where one number is a multiple of the other

3

• use simple formulae expressed in words for one- or two-step operations (Level 2) 9

• solve problems requiring calculation, with common measures including money, time, length, weight, capacity and temperature

10, 11

• convert units of measure in the same system 11

• work out areas, perimeters and volumes in practical situations 12, 13

Learners can: • understand practical

problems in familiar and unfamiliar contexts and situations, some of which are non-routine

• identify and obtain necessary information to tackle the problem

• select and apply mathematics in an organised way to find solutions to practical problems for different purposes

• use appropriate checking procedures at each stage

• interpret and communicate solutions to practical problems, drawing simple conclusions and giving explanations.

• construct models and draw shapes, measuring and drawing angles and identifying line symmetry 14





Learning Resource

• extract and interpret information from tables, diagrams, charts and graphs 15

• collect and record discrete data and organise and represent information in different ways

15

• find mean and range 15

• use probability to show that some events are more likely to occur than others

16

• understand outcomes, check calculations and explain results. 16




Mathematics: Level 2 The standard at Level 2 is underpinned by the process skills of representing (making sense of situations and representing them), analysing (processing and using the mathematics) and interpreting (interpreting and communicating the results of analysis). Content and skills are equivalent to national curriculum mathematics Levels 1–6, the adult numeracy standards and application of number key skill, Level 2.


Learning Resource

Learners can: • understand and use positive and

negative numbers of any size in practical contexts

1, 2

• carry out calculations with numbers of any size in practical contexts 1, 2

• understand, use and calculate ratio and proportion, including problems involving scale

3

• understand and use equivalences between fractions, decimals and percentages

7

• add and subtract fractions; add, subtract, multiply and divide decimals to a given number of decimal places

5, 6

• understand and use simple equations and simple formulae involving one- or two-step operations

9

• recognise and use 2D representations of 3D objects 14

• find area, perimeter and volume of common shapes 12, 13

• use, convert and calculate using metric and, where appropriate, imperial measures

10, 11

• collect and represent discrete and continuous data, using ICT where appropriate

15

• use and interpret statistical measures, tables and diagrams, for discrete and continuous data, using ICT where appropriate

15

• use statistical methods to investigate situations 15

Learners can: • understand routine

and non-routine problems in a wide range of familiar and unfamiliar contexts and situations

• identify the situation or problem and the mathematical methods needed to tackle it

• select and apply a range of mathematics to find solutions

• use appropriate checking procedures and evaluate their effectiveness at each stage

• interpret and communicate solutions to practical problems in familiar and unfamiliar routine contexts and situations

• draw conclusions and provide mathematical justifications.

• use a numerical scale from 0 to 1 to express and compare probabilities. 16




Good practice guide

The following suggestions will help you with setting up and planning a strategic approach to using bksb to improve English and mathematics in your school. There are several ways that the bksb learning resources can be used to support students, but the two that are detailed below seem to be the most popular approaches used in schools. 1. Preparation for the ALAN tests For schools, these suggestions may or may not fit with the timetable, but would be an ideal way of organising your students for the ALAN tests - which will be in place until at least the end of 2010.

• Arrange for year 11 students to take the bksb Initial Assessments in September or as early on in the first term as possible. These assessments take around 20 minutes so if time and IT access is an issue then both the English and mathematics assessments can easily be done in one hour long lesson.

• The results of these assessments will then give you an idea of which students are

working at Level 1 or 2. There are then several options available for you.

i) Students achieving good Level 2 results in both areas could access a free practice ALAN test online. If they pass this then they are probably ready to be entered for the real thing straight away. This means that your top level students will have the ALAN tests completed and the points banked before the autumn half term break.

ii) Students who are working between Level 1 and 2 need to undertake a diagnostic

assessment to highlight their skill gaps. Set these students a target of being ready for a practice level 2 ALAN test towards the end of the term.

iii) Students who are working mostly at Level 1 will need to take the diagnostic

assessments to highlight areas of development that are needed. The students will then need to be assigned the appropriate bksb learning resources to help them improve in the areas that have been identified. Competence in these topics could then be verified using the bksb Skill Check. A practice ALAN test could be scheduled for Christmas time to gauge whether it is appropriate to enter the student for a Level 2 test.

2. Supporting students throughout KS4 with Functional Skills For schools, with the Functional Skills in English and maths being integral to the success of students in Key Stage 4, it is essential that you have a clear indication of your students’ ability in relationship to the Functional Skills standards. One way of doing this is to follow the guidance provided by the bksb process overleaf.



1. Initial Assessment

Interactive software that identifies the learner’s general current working level within the 7 levels from Pre-entry to Level 3. It also identifies the appropriate level at which to take the diagnostic assessment.

2. Diagnostic Assessment

Interactive software that identifies specific gaps in the learner’s skills, such as fractions etc. An ILP (individual learning plan) is produced at the end of the assessment. For each skill gap, there is a learning resource covering skill development, practice exercises and answers. A tracking tool provides a range of advantages, including the automatic capture of all gaps for all learners in a given group on a group grid. This greatly facilitates the delivery of teaching.

3. Learning Resources

Functional Skills The bksb process for English and mathematics.

4. Skill Check

This interactive, self-marking software for each learning resource validates learner competence. This better manages the tutor’s assessment workload and creates more time for teaching and one-to-one support in a multi-activity environment.

All students will undertake an initial assessment and diagnostic to ascertain their level and skill gaps. For schools, this ideally could be done at the end of year 9 after SATs, or when the year 11 students have left. As part of shared good practice, the ILPs produced at the end of the diagnostic would be printed off and kept in a file so all staff can see at a glance where students need help.





One way that you could implement the model in the diagram is to look at the make up of your current English and maths groups. Students who are working below Level 1 at the end of year 9 are likely to have 3’s and 4’s in their SATs and, possibly, are going to be in the lower English and maths groups. From studies and our own experience, it is unlikely (but not impossible) that these students will be achieving Level 2 standards in Functional English and maths in year 11. So the lower groups could be working towards achieving a Level 1 qualification in Functional Skills by the end of year 11, using the model of support outlined. From the group tracking tool you will also be able to see where the group as a whole might have a particular skill gap. (For example, from the diagnostics completed from one school, ‘working with decimals’ was an area that all students struggled with.) These particular areas could then be taught to the whole group in a standard lesson style. Equally, small groups can be instantly identified for small group teaching. For those in more advanced English and maths groups you might want to timetable regular slots where you look at the Functional Skills needed at Level 1 and 2. Don’t assume that, because you have a top set English group, they can all ‘scan text for meaning’ and infer ‘meaning from indirect text’. Booking in regular bksb sessions to work on their skill gaps, as identified by the diagnostic assessment, will be a real help for them.

Documents

Intro To English