The VTCT Functional Skills specification and sample assessment

Functional skills are practical skills in English, mathematics, and information and communication technology (ICT) that allow individuals to engage confidently, effectively and independently in life.

The VTCT Functional Skills qualifications are offered in each subject at level 1 and level 2.

The VTCT Functional Skills assessments are based on stimulating scenarios that reflect real-life, requiring learners to respond to situations, resolve problems and decide upon appropriate outcomes for a range of tasks, based upon their learning in the subject area.

The assessments have a limited duration and must be undertaken under controlled assessment conditions. The assessments elicit and measure skills-based techniques and problem-solving learning that is appropriate to the specified level.

The VTCT assessments are clearly presented and accessible to all learners operating at the level of the qualification. The knowledge, skills and understanding that are delivered and assessed in the qualifications are contained in the Ofqual Functional Skills regulatory criteria, which are clearly presented in this booklet.

The VTCT Functional Skills qualifications are suitable for all learners who wish to develop these important skills at levels 1 and 2, as their content is relevant to a wide range of learning programmes, personal development opportunities and employment.

While Functional Skills are generic, transferable and essential for dealing with everyday situations in life, learning and employment, the VTCT qualifications have been carefully designed to be delivered in vocational contexts and to appeal to learners in vocational training and apprenticeships.

This booklet provides comprehensive information about all aspects of the design, delivery and assessment of the VTCT Functional Skills qualifications, including the full specification and sample assessment materials (SAMs).

The VTCT Functional Skills specification and sample assessment materials

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VTCT Functional Skills qualificationsQualification specification

ContentsIntroduction 3VTCT policy statement

Excellence in qualification development 4Functional Skills assessment development methodology

Risk management 6Arrangements with centres Assessment security

VTCT’s Part A recognition to offer Functional Skills 7VTCT’s Functional Skills qualification objectives Target market

Qualification support 8Entry requirements Supporting learners

Guided learning hours 9Cost effective and efficient qualifications Funding

Progression opportunities 10Equality, access and inclusion

Qualification structure 15Qualification content

Mode of delivery 24Resources

Skills standards and specified levels of attainment 25Units 26Functional Skills assessment 32External assessment

External assessment (examination) arrangements 33Internal assessment

Centre malpractice 35Marking and awarding Administration arrangements Re-sits Results Certification

Further guidance and support 36Conclusion 37Sample assessment papers guide 38

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VTCT Functional Skills qualifications | Qualification specification

Introduction

Functional skills are practical skills in English, mathematics and information and communication technology (ICT) that allow individuals to engage confidently, effectively and independently in life.

The VTCT Functional Skills qualifications are offered at level 1 and level 2.

VTCT Functional Skills assessments are based on task-based scenarios that reflect real-life. They have a limited duration and must be undertaken under controlled assessment conditions. The assessments elicit and measure skills-based techniques and problem-solving learning. [There is more information on assessment in section 3]

VTCT Functional Skills qualifications in English, mathematics and information and communication technology are designed to develop and assess Functional Skills as determined by the Functional Skills regulatory criteria that have been approved by Ofqual. The regulatory criteria outline the knowledge, skills and understanding required at each level in each of the qualifications.

VTCT Functional Skills qualifications develop the regulatory criteria into a suite of qualifications and assessments that provide learners with knowledge, skills and problem-solving approaches that are essential in life, learning and employment.

These qualifications encourage learners to develop their English, mathematics or ICT knowledge, skills and understanding in ways that are appropriate to their situation and transferable across different contexts.

The VTCT Functional Skills qualifications are designed to bring real-life into the learning environment. VTCT has put considerable resources into creating engaging contemporary qualifications and assessment materials in order to capture the true spirit of Functional Skills educational provision as articulated by the regulatory criteria, with their focus on purposeful problem-solving across all three subject areas.

The qualifications and assessments explore interesting and accessible topics, immerse learners in authentic scenarios, and deliver transferable knowledge, skills, and proficiencies that are appropriate to level and to the development and verification of genuine functional skills competence.

VTCT policy statement

VTCT is committed to developing qualifications that meet the needs of its customers whether they be learners, centres, training providers, employers or regulatory authorities. To this end VTCT develops qualifications that:

• fit with VTCT’s business plan, company mission and values

• meet a clear need in the market place and do not result in excessive provision

• meet a quantifiable and sufficient demand in the market place

• are supported by the appropriate Sector Skills Councils, standards setting bodies and regulators

• meet established standards within the industry served

• promote excellence and achievement

• provide genuine opportunities for progression

• are cost effective to develop and support

• ensure equality of opportunity for all learners

• are sustainable.

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Excellence in qualification development

VTCT has rigorous qualification development processes in place for all of its qualifications and learning programmes.

For the development of the Functional Skills qualifications VTCT considered the best features of its existing qualification and development procedures and applied these to the new suite of qualifications. VTCT also considered the lessons learned from its involvement in the three-year Functional Skills piloting and development programme.

However, VTCT felt that it was necessary to supplement this experience and the intelligence gathered by recruiting a designated team of qualification, assessment and subject experts to develop and implement their Functional Skills qualifications.

The VTCT Functional Skills development team includes members with considerable expertise in qualification development, assessment design and the educational issues specifically relevant to Functional Skills delivery and related provision.

Functional Skills assessment development methodology

VTCT prides itself on its reputation for world-class qualifications.

In the development of assessment for any of VTCT’s qualification rigorous evaluation and quality assurance processes are undertaken to ensure that they are fit for purpose.

The process to guarantee this outcome is thorough and is measured by the following criteria.

The assessment:

• provides a valid and valued measure of the required knowledge, skills, understanding and proficiency

• differentiates only on the basis of the candidates’ ability to meet the explicit assessment requirements

• is free from any covert or overt discrimination, either in the wording, content or delivery

• is manageable and cost-effective for centres to operate with the minimum of disruption, burden and bureaucracy

• can be undertaken using the minimum equipment and material, as specified by VTCT in advance of the assessment taking place, while remaining valid, innovative and appropriate to the learning context

• have options that are comparable in terms of the nature and volume of work required and the level of intellectual demand, across different assessments and assessment opportunities.

For the Functional Skills qualifications VTCT has instituted a development programme that comprises several interrelated but discrete stages in assessment development and evaluation that are specific to the Functional Skills qualifications, prior to them being subject to its established review, quality assurance and approval stages, as detailed in its Strategy and Procedures for Qualification Development document.

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The development process:

• assessment drafting• assessment evaluation, critique and review• assessment amendment/re-drafting• second stage assessment evaluation and refinement• formal scrutiny through QPEC process• refinement of assessment materials based upon QPEC outcomes• review by VTCT qualification team• review by VTCT quality assurance team• assessment type-setting• editorial review• final quality assurance• senior management approval and sign-off.Assessment writers

VTCT has a team of assessment writers who are subject specialists, who have expertise in Functional Skills qualifications delivery, and who also have extensive experience as practitioners.

Chief Examiners

The assessment writers are overseen by a team of Chief Examiners who are responsible for the overall standards, quality and validity of the qualification content and of the assessment requirements in the different subject areas.

The Chief Examiners were recruited based not only on their considerable expertise in the development and evaluation of qualification delivery cycles, but also on their long-standing involvement with the design, development, accreditation and evaluation of the Functional Skills qualifications nationally.

Quality assurance

VTCT’s qualification team and quality assurance team are closely involved in all stages of the development process for all of VTCT’s qualifications. They provide independent advice and guidance on all qualification development programmes being managed by the awarding organisation.

The quality assurance process includes an evaluation based upon all relevant aspects of VTCT’s established Equality, Access and Inclusion protocols. The contributors to all stages of the development cycle are given training and guidance on necessary aspects of equalities legislation and access and inclusion good practice.

Several of the VTCT staff involved in the development of the Functional Skills qualifications have specialist skills in access and inclusion issues that are specific to the development of qualifications and assessment. Further information about equality, access and inclusion is provided on page 12 of this document.

Editorial work

VTCT’s Functional Skills qualifications are submitted to a meticulous editorial review prior to being type set as branded VTCT provision. They are then subject to a further quality assurance stage to ensure that this process has not adversely affected the functioning of the assessment materials or their compliance with the regulatory criteria.

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Management approval

VTCT has comprehensive policies and procedures relating to the design and development of all of its qualifications. VTCT senior management is closely involved in all stages of the qualification development process, sharing their considerable expertise and experience with colleagues, and taking responsibility for the maintenance of quality and standards during the development phase and the final approval of all materials.

Risk management

VTCT has a highly developed risk management strategy that informs all of our operations. We appreciate the importance of maintaining standards and quality in education and protecting learner interests is our highest priority.

All of VTCT’s staff are provided with professional development that includes the effective management, mitigation and reporting of risks. Strict programme management protocols are followed to ensure that any unexpected developments or incidents do not affect the quality and validity of the company’s products and services, nor have an adverse effect on learners and centres.

These procedures have been tested and refined across a wide range of vocational qualifications and were significantly enhanced as part of VTCT’s accreditation to deliver the Diploma qualifications. VTCT monitors the effectiveness of these procedures on a regular basis and provides training and guidance to staff to ensure that risk and quality management are central to all of our operations and to our staff’s professional development.

Arrangements with centres

VTCT requires all of its centres to gain agreement to deliver the Functional Skills qualifications to ensure that they understand the nature of the qualifications and their assessment requirements, have the necessary staff and resources to deliver the qualifications, are aware of their responsibilities and obligations in relation to the qualifications, and can guarantee the protection and promotion of the interests of learners undertaking the programme.

Centres sign a formal centre recognition statement confirming their understanding and agreement to comply with VTCT’s qualification management, delivery, quality assurance and compliance procedures.

VTCT maintains regular communications with its centres. VTCT will incorporate Functional Skills qualification delivery into its centre monitoring process, which includes centre inspections, will offer centre training and guidance, and will provide opportunities for centres to offer feedback on all aspects of the programme to inform their ongoing qualification development and improvement strategy.

Assessment security

VTCT understands the importance of security arrangements relating to its assessment materials. Strict protocols are followed throughout its development and delivery processes and are closely monitored across centres.

All materials are managed, stored and communicated securely to ensure the confidentiality of assessment is maintained to the point at which candidates are presented with the assessment papers. This process ensures that breaches of confidentiality are minimised for all candidates across centres, cohorts, and assessment opportunities.

Detailed centre guidance will be provided on assessment (examination) delivery for both internal and external assessment. The external assessment procedures will cover protocols relating to the five-day

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assessment windows, teaching during the assessment period, security of the assessment material, timetabling, supervision, authenticity, and post-assessment processes.

Further information on both internal and external assessment is provided in the relevant sections within this specification.

VTCT’s Part A recognition to offer Functional Skills

VTCT’s successful Part A recognition to offer Functional Skills qualifications by Ofqual (dated: February 2011) was based upon detailed evidence of the experience, expertise, quality assurance processes and resources that it has available to support the delivery of high-quality, valid and reliable qualifications. The documents submitted for this accreditation outline how VTCT’s resources will be used to support excellence, achievement, and centre and learner satisfaction for the new Functional Skills qualifications.

VTCT’s Functional Skills qualification objectives

The VTCT Functional Skills qualifications aim to:

• Deliver knowledge, skills and understanding that are directly relevant to real-life contexts, ensuring that learners appreciate the practical applications of their learning and can exercise problem-solving techniques that are necessary in further learning, employment and everyday life.

• Provide accreditation that verifies the Functional Skills proficiencies and achievement at either level 1 or level 2.

• Provide accreditation that supports progression in a wide range of learning and employment contexts, including vocational or technical education and training, academic study, and employment.

• Provide accreditation of achievement for both the desirable and the mandatory requirements of other qualifications and learning programmes, such as Apprenticeship frameworks, GCSEs, Diplomas, and employment-based training.

Target market

This suite of qualifications is suitable for learners over the age of 14 years of age who would like to develop their knowledge, skills and understanding of the fundamental practical aspects of English, mathematics and ICT that support people to function effectively in daily life, and to have these valuable skills and proficiencies recognised by a high-profile national qualification.

The qualification delivers the knowledge, skills and understanding that are highly sought after in further learning and employment contexts and which have broad applications in contemporary life.

The VTCT Functional Skills qualifications are suitable for any learners who wish to develop these important skills at levels 1 and 2 as their content is relevant to a wide range of learning programmes and employment opportunities, however, the VTCT qualifications have been carefully designed to be delivered in vocational contexts and to appeal to learners in vocational training and apprenticeships.

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Qualification support

VTCT is a nationally accredited awarding organisation with over 50 years of experience in education, training and qualification development.

VTCT currently offers a range of specialist vocational qualifications in Hairdressing, Beauty Therapy, Complementary Therapies, Sports and Active Leisure, Hospitality and Catering, Retail and Business Enterprise, as well as the Diploma and Principal Learning qualifications.

VTCT provides high quality learning programmes, qualifications, and education products and services across a range of sectors. VTCT seeks to meet the needs of its learners and centres by developing appropriate Functional Skills provision and ensuring that these qualifications are nationally accredited for delivery by September 2012.

There is a strong demand for Functional Skills qualifications in VTCT’s specialist sectors and this will likely increase with the forthcoming requirement that all Apprenticeship frameworks include Functional Skills qualification achievement from September 2012.

Entry requirements

The VTCT Functional Skills qualifications are available to any learners who are capable of reaching the required standards detailed in the Functional Skills regulatory criteria at the relevant level.

The qualifications have been developed without any barriers that restrict access or progression, actively seeking to promote equal opportunities and inclusive practices. The qualifications strictly comply with the requirements for equality, access and inclusion detailed in the regulatory criteria and offer a range of appropriate access arrangements.

There are no formal requirements for entry to the assessments. Learners will be expected to have the potential to achieve the level of knowledge, skills and understanding appropriate for a person operating at the level outlined in the criteria at the level.

Supporting learners

Centres should ensure that learners are informed of the title and level of the qualification they have been entered for and that VTCT is the awarding body for their chosen qualification.

Centres should ensure that learners are fully prepared for Functional Skills assessments through appropriate teaching and learning strategies. Centres are encouraged to ensure that learners have the opportunity to practice their skills in real-life contexts, which are likely to be stimulating, vocationally-relevant tasks, prior to taking the assessment.

VTCT is proud of the close relationships that it maintains with its centres and learners. VTCT has a diverse team of highly experienced staff who are available to provide all necessary training, guidance and support for the delivery of their full range of qualifications, including the new Functional Skills qualifications. VTCT staff work with their centres and learners to ensure high quality teaching, learning and assessment are provided, to assist with the administration of their qualifications and assessment, and to promote both participation and achievement.

Training, support and guidance materials will be provided to all VTCT Functional Skills centres in preparation for first teaching in September 2012 and to support their delivery from this date onwards.

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Guided learning hours

The guided learning hours (GLH) for the Functional Skills qualifications are indicative only. They have been set for all Functional Skills qualifications to provide a sense of the size of the qualifications and their associated learning programmes.

The Functional Skills qualifications are proficiency-based qualifications and therefore learners will require varying amounts of learning time to function effectively at the required level and to complete the qualifications. This will depend on a range of factors, such as the mode of study (full-time; part-time; work-based), and the level of knowledge, experience and skills competence at the point of entry onto the qualification.

VTCT recognises that learners will have diverse backgrounds and may need different guided learning hours and have developed Functional Skills qualifications that are sufficiently flexible to accommodate these various needs. VTCT encourages practitioners to determine learner needs on an individual basis and to make suitable arrangements in terms of contact time and suitable assessment opportunities. Please email VTCT if you require any assistance or further information about the options available.

Unit Guided learning hours (indicative)

Functional Skills qualification at levels 1 and 2

(FS mathematics; FS English; FS ICT)45 GLH

Cost effective and efficient qualifications

VTCT intends to offer high-quality Functional Skills qualifications to centres as both independent learning and assessment programmes and as part of broader qualification packages in line with its associated, established provision, which is focused on learners completing Apprenticeships.

This will provide centres with appropriate choices for their centres and learners. It will also allow for tailored programmes that meet the needs of both their existing customer base and new customers.

VTCT will offer highly competitive provision with individual assessments per candidate costing less than much of the provision that is currently available from other awarding organisations. VTCT intends to offer the Functional Skills qualifications at £12.50 per assessment (fixed fee until 31 July 2013).

Learners who choose VTCT’s Apprenticeship package will receive a 30% reduction in the overall cost of the tailored education package components, which means that they will effectively access the Functional Skills qualifications at no additional cost.

VTCT is able to offer excellent value to its customers based upon highly efficient business processes, its commitment and sensitivity to customer needs, and the effective utilisation of resources across its broad range of educational products and services.

The VTCT Functional Skills qualifications have been designed to be flexible and cost-effective without in any way reducing the quality of these products and services.

Funding

If you require any information about funding for the qualification please contact the Education Funding Agency (http://www.education.gov.uk/aboutdfe/armslengthbodies/b00199952/the-education-funding-agency) or the Department for Education (http://education.gov.uk), or the Skills Funding Agency(http://www.skillsfundingagency.bis.gov.uk) for adult learning.

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Progression opportunities

The VTCT Functional Skills qualifications are independent qualifications that offer excellent progression opportunities. The qualifications deliver knowledge, skills and understanding that are widely recognised as being essential to effective progress in further learning, both academic and vocational, employment across a wide range of sectors, and personal development opportunities, for both young people and adults.

VTCT’s main candidature is on Apprenticeship programmes, spread across close to thirty different frameworks. VTCT’s current Apprenticeship frameworks include the following sectors:

• Hair and Beauty

• Sport and Active Leisure

• Customer Service

• Learning and Development

• Hospitality and Catering

• Retail

(Team Leadership is an additional framework that is currently under development)

All of these frameworks currently require the completion of either Key Skills or Functional Skills and the Functional Skills qualifications will become a mandatory component of all Apprenticeship frameworks from September 2012.

The VTCT Functional Skills qualifications will recognise achievement in a range of skills proficiencies that are highly sought after by schools, colleges, further education and higher education, training providers and employers. They will also provide wide-ranging progression opportunities based upon certification of these high-profile national qualifications at levels 1 and 2.

Equality, access and inclusion

VTCT believes that the promotion of equality, access and inclusion are vital to the quality, validity and success of their education products and services. The Functional Skills qualifications have been developed paying close attention to these issues in delivery and assessment. The adherence of the VTCT Functional Skills qualifications to the Ofqual regulatory criteria ensures that important issues relating to equality, access and inclusion have been considered and responded to appropriately.

VTCT Diversity Statement

VTCT and its Board of Trustees value diversity and believe that people from differing backgrounds can bring different ideas, perspectives and experiences to all aspects of learning and development.

VTCT is fully committed to treating everyone fairly, with respect and with dignity in their employment and in their learning.

VTCT requires its approved centres to have their own diversity and equal opportunities policy and procedures, which include monitoring the application and effectiveness of the procedures. Diversity and equality of opportunity needs to make sure that all candidates and those who have responsibility for the recruitment, teaching and the assessment of these candidates, can enjoy a positive learning environment, without artificial barriers to entry, achievement or progression; whilst at the same time safeguarding the integrity of VTCT qualifications.

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VTCT is committed to developing and promoting an understanding of diversity throughout all products and activities relating to our qualifications. This includes our qualifications, publications, training, and assessment procedures to support candidates to have a positive and inclusive learning and assessment experience.

VTCT is committed to continue helping everyone who works in the industry to work towards a truly diverse and inclusive society.

The Trustees and staff at VTCT are fully committed to complying with any current, future legislation and requirements from regulators on diversity and inclusion. VTCT will continue to support approved centres to provide an enriched and inclusive learning experience for all candidates.

Equality of opportunity, access and inclusivity in education

The VTCT team includes members with expertise in issues relating to equality, access and inclusion in the design, development and delivery of teaching, learning and assessment.

Access arrangements, reasonable adjustments and special consideration

VTCT has paid close attention to the equality and discrimination legislation and the interests of minority groups in developing and administering these qualifications.

We follow the guidelines in the Joint Council for Qualifications (JCQ) document: Access Arrangements, Reasonable Adjustments and Special Consideration: General and Vocational Qualifications.

This is published on the JCQ website www.jcq.org.uk

VTCT is committed to ensuring equality for learners and the removal of all unnecessary barriers to achievement. This is considered throughout the qualification development process and reviewed by appropriate specialists.

The qualifications are designed to be relevant to and to recognise the achievement of the most diverse range of learners possible. This process is sensitive to the needs of people with differing:

• religions and beliefs

• ethnicities

• ages

• genders

• domestic arrangements

• abilities/disabilities.

Procedures have been devised to support the development and implementation of high quality VTCT qualifications that are “fit for purpose” and command the confidence of key stakeholders such as regulators, employers, the education sector and, crucially, our learners.

The VTCT procedures aim to meet the requirements of the RITS system and of accreditation by regulatory authorities and approval of ‘funders’, where appropriate. The procedures are designed to support cost-effective and timely qualifications development and highly regarded educational outcomes.

Functional Skills regulatory criteria

The Functional Skills regulatory criteria, upon which the VTCT qualifications and assessments are based, were developed in close consultation with access specialists during the pilot phase to minimise potential barriers to achievement in the qualifications and to provide suitable access arrangements and special consideration where necessary. VTCT ensures full compliance with the requirements.

For full details see the Access Arrangements table on pages 13-15.

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Access arrangements

VTCT can arrange for candidates with special needs to access an assessment. These arrangements must be made before the examination. For example, we can produce a Braille paper for a candidate with sight problems.

Reasonable adjustments

An access arrangement that meets the needs of a particular disabled candidate would be a reasonable adjustment for that candidate. For example, a Braille paper would be a reasonable adjustment for a Braille reader but not for a candidate who did not read Braille as part of their usual way of working. The Disability Discrimination Act requires us to make reasonable adjustments to remove or lessen any disadvantage affecting a disabled candidate.

Special consideration

VTCT can give special consideration to candidates who have had a temporary illness, injury or serious problem such as death of a relative, at the time of the examination. We can only do this after the examination.

The Examinations Officer at the centre should contact VTCT for access arrangements and special consideration.

Functional Skills English qualification

Speaking, Listening and Communication (SLC) component:

Sign Language (i.e. BSL, SSE) is permissible in the Speaking, Listening and Communication component, provided this is made accessible to all participants in the discussion. It is recognised that BSL is a language in its own right and not a form of English. However, BSL is permitted as an alternative to English for the assessment of Speaking, Listening and Communication where BSL is the candidate’s usual way of communicating in the contexts described by the criteria. No other languages are permitted as alternatives to English.

Similarly, access to augmentative speech equipment is permissible where it reflects the candidate’s ‘normal way of working’.

As a last resort, candidates who are disabled under the terms of the Equality Act 2010 and have no accessible means of communication may request an exemption from the Speaking, Listening and Communication component.

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Reading component

Access arrangement Yes/No Type of assessment

Extra time Yes The use of a dictionary or a bilingual dictionary is permitted for all candidates

Reader NoComputer/screen reader YesOral language modifier NoSign language interpreter N/AScribe YesVoice recognition technology (assistive technology) Yes

Word processor Yes The use of a word processor with the spell check facility switched on is permitted for all candidates

TranscriptPractical assistantModified question papers (including Braille)Models, visual/tactile aids, speaking scales

External devices to load personal settings

Permitted as a reasonable adjustment provided that this does not compromise the assessment or give the candidate any advantage not available to other candidates

Writing component

Access arrangement Yes/No Type of assessment

Extra time Yes The use of a dictionary or a bilingual dictionary is permitted for all candidates

Reader YesComputer/screen reader YesOral language modifier YesSign language interpreter YesScribe NoVoice recognition technology (assistive technology) Yes

Word processor Yes The use of a word processor with the spell check facility switched on is permitted for all candidates

Transcript YesPractical assistant YesModified question papers (including Braille) Yes

Models, visual/tactile aids, speaking scales Yes

External devices to load personal settings Yes

Permitted as a reasonable adjustment provided that this does not compromise the assessment or give the candidate any advantage not available to other candidates

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Functional Skills mathematics qualificationCandidates can have access to all forms of equipment, software and practical assistance, such as a reader or a scribe that reflect their usual way of working, provided that these do not affect the reliability or validity of assessment outcomes or give the candidate an assessment advantage over other candidates undertaking the same or similar assessments.

Access arrangement Yes/No Type of assessmentExtra time YesReader YesOral language modifier YesSign language interpreter YesScribe YesWord processor YesTranscript YesPractical assistant YesModified question papers (including Braille)

Yes

Models, visual/tactile aids, speaking scales

Yes

Functional Skills ICT qualification

Access arrangement Yes/No Type of assessmentExtra time YesReader YesOral language modifier YesSign language interpreter YesScribe NoWord processor YesTranscript YesPractical assistant Yes A practical assistant may switch on the computer and

insert a disk at the candidate’s instruction but must not perform any skill for which marks will be credited.A practical assistant may be used in written examinations.

Modified question papers (including Braille)

Yes

External devices to load personal settings

Yes Permitted as a reasonable adjustment provided that this does not compromise the assessment or give the candidate any advantage not available to other candidates.

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Qualification structure

The Functional Skills qualifications are independent skills-based qualifications that are assessed at levels 1 and 2 primarily through summative external assessment. The learning programmes that lead to the award of the Functional Skills qualifications can be studied in a wide range of contexts and through different delivery modes, depending on individual learning needs and learners’ particular circumstances.

The learning programmes and assessment model for the qualifications have been designed to be highly adaptable and can taken both as an exclusive area of study or aligned with other learning programmes, including Apprenticeships, Diplomas, and GCSEs.

VTCT encourages centres and practitioners to tailor learning programmes to individual learner needs and can offer various qualifications packages to support different types of learner and learning.

As Functional Skills are the fundamental skills in English, mathematics and ICT that pervade most aspects of life, further learning and employment, and which are widely recognised as supporting education and training in a broad range of fields, VTCT encourages centres, practitioners and learners to take a holistic approach to the qualifications and, where possible, to explore and encourage links with their wider learning programmes.

The qualification structure for the Functional Skills qualifications varies slightly across the different subject areas. More detailed information on the individual subject-based qualification structure is provided in the Units section on page 32.

English

The Functional Skills English qualification is a single unit qualification that is comprised of three separate assessment components: Reading; Writing; and Speaking, Listening and Communication (SLC). VTCT offers the Functional Skills English qualifications at both level 1 and level 2.

Mathematics

The Functional Skills Mathematics qualification is a single unit, integrated qualification with no separate components. VTCT offers the Functional Skills Mathematics qualifications at both level 1 and level 2.

Information and Communication Technology (ICT)

The Functional Skills ICT qualification is a single unit, integrated qualification with no separate components. The summative assessment comprises two sections, which are designed to be taken as a single assessment opportunity, the first section permitting access to the internet and the second section restricting this access. VTCT offers the Functional Skills ICT qualifications at both level 1 and level 2.

Qualification content

The Functional Skills qualification content is clearly specified in the Ofqual regulatory criteria. The qualifications and their assessments adhere to the qualification content, standards, coverage and range outlined in the following tables.

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English level 1

Skill standards Coverage and range Assessment weighting

Speaking, listening and communication

Take full part in formal and informal discussions and exchanges that include unfamiliar subjects

• Make relevant and extended contributions to discussion allowing for and responding to others’ input;

• Prepare for and contribute to the formal discussion of ideas and opinions;

• Make different kinds of contributions to discussions;

• Present information/points of view clearly and in appropriate language.

N/A

Reading

Read and understand a range of straightforward texts

• Identify the main points and ideas and how they are presented in a variety of texts;

• Read and understand texts in detail;• • Utilise information contained in texts;• • Identify suitable responses to texts;• • In more than one type of text.

N/A

Writing

Write a range of texts to communicate information, ideas and opinions, using formats and styles suitable to their purpose and audience.

• Write clearly and coherently, including an appropriate level of detail;

• Present information in a logical sequence;

• Use language, format and structure suitable for purpose and audience;

55-60%

• Use correct grammar, including correct and consistent use of tense;

• Ensure written work includes generally accurate punctuation and spelling and that meaning is clear;

• In more than one type of text.

40-45%

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English level 2


Speaking, listening and communication

Make a range of contributions to discussions in a range of contexts, including those that are unfamiliar, and make effective presentations.

• Consider complex information and give a relevant, cogent response in appropriate language;

• Present information and ideas clearly and persuasively to others;

• Adapt contributions to suit audience, purpose and situation;

• Make significant contributions to discussions, taking a range of roles and helping to move discussion forward;

N/A

Reading

Select, read, understand and compare texts and use them to gather information, ideas, arguments and opinions.

• Select and use different types of texts to obtain and utilise relevant information;

• Read and summarise, succinctly, information/ideas from different sources;

• Identify the purposes of texts and comment on how meaning is conveyed;

• Detect point of view, implicit meaning and/or bias;

• Analyse texts in relation to audience needs and consider suitable responses;

• In three or more texts.

N/A

Writing

Write a range of texts, including extended written documents, communicating information, ideas and opinions effectively and persuasively.

• Present information/ideas concisely, logically and persuasively;

• Present information on complex subjects clearly and concisely;

• Use a range of writing styles for different purposes;

• Use a range of sentence structures, including complex sentences, and paragraphs to organise written communication effectively.

55-60%

• Punctuate written text using commas, apostrophes and inverted commas accurately;

• Ensure written work is fit for purpose and audience, with accurate spelling and grammar that support clear meaning in a range of text types.

40-45%

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Mathematics level 1


Representing • Understand and use whole numbers and understand negative numbers in practical contexts;

• Add, subtract, multiply and divide whole numbers using a range of strategies;

• Understand and use equivalences between common fractions, decimals and percentages;

• Add and subtract decimals up to two decimal places;

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

• Use simple formulae expressed in words for one- or two-step operations;

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

• Convert units of measure in the same system;

• Work out areas and perimeters in practical situations;

• Construct geometric diagrams, models and shapes;

• Extract and interpret information from tables, diagrams, charts and graphs;

• Collect and record discrete data and organise and represent information in different ways;

• Find mean and range; • Use data to assess the likelihood of an

outcome.

30-40%

• 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 mathematics in an organised way to find solutions.

Analysing

30-40%• Apply mathematics in an organised

way to find solutions to straightforward practical problems for different purposes.

• Use appropriate checking procedures at each stage.

Interpreting

30-40%

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

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Mathematics level 2


Representing • Understand and use positive and negative numbers of any size in practical contexts;

• Carry out calculations with numbers of any size in practical contexts, to a given number of decimal places;

• Understand, use and calculate ratio and proportion, including problems involving scale;

• Understand and use equivalences between fractions, decimals and percentages;

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

• Recognise and use 2D representations of 3D objects;

• Find area, perimeter and volume of common shapes;

• Use, convert and calculate using metric and, where appropriate, imperial measures;

• Collect and represent discrete and continuous data, using ICT where appropriate;

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

• Use statistical methods to investigate situations;

• Use probability to assess the likelihood of an outcome.

30-40%

• Understand routine and non-routine problems in familiar and unfamiliar contexts and situations.

• Identify the situation or problems and identify the mathematical methods needed to solve them.

• Choose from a range of mathematics to find solutions.

Analysing

30-40%• Apply a range of mathematics to find

solutions. • Use appropriate checking procedures

and evaluate their effectiveness at each stage.

Interpreting

30-40%

• Interpret and communicate solutions to multi-stage practical problems in familiar and unfamiliar contexts and situations.

• Draw conclusions and provide mathematical justifications.

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Information and Communication Technology (ICT) level 1


Using ICT

Identify the ICT requirements of a straightforward task.

• Use ICT to plan and organise work.

20-30%

Interact with and use ICT systems to meet requirements of a straightforward task in a familiar context.

• Select and use software applications to meet needs and solve straightforward problems;

• Select and use interface features effectively to meet needs;

• Adjust system settings as appropriate to individual needs.

Manage information storage. • Work with files, folders and other media to access, organise, store, label and retrieve information.

Follow and demonstrate understanding of the need for safety and security practices.

• Demonstrate how to create, use and maintain secure passwords;

• Demonstrate how to minimise the risk of computer viruses.

Finding and selecting information

Use search techniques to locate and select relevant information.

• Use of search engines to (answer) queries.

10-20%Select information from a variety of ICT sources for a straightforward task.

• Recognise and take account of currency, relevance, bias and copyright when selecting and using information.

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Developing, presenting and communicating information

Enter, develop and refine information using appropriate software to meet the requirements of straightforward tasks.

• Apply editing, formatting and layout techniques to meet needs, including text, tables, graphics, records, numbers, charts, graphs or other digital content.

50-70%

Use appropriate software to meet requirements of straightforward data-handling tasks.

• Process numerical data;• Display numerical data in a graphical format;• Use field names and data types to

organise information;• Enter, search, sort and edit records.

Use communications software to meet requirements of a straightforward task.

• Read, send and receive electronic messages with attachments;

• Demonstrate understanding of the need to stay safe and to respect others when using ICT-based communication.

Combine information within a publication for a familiar audience and purpose.

• Print and view on screen;• Check for accuracy and meaning.

Evaluate own use of ICT tools. • At each stage of a task and at the task’s completion.

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Using ICT

Plan solutions to complex tasks by analysing the necessary stages.

• Use ICT to plan and analyse complex or multi-step tasks and activities and to make decisions about suitable approaches.

Select, interact with and use ICT systems safely and securely for a complex task in non-routine and unfamiliar contexts.

• Select and use software applications to meet needs and solve complex problems;

• Select and use a range of interface features and system facilities effectively to meet needs;

• Select and adjust system settings as appropriate to individual needs;

• Respond to ICT problems and take appropriate action;

• Understand the danger of computer viruses and how to minimise risk.

Manage information storage to enable efficient retrieval.

• Manage files, folders and other media storage to enable efficient information retrieval.

Finding and selecting information

Use appropriate search techniques to locate and select relevant information.

• Search engines, queries and AND/ NOT/OR, >,<,>=,<=, contains, begins with, use of wild cards.

Select information from a variety of sources to meet requirements of a complex task.

• ecognise and take account of copyright and other constraints on the use of information;

• Evaluate fitness for purpose of information.

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Developing, presenting and communicating information

Enter, develop and refine information using appropriate software to meet requirements of a complex task.

• Apply a range of editing, formatting and layout techniques to meet needs, including text, tables, graphics, records, numerical data, charts, graphs or other digital content.

Use appropriate software to meet the requirements of a complex data-handling task.

• Process and analyse numerical data; • Display numerical data in appropriate

graphical format; • Use appropriate field names and data

types to organise information; • Analyse and draw conclusions from

a data set by searching, sorting and editing records.

Use communications software to meet requirements of a complex task.

• Organise electronic messages, attachments and contacts;

• Use collaborative tools appropriately;• Understand the need to stay safe and

to respect others when using ICT-based communication.

Combine and present information in ways that are fit for purpose and audience.

• Organise and integrate information of different types to achieve a purpose, using accepted layouts and conventions as appropriate;

• Work accurately and check accuracy, using software facilities where appropriate.

Evaluate the selection, use and effectiveness of ICT tools and facilities used to present information.

• At each stage of a task and at the task’s completion.

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Mode of delivery

VTCT does not specify the mode of study or specify a time limit for the achievement of these qualifications other than the expiry dates for entry and certification laid down by the regulatory authorities and contained in the qualification profiles.

Centres are free to deliver these qualifications using any mode of delivery that meets the needs of their learners.

Centres should consider the learners’ complete learning experience when designing learning programmes. This is particularly important in relation to learners studying part-time alongside work commitments, where learners may bring with them a wealth of experience that should be utilised to maximum effect by teachers and assessors.

Resources

VTCT will be offering all of its Functional Skills centres training, guidance and support materials prior to the commencement of the qualifications in September as well as ongoing training and support.

VTCT will be working with a partner agency to provide up-to-date teaching and learning materials to support these qualifications. These materials will help centres to fully understand the qualification content, various innovative delivery methods, the ways in which Functional Skills qualifications can be embedded in established VTCT programmes, and importantly, to familiarise themselves with the assessment requirements.

VTCT will be producing a support book for each subject that will include Functional Skills specifications, amplification of the specifications focusing on the assessment, sample assessment papers, advice and guidance for practitioners, as well as references to further suitable resources.

VTCT’s teaching and learning support materials provider will help produce a range of published materials, web content, teaching and learning resources, and guidance on assessment, delivery, and administration, as well as assisting VTCT with the delivery of Functional Skills training events at the beginning of the new academic year.

VTCT encourages the teaching and development of subject content and associated skills to be directly referenced to real-life situations and problem-solving, to ensure that learners are operating functionally within different contexts. The practical skills prescribed in the Functional Skills regulatory criteria form the basis of learning programmes that support individual learners, although VTCT also promotes collaborative learning approaches and cross-referencing of Functional Skills development with broader educational provision as a valuable method of developing these fundamental proficiencies in English, mathematics and information and communication technology (ICT).

A number of highly experienced organisations have produced support materials for the Functional Skills qualifications, which will also be referenced and circulated to centres prior to implementation. However, VTCT will be working with an experienced Functional Skills training and development partner to offer its centres relevant and engaging teaching, learning and assessment resources from the summer of 2012.

It is recommended that centres attend relevant training events and visit support sites to help with the delivery of these qualifications. A list of appropriate support materials will be available on the VTCT website in the coming months: www.vtct.org.uk.

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Skills standards and specified levels of attainment

The skills standards describe the criteria against which learners will be assessed. At each level, the skills standards subsume the previous level’s skills standards and coverage and range, supporting a progression-based suite of qualifications.

The VTCT Functional Skills qualifications in English at both level 1 and level 2 assess all of the skills standards and all of the coverage and range.

The VTCT Functional Skills qualifications in mathematics at both level 1 and level 2 assess all of the skill standards and cover all of the indicative coverage and range, however, they allow for the application of knowledge and skills that is equivalent and additional to this content to be appropriately applied and credited, where they enable learners to develop and deploy appropriate skills and to meet the assessment requirements.

The VTCT Functional Skills mathematics individual assessments cover all of the skills standards and sample extensively from the coverage and range. They include all mandatory content specified in the regulatory criteria in every assessment, and all of the stated coverage and range over a three-year cycle.

The VTCT Functional Skills qualifications in ICT at both level 1 and level 2 assess all of the skill standards and cover all of the indicative coverage and range, however, they allow for the application of knowledge and skills that is equivalent and additional to this content to be appropriately applied and credited, where they enable learners to develop and deploy the appropriate skills and to meet the assessment requirements.

The VTCT Functional Skills ICT individual assessments cover all of the skills standards and sample extensively from the coverage and range. They include all mandatory content specified in the regulatory criteria in every assessment, and all of the stated coverage and range over a three-year cycle.

Coverage and range

The coverage and range provides the knowledge and techniques that learners would be expected to apply at each level. These sections are not intended as exhaustive lists to which learners should be confined but are intended as a guide to the minimum type of content that learners will need to demonstrate and apply to meet the requirements of the skills standards and the summative assessment requirements at a specified level.

Weightings

The assessment weightings indicate the percentage of the overall assessment that must be covered in relation to the individual skills standards. All assessments reflect the assessment weightings as outlined in the regulatory criteria.

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Units

English Level 1

Title VTCT Functional Skills English at Level 1

VTCT Code FS1.1

Level Level 1

Qualification structure The Functional Skills qualifications are component-based qualifications. Functional Skills English qualifications contain multiple components (Speaking, Listening and Communication; Reading; Writing) some of which may be integrated but must be reported separately (see regulatory criteria). Assessment material is available for each component. Learners need to pass one of each of the components to achieve a qualification. (A qualification will be awarded at the level of the lowest component achieved.)

Unit reference number F/504/1375

Age group approvedPre-16 16-18 18+ 19+

This qualification is suitable for

Young people and adults who seek to develop fundamental skills in English that have diverse practical application and are highly sought after in employment and education-based contexts. It is suitable for learners who have achieved entry-level qualifications, are engaged in Apprenticeship programmes, or have been involved in Foundation Learning. It is also suitable for those who wish to apply their English skills to a range of contexts, through discussions, exchanges, reading materials, and written communication.

Entry requirements There are no formal entry requirements for this qualification

Assessment and grading

The Speaking, Listening and Communication (SLC) component of this qualification is internally assessed by the centre staff (e.g. teachers, trainers, support workers, assessors) and externally moderated by VTCT. The assessment requirements are set by VTCT and internally contextualised by centres.The Reading and Writing components of this qualification are externally assessed by VTCT.Units will be graded Pass or Fail.

Funding When seeking public funding, centres will need to provide the Qualification Number (QN).For information on funding for learners aged 14 – 19, please refer to the Young People’s Learning Agency (YPLA) via http://www.education.gov.uk. For more information on funding for learners aged 19 and above, please refer to the Skills Funding Agency (SFA) at http://skillsfundingagency.com.

Performance figures For information on this qualification’s contribution to performance measurement please see The Register of Regulated Qualifications: http://register.ofqual.gov.uk/

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English Level 2

Title VTCT Functional Skills English at Level 2

VTCT Code FS2.1

Level Level 2


The Functional Skills qualifications are component-based qualifications. Functional Skills English qualifications contain multiple components (Speaking, Listening and Communication; Reading; Writing) some of which may be integrated but must be reported separately (see regulatory criteria).Assessment material is available for each component. Learners need to pass one of each of the components to achieve a qualification. (A qualification will be awarded at the level of the lowest component achieved.)

Unit reference number L/504/1380



Young people and adults who seek to develop fundamental skills in English that have diverse practical application and are highly sought after in employment and education-based contexts. It is suitable for learners who have achieved Level 1 qualifications or are engaged in Apprenticeship programmmes. It is also suitable for those who wish to apply their English skills to a range of unfamiliar contexts, through discussions, exchanges, reading materials, and written communication.

Entry requirements There are no formal entry requirements for this qualification.


The speaking, listening and communication (SLC) component of this qualification is internally assessed by the centre staff (e.g. teachers, trainers, support workers, assessors) and externally moderated by VTCT. The assessment requirements are set by VTCT and internally contextualised by centres.The reading and writing components of this qualification are externally assessed by VTCT.Units will be graded Pass or Fail.

Funding

When seeking public funding, centres will need to provide the Qualification Number (QN).For information on funding for learners aged 14 – 19, please refer to the Young People’s Learning Agency (YPLA) via http://www.education.gov.uk. For more information on funding for learners aged 19 and above, please refer to the Skills Funding Agency (SFA) at http://skillsfundingagency.com.

Performance figuresFor information on this qualification’s contribution to performance measurement please see The Register of Regulated Qualifications: http://register.ofqual.gov.uk/

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Mathematics Level 1

Title VTCT Functional Skills Mathematics at Level 1

VTCT Code FS1.2

Level Level 1


The Functional Skills qualifications are component-based qualifications. Functional Skills Mathematics qualifications are single component qualifications.Assessment material is available for this component. Learners need to pass this component in order to achieve the qualification.

Unit reference number J/504/1376



Young people and adults who seek to develop fundamental skills in mathematics that have diverse practical application and are highly sought after in employment and education-based contexts. It is suitable for learners who have achieved entry-level qualifications, are engaged in Apprenticeship programmmes or have been involved in Foundation Learning. It is also suitable for those who wish to apply their mathematical skills to a range of contexts, requiring the process skills of ‘Representing’, ‘Analysing’ and ‘Interpreting’.



This qualification is externally assessed by VTCT.Units will be graded Pass or Fail.

Funding



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Mathematics Level 2

Title VTCT Functional Skills Mathematics at Level 2

VTCT Code FS2.2

Level Level 2


The Functional Skills qualifications are component-based qualifications. Functional Skills Mathematics qualifications are single component qualifications.Assessment material is available for this component. Learners need to pass this component in order to achieve the qualification.

Unit reference number R/504/1381



Young people and adults who seek to develop fundamental skills in mathematics that have diverse practical application and are highly sought after in employment and education-based contexts. It is suitable for learners who have achieved entry-level qualifications, are engaged in Apprenticeship programmmes, or have been involved in Foundation Learning. It is also suitable for those who wish to apply their mathematical skills to a range of contexts, requiring the process skills of ‘Representing’, ‘Analysing’ and ‘Interpreting’.



This qualification is externally assessed by VTCT.Units will be graded Pass or Fail.

Funding



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Information and communication technology (ICT) Level 1

Title VTCT Functional Skills Information and Communication Technology at Level 1

VTCT Code FS1.3

Level Level 1

Qualification structureThe Functional Skills qualifications are component-based qualifications. Functional Skills ICT qualifications are single component qualifications.Learners need to pass this component in order to achieve the qualification.

Unit reference number Y/504/1379



Young people and adults who seek to develop fundamental skills in ICT that have diverse practical application and are highly sought after in employment and education-based contexts. It is suitable for learners who have achieved entry-level qualifications, are engaged in Apprenticeship programmmes, or have been involved in Foundation Learning. It is also suitable for those who wish to apply their ICT skills to a range of contexts, requiring the process skills of ‘Using ICT’, ‘Finding and selecting information’, and ‘Developing, presenting and communicating information’.



The unit for this qualification is externally assessed by VTCT. The assessment component has a Part A and Part B that specifies when candidates are able to access the internet.Units will be graded Pass or Fail.

Funding



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Information and communication technology (ICT) Level 2

Title VTCT Functional Skills Information and Communication Technology at Level 2

VTCT Code FS2.3

Level Level 2

Qualification structureThe Functional Skills qualifications are component-based qualifications. Functional Skills ICT qualifications are single component qualifications.Learners need to pass this component in order to achieve the qualification.

Unit reference number Y/504/1382



Young people and adults who seek to develop fundamental skills in ICT that have diverse practical application and are highly sought after in employment and education-based contexts. It is suitable for learners who have achieved entry-level qualifications, are engaged in Apprenticeship programmmes, or have been involved in Foundation Learning. It is also suitable for those who wish to apply their ICT skills to a range of contexts, requiring the process skills of ‘Using ICT’, ‘Finding and selecting information’, and ‘Developing, presenting and communicating information’.



The unit for this qualification is externally assessed by VTCT. The assessment component has a Part A and Part B that specifies when candidates are able to access the internet.Units will be graded Pass or Fail.

Funding



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Functional Skills assessment

The VTCT Functional Skills qualifications are designed to deliver, assess and recognise achievement of the knowledge, skills and understanding specified in the Ofqual Functional Skills regulatory criteria.

These documents, which include the Criteria for Functional Skills Qualifications and the Functional Skills Criteria for English, the Functional Skills Criteria for mathematics, and the Functional Skills Criteria for ICT, contain the skill standards for the specified levels and coverage and range for the qualifications and their assessment in each subject and at each level.

The VTCT assessment materials are developed in strict accordance with these requirements, and as such, the criteria provide the most authoritative insight into the content, level of demand, and coverage and range for a given assessment at the specified level.

The VTCT Functional Skills assessments have been developed to exercise, elicit and measure genuine problem-solving skills and to enable our learners to apply this knowledge, these skills and this understanding in a wide range of contexts. The assessment materials have been produced with a careful consideration and fidelity to the relevant Qualification and Subject Criteria to guarantee that they are able to measure and verify skills proficiency at the specific levels by means that are valid, consistent and comparable.

VTCT will also be producing handbooks for each subject that exemplify the assessment requirements, include sample assessment materials, provide advice and guidance for practitioners, and refer to relevant teaching and learning and related resource materials.

VTCT has developed their qualifications to align with their existing vocational provision, however, it is important to recognise that Functional Skills qualifications deliver knowledge, skills and understanding that underpin performance and achievement in a wide range of contexts and are not vocationally specific. The VTCT Functional Skills qualifications and assessments provide knowledge and skills proficiencies that pervade most aspects of learning, employment, personal development, and everyday life.

External assessment

With the exception of the Functional Skills in English qualification’s Speaking, Listening and Communication (SLC) component, VTCT’s Functional Skills qualifications are externally assessed. This requirement allows VTCT to maintain full control of important aspects of the assessment delivery cycle, ensuring standards are maintained and are consistent in assessment production, delivery and outcomes, ensuring the validity and quality of the assessment, and taking responsibility for the security of the full assessment cycle.

Assessments are externally set and externally marked in accordance with VTCT’s strict standards and quality assurance regimen.

Externally set and marked assessments

Under the supervision of the Chief Examiner, writers are allocated to the assessments to draft assessment papers and these are reviewed and scrutinised by separate assessment experts in several discrete stages, as outlined previously. Final papers and marking schemes are signed off by the Chief Examiner and by the VTCT senior management team.

A paper for each unit is released as a specimen paper to enable centres to prepare learners for the assessment and to appreciate the nature of the assessment model. A similar process will be introduced for on-line assessment, which is currently under development.

Paper-based assessment is subject to the VTCT procedures for standardisation of marking. VTCT delivers comprehensive training for all of its external markers to ensure that they fully understand the

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specification, appreciate the purpose and function of the specific qualification suite, understand the assessment requirements in detail, are familiar with the relevant assessment papers and mark schemes, and follow detailed guidance on marking papers in a fair, impartial and consistent manner.

The external markers’ work is all subject to review and rigorous standardisation processes by the VTCT quality assurance team and Chief Examiners to ensure that the same standard is applied to all VTCT’s individual external assessments and that the qualification outcomes are valid and reliable.

VTCT’s external and internal assessments have protocols in place to guarantee the authenticity of all candidate performance evidence, and this is subject to formal agreement with its centres and to ongoing monitoring activities.

External assessment (examination) arrangements

VTCT is planning five examination windows in the first academic year. The assessment windows will each be 5 days and will occur in the following months:

• November 2012• January 2013• March 2013• May 2013• July 2013Results will be issued 20 working days after the closure of the examination window.

Examinations will initially be paper-based but are expected to be available as online assessments within the first year of delivery.

Internal assessment

The VTCT Functional Skills qualifications are generally externally assessed by VTCT. The only assessment that is internal is for the Functional Skills English Speaking, Listening and Communication component.

The Speaking, Listening and Communication component of the VTCT Functional Skills qualification in English at both levels 1 and level 2 is assessed by appropriate staff within the centre and is then externally moderated by VTCT.

Assessors must:

• judge learners’ work against the standard identified in the skills standards• ensure that summative assessment complies with the controlled assessment conditions specified by

VTCT for the qualification• identify valid and sufficient evidence• identify gaps in evidence• give feedback to learners and ensure it is in line with requirements for controlled assessment• liaise with other assessors in the centre to ensure assessment decisions are standardised• verify learner achievement by completing and signing VTCT documentation (i.e. the VTCT Functional

Skills in English Speaking, Listening and Communication internal assessment document)• maintain full records of learners’ performance evidence and achievements.Centres are reminded that assessment must be individual to each learner, even where more than one learner is being assessed on their contributions to the same group discussion.

It is recommended that in a group discussion or presentation the number of participants is between three and six candidates. It is also recommended that the assessor is not part of the discussion. These recommendations allow assessors to concentrate their efforts on observing learners and assessing

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whether the candidates being assessed are meeting the requirements of the standards. With more learners in a group, each will have less opportunity to contribute and the task of assessing more than this number at any one time becomes increasingly difficult, as it does if someone is trying to both assess and contribute to a discussion.

Centres are not required to submit video or audio recordings of any Speaking, Listening and Communication evidence, however, they are required to complete detailed internal assessment documentation and provide a supporting written commentary as evidence for each candidate.

The Speaking, Listening and Communication internal assessment is subject to external moderation, quality assurance and monitoring by VTCT.

All internally assessed components will be marked by the centre assessor(s) using VTCT guidance and the Functional Skills in English Speaking, Listening and Communication internal assessment document, and will be moderated by VTCT external moderators. External moderation will generally take the form of postal moderation.

Quality assuring internal assessment

VTCT requires centres to gain approval to offer the Functional Skills qualifications, for both the external and internal assessment. This process ensures that all centres have the staff and resources required to deliver the qualifications and to fully appreciate the qualification requirements and the related centre-based obligations.

For the internal assessment, VTCT will issue all centres with detailed guidance on minimum controls for the delivery and assessment of internal assessment, which include guidance on authenticity control, feedback control, time control, resource control, and collaboration.

It is the responsibility of the Head of Centre to ensure that the controls in the internal assessment centre regulations and procedures are imposed. VTCT will ensure the quality of this system via centre inspections, which will include quality assuring centre processes and observing some local assessment on a sampled basis. For this reason, centres may be asked to notify VTCT of dates and times when learners are undertaking the tasks which comprise the assessment of the locally assessed components.

Each centre is required to provide evidence of its quality assurance process that ensures its assessment decisions are accurate, reliable and consistent across all assessors.

Centres must identify an individual who is accountable to VTCT for the centre’s assessment decisions. This individual will be responsible for:

• maintaining a list of current assessors• ensuring that the assessment decisions of all current assessors are accurate• ensuring standardisation of assessment decisions across all assessors• maintaining records of the outcome of standardisation activities• regularly sampling the assessment decisions of all assessors and recording the outcome• recording advice and actions given to assessors in relation to any discrepancies in assessment.Centres are required to keep evidence of moderation and records of any decisions/issues for a minimum of one year.

Centres are encouraged to familiarise themselves with the JCQ Instructions for conducting controlled assessments (www.jcq.org.uk) to ensure that they fully appreciate their obligations and maintain standards and consistency in the delivery of the Speaking, Listening and Communication assessments.

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Centre malpractice

It is the responsibility of the Head of Centre to report (in writing) all cases of suspected malpractice involving centre staff or learners, to the VTCT Qualifications and Standards team.

When asked to do so by VTCT, heads of centres are required to investigate instances of malpractice promptly, and to report the outcomes to the VTCT Qualifications and Standards team.

Further information, contained in the publication JCQ publication: Suspected Malpractice in Examinations and Assessment and which is available from www.jcq.org.uk, is also circulated to centres as guidance.

Marking and awarding

VTCT has designed the Functional Skills assessments with an anticipated pass threshold range of 70 – 80 per cent of the available marks within an assessment to ensure that the qualifications are able to represent valid attainment at the specified levels. However, the assessments will all be subject to standardisation procedures and statistical analysis to ensure that materials are performing reliably and measuring performance and demand in strict accordance with the specification and level requirements.

VTCT will keep full records, including statistical analysis and Chief Examiner reporting documentation, to ensure that standards are applied in a consistent and reliable manner across individual assessments and assessment cycles, guaranteeing that performance that leads to the award of its qualifications is valid, reliable and authentic.

Administration arrangements

VTCT has made every effort to ensure that the Functional Skills qualifications are easy to access, manage and deliver. The qualifications are flexible in terms of delivery options, able to be delivered in the full range of learning contexts, and provide five separate assessment opportunities during the year ensuring that candidates are able to access assessments when they are ready.

VTCT has a designated centre support team that provides advice, guidance, training and support for new and established centres that wish to offer their innovative suite of Functional Skills qualifications. The qualifications can be offered as standalone provision or as part of qualification packages with other VTCT learning and assessment programmes.

Re-sits

There are no limits on the number of times a learner may re-sit individual assessment components, but centres must ensure that learners undertake a different assessment on each occasion and that further teaching and learning takes place where candidate’s have been unable to demonstrate the necessary knowledge, understanding and skills required in a given assessment.

Results

VTCT will issue assessment results 20 days after the closure of the specified assessment (examination) window.

Certification

VTCT’s Functional Skills qualifications are single unit qualifications. Learners who achieve the unit for the qualification will be awarded the certificate, which will give the full qualification title and the title of the components achieved, for example:

VTCT Functional Skills qualification in English at Level 1

A formal statement of results will report the result (i.e. pass or fail), the level at which the qualification has been awarded, and level at which the individual components have been achieved.

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In mathematics and ICT, certification will reflect achievement of the qualification based on a single component. In Functional Skills English, where there are three separate components (Reading, Writing, and Speaking, Listening and Communication), the certification will reflect the achievement of the qualification at the level of the lowest component achieved. The statement of results will provide full details of achievement in the three components (where a learner is not exempt from a component).

Further guidance and support

VTCT website

VTCT is developing an area of its website focusing exclusively on the Functional Skills qualifications. The VTCT website will offer the most up-to-date information on all aspects of Functional Skills teaching, learning, assessment, training and support available.

Enquiries

VTCT is an open organisation that encourages feedback and comment.

Please use the details below to contact us:

For information on VTCT courses and other services:Email: [email protected] or Tel: +44 (0) 2380 684 500

For enquiries regarding learner registration/certification:Email: [email protected] or Tel: +44 (0) 2380 684 500

For enquiries about becoming a VTCT approved centre:Email: [email protected] or Tel: +44 (0) 2380 684 500

For feedback/comment on our website:Email: [email protected]

For IT specific support on Linx2:Email: [email protected] or Tel: +44 (0) 2380 684 522

Registered Address:VTCTThird FloorEastleigh HouseUpper Market StreetEastleigh, HampshireSO50 9RD

Telephone: +44 (0) 2380 684 500

Fax: +44 (0) 2380 651 493

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Conclusion

VTCT is determined to provide Functional Skills qualifications and assessments that maintain the highest standards in terms of quality, validity and integrity and to support its learners and centres with innovative new provision that meets their diverse needs and promotes greater participation and achievement. VTCT is confident that its Functional Skills qualifications are a valuable addition to this national qualification offer and that they reflect its continuing efforts to make learning and assessment more meaningful, rewarding and accessible.

The VTCT ethos

VTCT champions vocational education across a range of sectors, valuing the importance of high-quality education and training to prepare learners for successful and diverse careers and to support learners’ personal and professional development within employment and training.

VTCT believes that the Functional Skills qualifications are central to these aims and to its overarching ethos in its all of its education practices.

The VTCT Functional Skills qualifications are carefully designed to draw important aspects of real-life into the learning environment, in order to increase motivation by making education relevant and engaging, to improve performance and achievement, and to deliver knowledge, skills and understanding that have clear practical applications and which are widely appreciated for their progression opportunities.

VTCT is proud of its Functional Skills qualifications and is pleased to be developing this important skills-based provision as a defining suite within its more established world-class qualifications.

Documents

The VTCT Functional Skills specification and sample assessment