Tuesday, 30 September 2008
Functional Skills case study school: Penair School, Truro
Functional Skills case study school: Penair School, Truro
This case study focuses on the strategic implementation of Functional Skills in the school.
1. Context of case study
Penair School is a comprehensive school of approximately 1200 pupils in Truro, Cornwall.
The teacher leading the introduction of Functional Skills is Martin Holmes
The learners involved in the Functional Skills pilot were 20 Year 9 pupils who have opted to do the Creative and Media Diploma from next September. The school decided to enter them all for Level 2 Functional Skills in English, maths and ICT in June 2008
The learners were taught by a variety of teachers throughout KS3 and had not been a taught class until the Functional Skills preparation.
The group were entered for the Edexcel ICT Functional Skills qualification at level 2
2. Focus of case study
§ The centre decided to take part in the pilot as the consortium of which they were part was successful in their bid to offer the Creative and Media Diploma from 2009. A Functional Skills entry in 2008 would enable the school to become familiar with the new assessment arrangements and the Year 9 pilot group could complete this requirement in advance of beginning the new Diploma course the following year.
§ This case study could be of interest to schools wishing to try a small group at the end of KS3.
3. Implementation
§ The group sat the Edexcel Functional Skills qualification in June 2008. This assessment was at level 2.
§ The group had experienced the full programme of study for ICT when they were in KS3. To prepare them more specifically for the Functional Skills assessment the school arranged three deep learning days the week before the exam, one for each of English, maths and ICT. All learners attended the days.
§ The teacher also prepared a number of booklets with background information for the students to brush up on IT skills areas they felt they had forgotten and to cover the full syllabus content.
§ The subject leader had attended all four days of the national training for Functional Skills. Since he was the only teacher in this school entering learners for Functional Skills, there were no further training implications for others at this stage.
§ The teacher was willing to allow the LA SNS consultant to visit to gain an insight in to the preparation arrangements (deep learning day) and the view of learners of the nature of the Functional Skills assessment and qualification. (See feedback write-up)
§ The teacher made the resources for the practice assessment available to the learners on the school Moodle, to support the learners in their preparation for the assessment. The exam board practice test was quite similar to the actual test.
4. Challenges and solutions
The main challenge was the fact that the pilot group had not quite finished year 9 and therefore had not completed a module on using databases and were not as prepared as the teacher hoped for the exam. It was quite ambitious to fill all the gaps in the KS3 POS in one Deep Learning Day and the school is aware that this will not be the case in subsequent years as more Functional Skills are covered within normal KS3 time.
The choice of the June window of Year 9 meant that the learners were not already involved in their SATs or their main GCSEs. It also meant that any who were not successful or who were absent would get a further opportunity to sit the test during Year 10.
Although they appreciated that Functional Skills are intended to prepare them for life and work, some students found the context and the content a little unfamiliar, unappealing and adult and the school will address this in future years.
5. Outcomes
20 of the group of 20 learners were present for the exam. They completed it in the time allowed but felt the printing and collating of work was rushed as it had to be completed within the allocated time.
Some aspects of the exam were unfamiliar to the learners (eg an ‘if’ statement in the spreadsheet) as they were not normally covered in KS3 yet the level 2 Functional Skills exam was the appropriate level of entry for the students.
The school will reflect on its programme of study in KS3 and ensure either that it is modified to cover the additional requirements of the Functional Skills assessment or they will take the decision to enter students in year 10 or 11 instead.
6. Key factors to support success
What was the crucial thing that made a difference?
Management team of the school committed to piloting all three Functional Skills with this group of learners.
It was of benefit to the learners as the Functional Skills is a requirement of the Diploma
The school had made learners aware of the ‘big picture’ and they were all very positive about being part of a national pilot and their experience being important in future decision making.
ICT teacher (and department) willing to take and respond to feedback from learners.
This case study focuses on the strategic implementation of Functional Skills in the school.
1. Context of case study
Penair School is a comprehensive school of approximately 1200 pupils in Truro, Cornwall.
The teacher leading the introduction of Functional Skills is Martin Holmes
The learners involved in the Functional Skills pilot were 20 Year 9 pupils who have opted to do the Creative and Media Diploma from next September. The school decided to enter them all for Level 2 Functional Skills in English, maths and ICT in June 2008
The learners were taught by a variety of teachers throughout KS3 and had not been a taught class until the Functional Skills preparation.
The group were entered for the Edexcel ICT Functional Skills qualification at level 2
2. Focus of case study
§ The centre decided to take part in the pilot as the consortium of which they were part was successful in their bid to offer the Creative and Media Diploma from 2009. A Functional Skills entry in 2008 would enable the school to become familiar with the new assessment arrangements and the Year 9 pilot group could complete this requirement in advance of beginning the new Diploma course the following year.
§ This case study could be of interest to schools wishing to try a small group at the end of KS3.
3. Implementation
§ The group sat the Edexcel Functional Skills qualification in June 2008. This assessment was at level 2.
§ The group had experienced the full programme of study for ICT when they were in KS3. To prepare them more specifically for the Functional Skills assessment the school arranged three deep learning days the week before the exam, one for each of English, maths and ICT. All learners attended the days.
§ The teacher also prepared a number of booklets with background information for the students to brush up on IT skills areas they felt they had forgotten and to cover the full syllabus content.
§ The subject leader had attended all four days of the national training for Functional Skills. Since he was the only teacher in this school entering learners for Functional Skills, there were no further training implications for others at this stage.
§ The teacher was willing to allow the LA SNS consultant to visit to gain an insight in to the preparation arrangements (deep learning day) and the view of learners of the nature of the Functional Skills assessment and qualification. (See feedback write-up)
§ The teacher made the resources for the practice assessment available to the learners on the school Moodle, to support the learners in their preparation for the assessment. The exam board practice test was quite similar to the actual test.
4. Challenges and solutions
The main challenge was the fact that the pilot group had not quite finished year 9 and therefore had not completed a module on using databases and were not as prepared as the teacher hoped for the exam. It was quite ambitious to fill all the gaps in the KS3 POS in one Deep Learning Day and the school is aware that this will not be the case in subsequent years as more Functional Skills are covered within normal KS3 time.
The choice of the June window of Year 9 meant that the learners were not already involved in their SATs or their main GCSEs. It also meant that any who were not successful or who were absent would get a further opportunity to sit the test during Year 10.
Although they appreciated that Functional Skills are intended to prepare them for life and work, some students found the context and the content a little unfamiliar, unappealing and adult and the school will address this in future years.
5. Outcomes
20 of the group of 20 learners were present for the exam. They completed it in the time allowed but felt the printing and collating of work was rushed as it had to be completed within the allocated time.
Some aspects of the exam were unfamiliar to the learners (eg an ‘if’ statement in the spreadsheet) as they were not normally covered in KS3 yet the level 2 Functional Skills exam was the appropriate level of entry for the students.
The school will reflect on its programme of study in KS3 and ensure either that it is modified to cover the additional requirements of the Functional Skills assessment or they will take the decision to enter students in year 10 or 11 instead.
6. Key factors to support success
What was the crucial thing that made a difference?
Management team of the school committed to piloting all three Functional Skills with this group of learners.
It was of benefit to the learners as the Functional Skills is a requirement of the Diploma
The school had made learners aware of the ‘big picture’ and they were all very positive about being part of a national pilot and their experience being important in future decision making.
ICT teacher (and department) willing to take and respond to feedback from learners.
Functional Skills case study school: Cape Cornwall School
Functional Skills case study school: Cape Cornwall School
Length and format
A4 format. 1,000 words maximum
Ideal length 750 words
This case study focuses on the strategic implementation of Functional Skills in the school.
1. Context of case study
§ Cape Cornwall School is the furthest west school in Cornwall Local Authority and is therefore the ‘first and last’ secondary school on the mainland. It is a small 11-16 comprehensive with 450 students on roll.
§ The subject leader for ICT is Dave Parry.
§ The learners involved in the Functional Skills pilot were 20 specially selected Year 11s.
§ The learners were all taught by Dave Parry throughout KS4 and, in fact, KS3 as well.
§ The group were entered for the AQA ICT Functional Skills qualification; all entries are at the same level but it was anticipated that the learners entered would succeed at level 2.
2. Focus of case study
§ The centre decided to take part in the pilot as the consortium of which they were part was successful in their bid to offer the Creative and Media Diploma from 2009. A Functional Skills entry in 2008 would enable the school to become familiar with the new assessment arrangements with a pilot group in advance of beginning Functional Skills with a new Diploma group the following year ‘for real’.
§ It was also important to the subject leader that there should be value in doing the Functional Skills assessment for the learners too. The group chosen were all academically able and had been successful in gaining at least a C grade in the formally examined part of the AQA short course GCSE the summer before. However, they had not submitted the required coursework element and had therefore not obtained the short course qualification. It was felt that a level 2 qualification in Functional Skills would recognise their ability in ICT. The pilot was undertaken to provide these learners with a valuable qualification where they had failed before under an assessment regime with which they did not engage.
§ This case study could be of interest to schools wishing to try a small group in KS4. Anyone else??
3. Implementation
§ The group were entered for the AQA Functional Skills qualification in January 2008. This assessment was at a single level, with the awarding of level 1 or 2 determined by the learner’s performance. 70% was needed in the written paper in order to get a level 2. A session on the computer to complete a practical task was the second part of the assessment.
§ The group had experienced the full programme of study for ICT when they were in KS3 and they had followed the AQA GCSE short course syllabus when in Year 10. No further lesson time was available in Year 11 for this group. To prepare them more fully for the Functional Skills assessment their teacher arranged some practice sessions in the weeks immediately before the test and task. XXX sessions were offered over XXX afternoons and 2 lunchtimes. 16 of the 20 learners selected took the opportunity to attend the sessions. The teacher also prepared a number of web pages for the students to brush up on areas they felt they had forgotten.
§ The subject leader had attended all four days of the national training for Functional Skills. Since he was the only teacher in this small school entering learners for Functional Skills, there were no further training implications for others at this stage. The teacher also attended a whole day exam board training for the new assessment. Any further exam board support?
§ The subject leader was willing to allow the LA SNS consultant and the RA for ICT to visit to gain an insight in to the assessment arrangements and the view of learners of the nature of the Functional Skills qualification.
§ The school was prepared to fund entries for this small group to enable students who had missed out on achieving their half GCSE to gain a qualification.
§ Parents agreed to it as it was in the interests of their children to gain a qualification.
§ Key resources produced (attach copies if possible) The subject leader created several web pages to support the learners in their preparation for the assessment. The exam board practice test and task were also essential and quite similar to the actual test and task.
4. Challenges and solutions
§ The main challenge was the fact that the pilot group had no further ICT time and therefore the subject leader had to create time by using lunch time sessions. XXX afternoons were also agreed to by SLT in the interests of making the pilot successful for the school and for the learners.
§ A good number of the learners were prepared to use the support available to them through the web pages.
§ The choice of the January window meant that the learners were not already involved in their main GCSEs. It also meant that any who were not successful or who were absent would get a further opportunity to sit the test or task or both in the June window.
5. Outcomes
§ 19 of the group of 20 learners were present for the exam. They completed the written paper in two thirds of the time allowed and emerged confidently from the exam hall. All of them achieved a level 2 on this part of the assessment. The absentee will do the exam in June.
§ 16 learners achieved level 2 in the practical task and thus level 2 overall. Those who achieved level one had attended fewer than half of the 7 revision and practice sessions.
§ Evidence of impact for example on teaching, on learning, on school organisation and leadership
§ Lessons learnt that will support other centres when implementing and delivering functional skills
6. Key factor to support success
§ What was the crucial thing that made a difference?
§ Dave!
Length and format
A4 format. 1,000 words maximum
Ideal length 750 words
This case study focuses on the strategic implementation of Functional Skills in the school.
1. Context of case study
§ Cape Cornwall School is the furthest west school in Cornwall Local Authority and is therefore the ‘first and last’ secondary school on the mainland. It is a small 11-16 comprehensive with 450 students on roll.
§ The subject leader for ICT is Dave Parry.
§ The learners involved in the Functional Skills pilot were 20 specially selected Year 11s.
§ The learners were all taught by Dave Parry throughout KS4 and, in fact, KS3 as well.
§ The group were entered for the AQA ICT Functional Skills qualification; all entries are at the same level but it was anticipated that the learners entered would succeed at level 2.
2. Focus of case study
§ The centre decided to take part in the pilot as the consortium of which they were part was successful in their bid to offer the Creative and Media Diploma from 2009. A Functional Skills entry in 2008 would enable the school to become familiar with the new assessment arrangements with a pilot group in advance of beginning Functional Skills with a new Diploma group the following year ‘for real’.
§ It was also important to the subject leader that there should be value in doing the Functional Skills assessment for the learners too. The group chosen were all academically able and had been successful in gaining at least a C grade in the formally examined part of the AQA short course GCSE the summer before. However, they had not submitted the required coursework element and had therefore not obtained the short course qualification. It was felt that a level 2 qualification in Functional Skills would recognise their ability in ICT. The pilot was undertaken to provide these learners with a valuable qualification where they had failed before under an assessment regime with which they did not engage.
§ This case study could be of interest to schools wishing to try a small group in KS4. Anyone else??
3. Implementation
§ The group were entered for the AQA Functional Skills qualification in January 2008. This assessment was at a single level, with the awarding of level 1 or 2 determined by the learner’s performance. 70% was needed in the written paper in order to get a level 2. A session on the computer to complete a practical task was the second part of the assessment.
§ The group had experienced the full programme of study for ICT when they were in KS3 and they had followed the AQA GCSE short course syllabus when in Year 10. No further lesson time was available in Year 11 for this group. To prepare them more fully for the Functional Skills assessment their teacher arranged some practice sessions in the weeks immediately before the test and task. XXX sessions were offered over XXX afternoons and 2 lunchtimes. 16 of the 20 learners selected took the opportunity to attend the sessions. The teacher also prepared a number of web pages for the students to brush up on areas they felt they had forgotten.
§ The subject leader had attended all four days of the national training for Functional Skills. Since he was the only teacher in this small school entering learners for Functional Skills, there were no further training implications for others at this stage. The teacher also attended a whole day exam board training for the new assessment. Any further exam board support?
§ The subject leader was willing to allow the LA SNS consultant and the RA for ICT to visit to gain an insight in to the assessment arrangements and the view of learners of the nature of the Functional Skills qualification.
§ The school was prepared to fund entries for this small group to enable students who had missed out on achieving their half GCSE to gain a qualification.
§ Parents agreed to it as it was in the interests of their children to gain a qualification.
§ Key resources produced (attach copies if possible) The subject leader created several web pages to support the learners in their preparation for the assessment. The exam board practice test and task were also essential and quite similar to the actual test and task.
4. Challenges and solutions
§ The main challenge was the fact that the pilot group had no further ICT time and therefore the subject leader had to create time by using lunch time sessions. XXX afternoons were also agreed to by SLT in the interests of making the pilot successful for the school and for the learners.
§ A good number of the learners were prepared to use the support available to them through the web pages.
§ The choice of the January window meant that the learners were not already involved in their main GCSEs. It also meant that any who were not successful or who were absent would get a further opportunity to sit the test or task or both in the June window.
5. Outcomes
§ 19 of the group of 20 learners were present for the exam. They completed the written paper in two thirds of the time allowed and emerged confidently from the exam hall. All of them achieved a level 2 on this part of the assessment. The absentee will do the exam in June.
§ 16 learners achieved level 2 in the practical task and thus level 2 overall. Those who achieved level one had attended fewer than half of the 7 revision and practice sessions.
§ Evidence of impact for example on teaching, on learning, on school organisation and leadership
§ Lessons learnt that will support other centres when implementing and delivering functional skills
6. Key factor to support success
§ What was the crucial thing that made a difference?
§ Dave!
Student Voice 2 Phase 1 Pilot
Student voice discussion
Carried out on 10th July 2008
Martin Holmes ICT teacher Sylvie Trevena SNS Consultant
Focus of discussion: – to gain feedback from Y9 students on their Functional Skills experience
All 20 students who had sat the Edexcel Level 2 ICT examination in June took part.
Discussion took part under the same broad headings as the English feedback. Some students had also fed back to English and some to Maths.
Preparation for exam (The Deep Learning Day (DLD))
Students understood that their KS3 programme had been shaped before ‘Functional Skills’ were conceived and that the DLD was designed to cover areas not normally done in KS3 in order to prepare them for the exam. They felt that they learnt a lot in one day and advocated building the Functional Skills in to the curriculum in future so that students did not have to cram so much unfamiliar ICT in to one day. It had been rushed. Threading it through KS3 would avoid the feeling of panic!
They felt that the FS exam was far easier than the practice they had done on the DLD.
DLDs were very useful and well-timed (a week before the exam) but they needed more time on the unfamiliar aspects of ICT.
It was suggested that three DLDs were a good idea but that English, Maths and ICT should be combined, any weaknesses identified and then time allocated on those weaknesses accordingly. The students also felt that it would be good to see combinations of English, Maths and ICT teachers were seen to be working together and linking the different Functional Skills.
The exam
There was a general feeling that another ten or fifteen minutes for printing would have been ideal. Printing, collating and binding took a surprising amount of time, especially in a school where this is normally avoided in favour of storing evidence electronically and assessment being done on screen.
As this group had no history of ICT tests they expected to find it more difficult than English and Maths where they have experience of testing over several years. In the event they did not find it more difficult than the other two, some felt it was somewhat easier.
The view was expressed that the contexts for the SATs questions were contrived and unrealistic and that the Functional Skills tests were all much more clearly related to real life and the world of work. They ‘made sense’. However this made some students describe them as ‘boring’ and the context unappealing to people their age. A concert would have been a more suitable context. Others pointed out that the whole idea was that it was focused on skills they would need in adult life and that level 2 was intended for 16 year olds.
Several students had been confused because the exam had not told them which software to use; others accepted that this was part of what was being tested.
There wasn’t as much theory as expected on Data Protection or security.
The letter
Students tackled the task with confidence.
They felt there was some duplication with English but that further ICT specific skills were asked for i.e. the addition of a logo and a table in the typed letter. (English had been handwritten.)
The letter required had been rather short and some found this off-putting and wondered if they were expected to pad it out creatively.
The file provided by Edexcel to start the letter from was a .txt file. When students double clicked on this the default programme for opening text files is Notepad and some had tried to construct and format their letter immediately without realising they need to open it in or copy it to Word.
The spreadsheet
Some were not clear which software to use. (Excel or Access)
Although printing with formulas showing had been shown on the DLD, a number of students had not had the chance to become familiar enough with this as it is not normally required in KS3 at the school. They reported that they did not ‘get’ the printing.
Using an ‘if’ statement is not normally required at KS3 and students had therefore struggled with the question requiring this. Y10 students would have been able to do it. This has implications for KS3 coverage or the timing of the Functional Skills exam.
Powerpoint
Students found the task straightforward.
Most struggled to print it as handouts as this is not normally required in school. Some found it on the print menu and guessed.
Database (in sample paper only)
Students met this type of activity for the first time on the DLD as this is normally KS4 work. They felt they got the idea quite quickly and that it would not be a problem with more preparation.
Post exam evaluation
In lessons teachers should connect the skills together so that you know how they are all important. They need to make it explicit.
Students need to see clearly how lessons relate to outside school life.
It was suggested that Functional Skills should be built in to Enterprise Day. This is a business related day and so it would provide a good context and make students and staff organising more aware of Functional Skills and how they were really useful in a work context.
Advice to students
There wasn’t as much theory as expected on Data Protection or security.
All the tasks are in a context and the best advice is to get in to character and really imagine it is your job to do those things. It makes you think how you would actually do them.
Advice to staff
Staff should include role play in ICT lessons too.
Even if there was more database or other Functional Skills stuff in KS3 the DLD would still be useful.
If the students need to be able to work in exam conditions and be independent in choosing software or sorting out problems for themselves then it would be useful to work in this way sometimes in lessons. Too much teacher input means they don’t get a chance to be independent.
The teacher explained to the students that as the exam had taken place in a normal ICT teaching room it was hard not to help when he saw students finding it difficult. It had been interesting to watch the struggle followed by ‘the lights going on’.
Students wanted some lessons to be a struggle followed by a post-mortem about the problems they had encountered.
Final reflections
Printing is a retrograde step compared to school practice but it was accepted that it was still a necessary part of the way ICT is used in some work settings and other aspects of real life.
The three Functional Skills should not be amalgamated in to one. You might be able to merge ICT and English, some thought, but Maths was quite different, except perhaps spreadsheets.
Separate is better than merged because if you were stronger at one thing than another you would not be affected. You could take your stronger ones at a different time to your weaker ones, or retake one you fail if they are separate.
Separate is Ok as students can easily make the links for themselves. You need to get the teachers together so that they get the separate skills linked.
Need to consider whether Y9 is the best time to sit the exam.
Need to modify KS3 scheme of work to make explicit some of the things which the Functional Skills assessment will test.
Carried out on 10th July 2008
Martin Holmes ICT teacher Sylvie Trevena SNS Consultant
Focus of discussion: – to gain feedback from Y9 students on their Functional Skills experience
All 20 students who had sat the Edexcel Level 2 ICT examination in June took part.
Discussion took part under the same broad headings as the English feedback. Some students had also fed back to English and some to Maths.
Preparation for exam (The Deep Learning Day (DLD))
Students understood that their KS3 programme had been shaped before ‘Functional Skills’ were conceived and that the DLD was designed to cover areas not normally done in KS3 in order to prepare them for the exam. They felt that they learnt a lot in one day and advocated building the Functional Skills in to the curriculum in future so that students did not have to cram so much unfamiliar ICT in to one day. It had been rushed. Threading it through KS3 would avoid the feeling of panic!
They felt that the FS exam was far easier than the practice they had done on the DLD.
DLDs were very useful and well-timed (a week before the exam) but they needed more time on the unfamiliar aspects of ICT.
It was suggested that three DLDs were a good idea but that English, Maths and ICT should be combined, any weaknesses identified and then time allocated on those weaknesses accordingly. The students also felt that it would be good to see combinations of English, Maths and ICT teachers were seen to be working together and linking the different Functional Skills.
The exam
There was a general feeling that another ten or fifteen minutes for printing would have been ideal. Printing, collating and binding took a surprising amount of time, especially in a school where this is normally avoided in favour of storing evidence electronically and assessment being done on screen.
As this group had no history of ICT tests they expected to find it more difficult than English and Maths where they have experience of testing over several years. In the event they did not find it more difficult than the other two, some felt it was somewhat easier.
The view was expressed that the contexts for the SATs questions were contrived and unrealistic and that the Functional Skills tests were all much more clearly related to real life and the world of work. They ‘made sense’. However this made some students describe them as ‘boring’ and the context unappealing to people their age. A concert would have been a more suitable context. Others pointed out that the whole idea was that it was focused on skills they would need in adult life and that level 2 was intended for 16 year olds.
Several students had been confused because the exam had not told them which software to use; others accepted that this was part of what was being tested.
There wasn’t as much theory as expected on Data Protection or security.
The letter
Students tackled the task with confidence.
They felt there was some duplication with English but that further ICT specific skills were asked for i.e. the addition of a logo and a table in the typed letter. (English had been handwritten.)
The letter required had been rather short and some found this off-putting and wondered if they were expected to pad it out creatively.
The file provided by Edexcel to start the letter from was a .txt file. When students double clicked on this the default programme for opening text files is Notepad and some had tried to construct and format their letter immediately without realising they need to open it in or copy it to Word.
The spreadsheet
Some were not clear which software to use. (Excel or Access)
Although printing with formulas showing had been shown on the DLD, a number of students had not had the chance to become familiar enough with this as it is not normally required in KS3 at the school. They reported that they did not ‘get’ the printing.
Using an ‘if’ statement is not normally required at KS3 and students had therefore struggled with the question requiring this. Y10 students would have been able to do it. This has implications for KS3 coverage or the timing of the Functional Skills exam.
Powerpoint
Students found the task straightforward.
Most struggled to print it as handouts as this is not normally required in school. Some found it on the print menu and guessed.
Database (in sample paper only)
Students met this type of activity for the first time on the DLD as this is normally KS4 work. They felt they got the idea quite quickly and that it would not be a problem with more preparation.
Post exam evaluation
In lessons teachers should connect the skills together so that you know how they are all important. They need to make it explicit.
Students need to see clearly how lessons relate to outside school life.
It was suggested that Functional Skills should be built in to Enterprise Day. This is a business related day and so it would provide a good context and make students and staff organising more aware of Functional Skills and how they were really useful in a work context.
Advice to students
There wasn’t as much theory as expected on Data Protection or security.
All the tasks are in a context and the best advice is to get in to character and really imagine it is your job to do those things. It makes you think how you would actually do them.
Advice to staff
Staff should include role play in ICT lessons too.
Even if there was more database or other Functional Skills stuff in KS3 the DLD would still be useful.
If the students need to be able to work in exam conditions and be independent in choosing software or sorting out problems for themselves then it would be useful to work in this way sometimes in lessons. Too much teacher input means they don’t get a chance to be independent.
The teacher explained to the students that as the exam had taken place in a normal ICT teaching room it was hard not to help when he saw students finding it difficult. It had been interesting to watch the struggle followed by ‘the lights going on’.
Students wanted some lessons to be a struggle followed by a post-mortem about the problems they had encountered.
Final reflections
Printing is a retrograde step compared to school practice but it was accepted that it was still a necessary part of the way ICT is used in some work settings and other aspects of real life.
The three Functional Skills should not be amalgamated in to one. You might be able to merge ICT and English, some thought, but Maths was quite different, except perhaps spreadsheets.
Separate is better than merged because if you were stronger at one thing than another you would not be affected. You could take your stronger ones at a different time to your weaker ones, or retake one you fail if they are separate.
Separate is Ok as students can easily make the links for themselves. You need to get the teachers together so that they get the separate skills linked.
Need to consider whether Y9 is the best time to sit the exam.
Need to modify KS3 scheme of work to make explicit some of the things which the Functional Skills assessment will test.
Functional Skills Phase 1 Pilot - Student Voice
Student voice discussion
Carried out on 10th June 2008
Wendy Delf, Teaching and Learning consultant
Focus of discussion: – to enable the department to gain feedback from Yr9 students on Functional Skills exam
3 students from a range of abilities were interviewed.
Preparation for exam
Students had some understanding of FS standards.
They felt that their work in Yr7,8,9 enabled them feel prepared for the exam.
Yr9 work was very helpful in preparing them for the FS exam.
They felt that the FS exam was far easier than the SATs
They felt some teachers waited until Yr9 to focus on skills.
DLD were very useful.
Would like to work with M and ICT in future DLD
The exam
Writing exam
Too much time to complete exam
Felt confident about the task (letter writing)
Had seen the mark scheme in previous lessons so knew something about the assessment
Reading exam
Multiple choice ‘poorly worded’ – sometimes could be more than one answer.
Had seen the mark scheme so understood something about assessment.
Some of questions ambiguous (my word).
Discussed the future – electronic on screen test – they thought cheating might occur, typing would be an issue, no opportunity to plan, need for first draft writing
S&L
Done in lessons and as part of regular lessons not just for FS
Post exam evaluation
FS will be useful for GCSE work
‘Can see clearly how lessons relate to outside school life’
‘More useful than SATs’
Advice to students
Get involved in lessons
Build confidence to take part in lessons
Don’t get stressed out
Don’t worry
Listen really hard and speak lots!
Advice to staff
More project work liked My Dream Job
Don’t leave all the skills work until Yr9
Spread DLD over KS3 – join up with maths and ICT
Make sure tutors know what is happening
They felt their teachers had done a ‘really good job’
Final reflections
FS is preparing you for later life
The FS exam was easy, a way of assessing how we are able to use basic skills.
Areas I felt challenging: identifying and retrieving information and then translating into your own words. Using a variety of language skills. Developing writing styles.
Carried out on 10th June 2008
Wendy Delf, Teaching and Learning consultant
Focus of discussion: – to enable the department to gain feedback from Yr9 students on Functional Skills exam
3 students from a range of abilities were interviewed.
Preparation for exam
Students had some understanding of FS standards.
They felt that their work in Yr7,8,9 enabled them feel prepared for the exam.
Yr9 work was very helpful in preparing them for the FS exam.
They felt that the FS exam was far easier than the SATs
They felt some teachers waited until Yr9 to focus on skills.
DLD were very useful.
Would like to work with M and ICT in future DLD
The exam
Writing exam
Too much time to complete exam
Felt confident about the task (letter writing)
Had seen the mark scheme in previous lessons so knew something about the assessment
Reading exam
Multiple choice ‘poorly worded’ – sometimes could be more than one answer.
Had seen the mark scheme so understood something about assessment.
Some of questions ambiguous (my word).
Discussed the future – electronic on screen test – they thought cheating might occur, typing would be an issue, no opportunity to plan, need for first draft writing
S&L
Done in lessons and as part of regular lessons not just for FS
Post exam evaluation
FS will be useful for GCSE work
‘Can see clearly how lessons relate to outside school life’
‘More useful than SATs’
Advice to students
Get involved in lessons
Build confidence to take part in lessons
Don’t get stressed out
Don’t worry
Listen really hard and speak lots!
Advice to staff
More project work liked My Dream Job
Don’t leave all the skills work until Yr9
Spread DLD over KS3 – join up with maths and ICT
Make sure tutors know what is happening
They felt their teachers had done a ‘really good job’
Final reflections
FS is preparing you for later life
The FS exam was easy, a way of assessing how we are able to use basic skills.
Areas I felt challenging: identifying and retrieving information and then translating into your own words. Using a variety of language skills. Developing writing styles.
Feedback & Student Voice from Phase 1 Pilot - by Sylvie Trevena
Functional Skills feedback meeting 21.07.08
Advice offered by the pilot 1 group to new centres
· Research current exam board offerings to see what will suit your circumstances and your learners (but remember they are also piloting their assessments and they will change).
· Joint ventures in centres have been really helpful; ‘joined up thinking’ between English, maths and ICT has resulted.
· Small groups rather than whole cohorts are advisable for the pilot.
· Make the skills learners need explicit (don’t just set practice for homework and hope for the best).
· Make the transferability of those skills explicit, ideally drawing this out of the learners.
· Enable them be introduced to and to practice and use the same skill in different ways in different contexts (including cross curricular) with different resources.
· The pilot is worth getting involved with even if you are not a Gateway 2 centre, you can understand it better and have an informed opinion of how Functional Skills are developing.
· There is a positive advantage to the school and the learner to obtain this qualification. It is worth points!
· There is some commonality with Study Plus: enjoyment, clear progression, real life scenarios.
· QIA website especially useful http://excellence.qia.org.uk/page.aspx?o=159670 and the Excellence Gateway http://excellence.qia.org.uk/page.aspx?o=whyregister&returnURL=%2fpage.aspx%3fo%3dnav-myeg .
· Be brave …. this is the chance to try new ideas, there is no expectation that they will all work or that you will get it right first time.
· Some ideas to try
§ Collaborate using a wiki
§ Reflect using a blog
§ Wii …lots of ideas especially data collection and brain training …hard to reach learners found this engaging (investigate funding this through molenet and Cornwall College)
§ Nintendo DS…braintraining, competition, motivating especially for low attainers, good way of building skills (project in Scottish Primary schools)
§ Inspirational figures… Tim Rylands (English) and his use of MYST http://www.timrylands.com/ , John Davitt and the difference engine etc. http://www.newtools.org/
§ Applemac website has good ideas, especially related to music and media
§ Microsoft have good educational resources too
· Keep an eye on the QCA website and take part in the consultation on the new GCSEs scheduled for first teaching in 2010 for English, maths and ICT http://www.qca.org.uk/qca_18259.aspx. The draft criteria for each include a reference to Functional Skills.
Advice offered by the pilot 1 group to new centres
· Research current exam board offerings to see what will suit your circumstances and your learners (but remember they are also piloting their assessments and they will change).
· Joint ventures in centres have been really helpful; ‘joined up thinking’ between English, maths and ICT has resulted.
· Small groups rather than whole cohorts are advisable for the pilot.
· Make the skills learners need explicit (don’t just set practice for homework and hope for the best).
· Make the transferability of those skills explicit, ideally drawing this out of the learners.
· Enable them be introduced to and to practice and use the same skill in different ways in different contexts (including cross curricular) with different resources.
· The pilot is worth getting involved with even if you are not a Gateway 2 centre, you can understand it better and have an informed opinion of how Functional Skills are developing.
· There is a positive advantage to the school and the learner to obtain this qualification. It is worth points!
· There is some commonality with Study Plus: enjoyment, clear progression, real life scenarios.
· QIA website especially useful http://excellence.qia.org.uk/page.aspx?o=159670 and the Excellence Gateway http://excellence.qia.org.uk/page.aspx?o=whyregister&returnURL=%2fpage.aspx%3fo%3dnav-myeg .
· Be brave …. this is the chance to try new ideas, there is no expectation that they will all work or that you will get it right first time.
· Some ideas to try
§ Collaborate using a wiki
§ Reflect using a blog
§ Wii …lots of ideas especially data collection and brain training …hard to reach learners found this engaging (investigate funding this through molenet and Cornwall College)
§ Nintendo DS…braintraining, competition, motivating especially for low attainers, good way of building skills (project in Scottish Primary schools)
§ Inspirational figures… Tim Rylands (English) and his use of MYST http://www.timrylands.com/ , John Davitt and the difference engine etc. http://www.newtools.org/
§ Applemac website has good ideas, especially related to music and media
§ Microsoft have good educational resources too
· Keep an eye on the QCA website and take part in the consultation on the new GCSEs scheduled for first teaching in 2010 for English, maths and ICT http://www.qca.org.uk/qca_18259.aspx. The draft criteria for each include a reference to Functional Skills.
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