Pttls Theory Assignment 5 - Embedding Functional Skills
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- Date Submitted: 11/30/2010 09:01 AM
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Theory Assignment 5
Introduction: In this assignment I will identify and evaluate a range of ways to embed elements of Functional Skills within my teaching subjects.
Functional Skills were introduced by the government in 2007 as part of the reform of 14-19 and adult education to equip the United Kingdom with the skills it needs for the twenty-first century (Gravells, 2010, p.20).
Qualifications and Curriculum Authority (QCA) defines Functional Skills as:
“those core elements of English, Maths and ICT that provide an individual with the essential knowledge, skills and understanding that will enable them to operate confidently, effectively and independently in life and at work”.
(DfES 2005)
My organsiation have theory-based Functional English, Maths and ICT sessions within the timetable but also embed the three elements within the other subjects that we offer. By embedding Functional Skills within all subjects it enables learners to put theory into practice in a range of contexts/situations as well as the opportunity for teachers to identify learners who need additional support which can then be addressed within the individual theory sessions. Functional Skills are embedded within sessions by incorporating one, two or all three elements that support the achievement of the learning outcome. By doing this the learners can identify the relevance of these skills and therefore can identify how each skill can help them succeed and therefore are more willing to improve these skills. Embedding Functional Skills is a key part of planning sessions and Action Training encourages us to include these at every opportunity to evidence to learners how these skills are transferable across a range of contexts/situations including employment, learning and everyday life. Functional Skills elements and standards that are embedded are identified on each session plan. Sessions are differentiated to meet learners’ academic and specific needs and assessment of...
Introduction: In this assignment I will identify and evaluate a range of ways to embed elements of Functional Skills within my teaching subjects.
Functional Skills were introduced by the government in 2007 as part of the reform of 14-19 and adult education to equip the United Kingdom with the skills it needs for the twenty-first century (Gravells, 2010, p.20).
Qualifications and Curriculum Authority (QCA) defines Functional Skills as:
“those core elements of English, Maths and ICT that provide an individual with the essential knowledge, skills and understanding that will enable them to operate confidently, effectively and independently in life and at work”.
(DfES 2005)
My organsiation have theory-based Functional English, Maths and ICT sessions within the timetable but also embed the three elements within the other subjects that we offer. By embedding Functional Skills within all subjects it enables learners to put theory into practice in a range of contexts/situations as well as the opportunity for teachers to identify learners who need additional support which can then be addressed within the individual theory sessions. Functional Skills are embedded within sessions by incorporating one, two or all three elements that support the achievement of the learning outcome. By doing this the learners can identify the relevance of these skills and therefore can identify how each skill can help them succeed and therefore are more willing to improve these skills. Embedding Functional Skills is a key part of planning sessions and Action Training encourages us to include these at every opportunity to evidence to learners how these skills are transferable across a range of contexts/situations including employment, learning and everyday life. Functional Skills elements and standards that are embedded are identified on each session plan. Sessions are differentiated to meet learners’ academic and specific needs and assessment of...