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Good practice in delivering functional skills

Good practice in delivering functional skills. Initial and diagnostic assessment Delivery by practitioner – functional skills need to be taught (‘ You wouldn’t expect a maths teacher to teach plastering .’ National Research and Development Council. 2007)

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Good practice in delivering functional skills

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  1. Good practice in delivering functional skills • Initial and diagnostic assessment • Delivery by practitioner – functional skills need to be taught (‘You wouldn’t expect a maths teacher to teach plastering.’ National Research and Development Council. 2007) • Two curricula – skills and problem solving

  2. Approaches to delivery • Stand alone – discrete - taught by specialist in a generic way • Contextualised – de contextualised - taught as individual subjects with activities contextualised to main programme or qualification • Integrated into the main programme - no distinct delivery but all aspects included into main area delivery or training

  3. Assessment - English Reading Activity: • In pairs, answer the first 7 questions of the English level 1 reading paper. • Mark your answers and discuss with the group. How would your learners respond to this paper?

  4. Assessment - mathematics Activity • In pairs, answer questions 9,11, 13 and 14 of the functional mathematics level 1 example paper. • Using the mark scheme, mark your work. • Discuss your responses

  5. Speaking, Listening and Communication assessments • Use the SQA support pack available at both levels • Provide candidates with instructions for assessment which include the scenario(s) for the discussion • Candidates should make notes in preparation which they may refer to during the discussion/presentation but must not read out

  6. Speaking, Listening and Communication assessments (cont) • Assessors should record contributions to discussions/presentations to inform decisions for grades • Assessors notes may be included as evidence • Following assessment, internal verification must be carried out. • Centres must provide sampling plans and verification reports

  7. Speaking, Listening and Communication assessments (cont) Centres must send: For each candidate: □ Completed instructions to candidate □ Completed Assessment Mark Sheets □ Completed Assessor Statements □ Candidate evidence, including preparation notes, plans For each batch: □ Verification Sample Form □ Verification Report Forms

  8. Lessons learnt from assessment • Read the question • Answer all of the question • Don’t do your own thing For English • Use the correct format • Check SPAG

  9. Lessons learnt from assessment (cont) For maths • Use correct values • Give functional answers • Beware of calculations for time • Give full explanations READ THE QUESTION

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