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Functional mathematics update

Functional mathematics update. June 2007. Objective. To provide an overview of current developments and plans for Functional Skills. The compelling need for young people with better skills. What are the reasons for functional Skills? Low participation rates post-16

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Functional mathematics update

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  1. Functional mathematics update June 2007

  2. Objective • To provide an overview of current developments and plans for Functional Skills

  3. The compelling need for young people with better skills What are the reasons for functional Skills? • Low participation rates post-16 • Raise standards in English and mathematics at Level 2 by age of 16 and 19 • Engagement of more students through ‘applied’ teaching and learning • Giving learners the skills that employers want

  4. Functionality means? The term functional should be considered in the broad sense of providing learners with the skills and abilities they need to take an active and responsible role in their communities, in their everyday life, workplace and in educational settings.

  5. What is functional mathematics? Functional mathematics requires learners to be able to use mathematics in ways that make them effective and involved as citizens, able to operate confidently in life and to work in a wide range of contexts. The aim of the mathematics standards is to encourage people to demonstrate their mathematical skills in a range of contexts and for various purposes. They are essentially concerned with developing and recognising the ability of learners to apply and transfer skills in ways that are appropriate to their situation.

  6. Design principles for functional skills • Each skill area to be available at Entry Levels (1, 2 and 3), and Levels 1 – 2 • Made available as free-standing qualification for learners aged 14 and over as well as part of GCSE Mathematics • Based on mastery assessment with no grading (competent/not yet competent NVQ model)

  7. Time Scale

  8. Pilot Schools/Colleges

  9. Diplomas

  10. Comparing the diploma at each level – across each line

  11. What can subject leaders do now? • Monitor how effectively learners are being developed as active learners • Ensure that their schemes of work appropriately plan for teaching ‘using and applying’ mathematics • Explore what opportunities will there be to apply mathematics in other areas of study and what other relevant learning contexts can be brought into the mathematics classroom • Use the consortium to share development expertise

  12. Discussion task - what next? • What pilots are there in or nearby that will develop good practice and how will we keep in touch? • What expertise is there in your department/school/local area regarding key skills? • What needs to be in the 2007/8 and 2008/9 mathematics improvement plans for functional skills development? • What are the implications for the new Y7 cohort from September 2007? • How well developed is ‘using and applying’ mathematics at KS3 and KS4 in your department?

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