functional skills english presentation

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Specifications that use this resource:

• Functional Skills English 8720; 8725

Notes and guidance: non exam assessment (NEA)

This guide provides the information you need to help your students complete the NEA speaking, listening and communicating component of their English Functional Skills qualification. We recommend you read it alongside the specification .

What are the NEA requirements for English Functional Skills?

All schools and colleges must ensure each student is set two tasks for the speaking, listening and communicating (SLC) assessment.

Both Level 1 and 2 include one discussion task and one presentation task. Discussions and presentations can vary in length, depending on the task set.

Our suggestion for timings is 10 to 15 minutes for the discussion and 3 to 5 minutes for the presentation.

The term presentation means an extended talk from an individual. It’s designed to show the students’ ability to talk freely about a topic without reading a fully prepared script. Accessing written notes is perfectly acceptable.

The term ‘discussion’ means a spoken exchange of information, ideas or opinions between two or more people.

Students are expected to take part in more than one discussion and presentation. For advice and ideas for presentation and discussion activities, you can check the specification.

Performance will be assessed against the criteria shown below, which is issued by all exam boards. The criteria should be used alongside the requirements listed in the scope of study for speaking, listening and communicating detailed in section 3.3 of the specification.

A Candidate Record Form (CRF) must be completed for each student. Use this to record each student’s achievements across the scope of study using the pass criteria below.

Criteria for a Pass

To secure a pass, student presentations and discussions should be:

• effective, and
• to an appropriate degree for that level.

General advice

We recommend you include the following techniques in your lessons.

• Plan your work in SLC as part of the whole course. Do not see it as an add-on. Developing language skills through talking also helps improve reading and writing.
• Use group discussion work as often as you can. It may become a springboard for individual presentations.
• Show your colleagues and students some examples of our standardising material. This is available from the Teacher Online Standardisation platform (T-OLS).
• Plan ahead for when you think your students will be ready for assessments in both aspects of SLC. In many cases it will be better if students do their group assessment first.
• Check filming equipment works for sound (you need to be able to hear the students clearly, with minimal outside disruption). Be prepared to film more than once.
• Make sure you film plenty of students (where appropriate) for each level. Do not just film the minimum number.
• Make sure your students are used to and comfortable with being filmed.
• Check that tasks and approaches are appropriate for each individual and the level they are aiming for. Groups can be in sizes of 2, 3 or 4. Presentations do not have to be held in front of the whole class.
• Give students at least two attempts to practice their discussions and presentations.
• Encourage your students to follow their interests, but shape them into suitable and assessable tasks. Feel free to give direction to those who need it.

Instructions for the audio visual submission of material

Each exam series, we’ll ask you to send us a sample of your students’ audio-visual recordings. You will have to do this by a set date, which can be found at aqa.org.uk/deadlines .

Along with the recording, you need to include information to help us match each student with their presentation.

Students should identify themselves and their school or college at the start of the recording by either holding an A4 written sign to the camera or by stating their name and centre.

You’ll need to complete a Candidate Record Form for every student, which will include your given judgement of pass/fail. Make sure you include written evidence to support your decision.

Please send samples for both Level 1 and 2. Your students’ presentation recordings must be complete and unedited. Make sure you include any questions and feedback from the audience. Each sample must contain ten student presentations. If you make entries of less than ten, you need to send us the recordings for each student. Any general chat at the beginning or end of the recording which isn’t part of the assessment should not be included.

We recommend you record slightly more than the minimum recordings required.

Make sure you plan where and when to conduct your audio-visual recording sessions in advance. Spoken Language assessments can take place at any time during the two-year course, as long as the sample of audio-visual recordings is submitted by the deadline given at aqa.org.uk/deadlines .

Audio-visual recordings should be conducted in an organised and structured way. Each recording should be named as follows:

• 5 digit centre number
• component code (8720S for Level 1, 8725S for Level 2)
• a single 4 digit candidate number or
• multiple 4 digit candidate numbers, separated by a space
• candidate name (forename and surname)
• outcome of the spoken presentation (Pass or Fail)

Each piece of information must be separated by an underscore (_)

eg individual files:

92345_8720S_0001_Joe Bloggs Pass.mp4

92345_8720S_0005_Jane Doe Pass.mp4

92345_8720S_0010_John Smith Fail.mp4

eg single file with multiple candidates:

92345_8720S_0001 0005 0010_Joe Bloggs Pass - Jane Doe Pass - John Smith Fail.mp4

You can record the presentations on whichever audio-visual recording device you have available. This could include a webcam, video recorder or tablet. Each recording must be good quality. The image of the student must be stable and clear and any participants in the assessment (including the student and audience members), must be clearly audible. It’s your responsibility to ensure that the image and sound on each recording is good quality. Awarding bodies won’t be able to verify the school/college assessment of Spoken language if the recording is poor.

Six ways to create a good quality audio-visual recording

• Check the quality of recording equipment in advance of conducting the recorded assessments.
• Make sure the recording equipment is stable.
• Position the recording equipment from the audience’s perspective so that the student and any support materials used in the presentation, such as PowerPoint or notes are in view.
• Position the recording equipment close enough to hear the student and audience members clearly.
• Remove any objects which may obstruct the image and/or sound of the recording.
• Conduct recordings in a quiet environment to reduce background noise.

Which recording format should you use?

The following video formats are supported:

.flv  .mp4  .mxf  .gxf  .ts  .ps  .3gp  .3gpp  .mpg  .wmv  .asf  .avi  .isma  .ismv  .dvr-ms  .mkv  .wave  .mov

It’s important that your recordings are of sufficient quality for verifiers to identify students and assess their performance fairly. Please try to avoid submitting excessively large files. Recordings don’t need to include slide presentations. You can send us your slide presentations separately.

How to minimise your file size

• Record high-definition video at a resolution of 720p (1280x720) rather than 1080p (1920x1080). A resolution of 720p will result in files less than half the size of 1080p, usually with no significant impact on quality.
• If your video recorder permits other quality settings to be changed in addition to the resolution, it’s often possible to significantly reduce file sizes while not significantly impacting quality.

You may choose to film each student in the sample in individual sessions. Or, you may prefer to film multiple students in each session. If you choose the latter, remember to identify the individual clearly at the start and end of the assessment.

The Spoken Language assessment should be conducted as a formal exam session where possible. Mobile phones are banned and no one should enter or leave the room during presentations. The audience may respond as a normal audience, but they must not distract the presenter. Interruptions must be kept to a minimum.

We recommend you check the recordings when completed to ensure that they can be played back. It’s your responsibility to ensure the recordings submitted for monitoring are accessible and contain all the evidence submitted for each student.

Audio-visual recordings must be stored electronically in a secure area of your school/college network before being submitted.

Uploading samples on Centre Services - Centre marks submission

Schools/colleges can submit their grades for each candidate using Centre Services - Centre marks submission or by EDI (Electronic Data Interchange).

Once the grade submission is complete, samples must be uploaded via the 'View and upload sample' screen on Centre marks submission regardless of how the grades were submitted.

Each uploaded file must be tagged (associated) with the relevant candidate.  If the filename convention has been followed correctly, this step is done automatically

The final step is to tick a checkbox onscreen and formally ‘submit’ the sample for moderation.

We don’t provide feedback to schools/colleges after monitoring. If we have concerns about what you’ve sent us, we’ll arrange a visit to go through them together. We’ll also provide support and guidance to help you meet our standards and requirements in the future.

Visits to centres

Approximately one third of schools/colleges entering the speaking, listening and communicating component each year will receive a personal visit from us. This doesn’t mean there’s a problem, we just like to give you the chance to ask us questions/raise any concerns you may have.

Visits also help us check that you’re assessing the component to the right standard and have the necessary records and paperwork to support the assessments being made. The only other reason we’ll visit, is if we have concerns over the moderation of the audio-visual samples you sent us, or the assessments being made by the teachers. You’ll find out if we’ll be visiting you, early in the autumn term. We usually come in November or December.

We aim to visit every school/college at least once every three years.

What happens when we visit you?

• We observe assessments being undertaken or review video evidence of student performances.
• We observe assessment/standardisation being undertaken by assessors at that centre.
• We review your centre’s processes and controls.
• We interview key centre staff with responsibility for the delivery.

For further support, please get in touch with your NEA adviser. They will help you with the NEA component. We’ll let you know who your NEA advisor is in the autumn term but if you don’t hear from us, email your subject team at [email protected]

Document URL https://www.aqa.org.uk/resources/english/functional-skills/assess/notes-and-guidance-non-exam-assessment-nea

Last updated 28 Mar 2024

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• Education, training and skills
• School curriculum
• Exam regulation and administration
• Functional Skills English guidance

Functional skills English guidance

Updated 22 April 2021

Applies to England

© Crown copyright 2021

This publication is licensed under the terms of the Open Government Licence v3.0 except where otherwise stated. To view this licence, visit nationalarchives.gov.uk/doc/open-government-licence/version/3 or write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: [email protected] .

Where we have identified any third party copyright information you will need to obtain permission from the copyright holders concerned.

This publication is available at https://www.gov.uk/government/publications/functional-skills-english-guidance/functional-skills-english-guidance

1. Introduction

This document is part of a suite of documents which outlines our guidance for awarding organisations offering functional skills qualifications in English.

This guidance comes into effect at 00.01am on Friday 29 June 2018 and applies to the following functional skills qualifications in English –

• qualifications awarded to all learners registered on or after 1 September 2019
• all qualifications awarded on or after 1 August 2021

This guidance supports both the General Conditions of Recognition and the Functional Skills Subject Level Conditions and Requirements for English .

This document constitutes guidance for the purposes of section 153 of the Apprenticeships, Skills, Children and Learning Act 2009 (the ‘2009 Act’), Conditions FSE1.1(c), FSE4.2 and FSE5.2.

An awarding organisation has a legal obligation under the 2009 Act to have regard to this guidance in relation to each functional skills qualification in English that it makes available or proposes to make available. Conditions FSE 1.1(c), FSE4.2 and FSE5.2(b) impose the same obligation in respect of the guidance below which is issued under those conditions.

An awarding organisation should use the guidance in this document to help it understand how to comply with the General Conditions of Recognition, as they apply to functional skills qualifications in English, and the Subject Level Conditions and associated requirements for such qualifications.

An awarding organisation must also have regard to the Guidance to the General Conditions of Recognition which applies to all qualifications. However, in the event of any inconsistency between that guidance and the guidance contained in this document, an awarding organisation must have regard to the guidance in this document.

2. Revisions to this document

This document was republished in April 2021 to implement the outcome of our consultation on a change to the regulation end date for legacy Functional Skills qualifications from 31 August 2020 to 31 July 2021.

3. Guidance for Functional Skills qualifications in English

3.1 guidance on interpretation of the subject content.

Department for Education’s ‘ Subject content functional skills: English ’, document reference DFE-00047-2018 (the ‘Content Document’).

Condition FSE1.1(c) requires awarding organisations to interpret the Content Document in line with any requirements, and having regard to any guidance, published by Ofqual.

We set out our guidance for the purposes of Condition FSE1.1(c) below.

Assessing content statements at the appropriate level

We expect the Level of Demand of questions and tasks in relation to all content statements, and what they expect of Learners, to be appropriate to the level of the qualification.

In the Content Document, a small number of content statements are duplicated in relation to more than one level.

For example, the content statement ‘Write text of an appropriate level of detail and of appropriate length (including where this is specified) to meet the needs of purpose and audience’ appears in relation to the Writing Component at both Level 1 and Level 2.

Where the same content statement is used for more than one level this does not mean that the questions or assessment tasks in relation to that statement should be identical in terms of their Level of Demand, and what they require of Learners, across the relevant levels. Rather, in line with our overarching expectation above, the Level of Demand of the questions or tasks, and what they expect of Learners, should be appropriate to the level of the qualification.

Interpretation of lists within the subject content

Where the Content Document prefaces an item or list of items with the term ‘e.g.’ or ‘for example’, the items listed are to be interpreted as illustrative examples of the content statement which precedes them.

Therefore, in the following statement –

Communicate information, ideas and opinions clearly and in a logical sequence (e.g. chronologically, by task) [Entry level 1]

‘chronologically’ and ‘by task’ are examples of the type of logical sequencing that a Learner may use when being assessed in relation to the communication of information, ideas and opinions.

Where the Content Document prefaces a statement with ‘including’, the statement is to be interpreted as indicating a specific expectation within the broader expectation which precedes it. As such, the content in the specific expectation should be assessed.

Interpretation of ‘scope of study’ requirements

In all relation to all three Components, at each level the Content Document uses the term ‘text’ to explain what Learners should be expected to study. For example –

Text: this should include short, straightforward texts that instruct, inform, describe and narrate. [Entry level 2 reading] […] Text: this should include straightforward texts such as narratives, instructions, explanations and reports. [Entry level 3 writing] […] Text: this should include extended narratives and information (information may be on technical, concrete or abstract topics), discussions, detailed explanations and presentations, all of varying lengths. [Level 2 Speaking Listening and Communicating]

These statements in relation to the scope of study have implications for assessment. We expect awarding organisations to interpret the Content Document such that –

• in assessments for the Reading Component, Learners are expected to respond to texts that are consistent with the description for the appropriate level,
• in assessments for the Writing Component, Learners are expected to produce texts that are consistent with the description for the appropriate level, and
• in assessments for the SLC Component, Learners are expected to complete tasks consistent with the description for the appropriate level.

In relation to the SLC Component, the term ‘text’ should be interpreted in a broad sense, in terms of the particular types and levels of discourse required, rather than indicating the intention that Learners should have to read, or write, written text, unless that would naturally be done for a particular type of task (e.g. speaking notes used during a presentation). It also includes material that a Learner is expected to respond to, as well as produce.

4. Guidance on use of British Sign Language and Sign Supported English

In our Specifications in relation to the reasonable adjustment of general qualifications , published under section 96 of the Equality Act 2010, specification G states –

Where an assessment seeks to test a Learner’s knowledge of, skills in, or understanding of a particular language, the use of an alternative language – such as British Sign Language – must not be used as a reasonable adjustment where such use would prevent the Learner demonstrating the required knowledge, skills or understanding.

Functional skills qualifications in English are intended to assess communication skills generally, rather than communication specifically in English. Therefore, British Sign Language – as well as Sign Supported English – can be used as a reasonable adjustment in respect of those qualifications.

5. Guidance on assessment availability

We have not set any requirements with respect to when an awarding organisation must conduct assessments for a functional skills qualification in English that it makes available. This means that an awarding organisation may choose its own approach to when assessments are taken. It may, for example, choose to set a number of assessment windows each year, and/or it may offer ‘on-demand’ assessments which can be taken by a Learner at any time.

Whatever approach an awarding organisation adopts to the availability of assessments, it must ensure that it meets the requirements in the General Conditions of Recognition in relation to the maintenance of standards, comparability and avoiding predictability [footnote 1] .

Different approaches to assessment availability will give rise to different risks with respect to these issues and, as outlined in our requirements for the qualification, we will expect an awarding organisation to set out in its assessment strategy how it has sought to identify and deal with such risks.

6. Guidance on Condition G3 Use of language and Stimulus Materials

Condition G3.1 requires awarding organisations to ensure that assessments use only appropriate language and Stimulus Materials.

In considering whether language and Stimulus Materials are appropriate, an awarding organisation must take into account the level of the qualification and the knowledge, skills and understanding assessed for it.

The Appendix to the functional skills Content Document sets out the words and types of words that Learners at entry level should be able to read.

Language (such as rubrics) and Stimulus Materials for entry level functional skills qualifications in English are unlikely to be appropriate if they exceed the expectations around reading ability set out in Appendix to the Content Document.

7. Guidance on notifying Ofqual of proposal to make qualification available

Condition FSE3.1(a) states that an awarding organisation must ‘promptly’ inform Ofqual that it proposes to make available a functional skills qualification in English.

We expect an awarding organisation to provide notification to us promptly following a firm business decision to develop the qualification and make it available. The purpose of this notification is to allow Ofqual to plan its technical evaluation of the qualification before it is made available.

8. Guidance on the Reading Component

Under our requirements in respect of the assessments for the Reading Component, an awarding organisation must ensure that each assessment assesses a Learner’s ability to read a representative sample of the words and types of words required in relation to the relevant entry level by the Appendix to the Content Document.

We expect that the reading of such words will be assessed implicitly through comprehension of the texts of which they form part, rather than through assessment of a Learner’s comprehension of individual words in isolation or by requiring the Learner to read aloud.

9. Guidance on Centre monitoring

In our requirements set under Condition FSE4.2, we set out minimum requirements in relation to Centre monitoring of assessments for the SLC Component.

Under Condition D3.1 an awarding organisation must keep its approach to the delivery and award of qualifications under review and enhance it where necessary so as to assure itself that its approach remains at all times appropriate.

9.1 Annual scrutiny of Centre marking

As part of our requirements in relation to Centre monitoring, awarding organisations must undertake annual scrutiny of the marking of assessments for the SLC Component by each Centre that undertakes such marking.

We would expect an awarding organisation to achieve this by comparing either or both of:

observations of assessments being undertaken, as part of in-person monitoring visits to Centres; and/or

reviews of evidence (for example, video recordings) of Learner performance in assessments,

with the Centre’s marking in respect of those Learners.

9.2 Periodic scrutiny of Centre processes and controls

As part of our requirements in relation to Centre monitoring, awarding organisations must:

at least every three years, review each Centre’s processes and controls for: (i) ensuring it undertakes the delivery – and, where relevant, the setting and/or marking – of assessments for the SLC Component consistently, appropriately, and in line with the guidance to Centres required above, and (ii) the standardisation of marking between assessors at that Centre.

We would expect an awarding organisation to achieve this through a combination of:

reviews of relevant Centre documentation,

interviews with key Centre staff with responsibility for the delivery, and, where relevant, setting and/or marking (including standardisation) of assessments, and

• observation (whether as part of in-person monitoring visits to a Centre or remotely) of –
• assessments being undertaken, and
• where relevant –
• marking, and
• standardisation of assessors.

9.3 Additional Centre monitoring

There will be circumstances in which additional Centre monitoring, beyond our minimum requirements – of Centre marking and/or Centre processes and controls – will be appropriate. Some examples of such circumstances include the following –

• (a) New Centres.
• (b) Centres with significant changes in pass rates over time.
• (c) Centres with significant variation in pass rates for different Components.
• (d) Centres where previous monitoring has identified particular risks or issues.

10. Guidance on standard setting for functional skills qualifications

Condition FSE5.2(b) allows us to specify requirements and guidance in relation to the setting of specified levels of attainment for functional skills qualifications in English.

We set out below our guidance for the purposes of Condition FSE5.2(b).

Condition FSE5.3 states that in setting the specified levels of attainment for a functional skills qualification in English which it makes available, an awarding organisation must have regard to an appropriate range of qualitative and quantitative evidence.

Condition FSE5.4 states that such evidence will only be appropriate if it includes evidence of –

(a) the Level of Demand of the assessments for that qualification, (b) at levels 1 and 2, the level of attainment demonstrated in those assessments by – (i) an appropriately representative sample of Learners taking that qualification, or (ii) individuals (whether Learners or otherwise) as part of robust technical pre-testing of those assessments, (c) at the entry levels, the level of attainment, where available, demonstrated in those assessments by – (i) an appropriately representative sample of Learners taking that qualification, or (ii) individuals (whether Learners or otherwise) as part of robust technical pre-testing of those assessments, (d) where available, the level of attainment demonstrated by Learners taking that qualification in a – (i) prior assessment (which was not for that qualification), whether or not that assessment was for a regulated qualification, or (ii) prior qualification, whether or not that qualification was a regulated qualification, and (e) following the first time that a Component designed in line with these Subject Level Conditions is awarded, the level of attainment demonstrated by Learners who have previously been awarded that Component.

Without prejudice to any requirements that Ofqual may set in relation to the weight to be given to evidence in the first awards, examples of the evidence that may be used by an awarding organisation in setting the specified levels of attainment for a functional skills qualification in English which it makes available may include –

• question papers/tasks and final mark schemes,
• senior Assessor input into decisions, for example comments on how the assessments have worked or are likely to work, and recommendations for the setting of specified levels of attainment,
• technical information about how the assessments, and/or any similar assessments previously and concurrently available, have functioned, for example mark distributions, mean marks, standard deviations, item-level statistics,
• samples of current Learners’ work selected from a range of Centres and assessed/Moderated by Assessors/moderators whose work is known to be reliable,
• details of changes in entry patterns and choices of options,
• archive Learners’ work exemplifying specified levels of attainment in previous assessments for the qualification, together with the relevant question papers/tasks and mark schemes,
• inter-awarding organisation evidence for functional skills qualifications in English,
• pertinent material deemed to be of equivalent standard from similar qualifications or other relevant qualifications,
• information on Learners’ performance in previous assessments for the qualification, and
• marking guides for assessments where the evidence is of an ephemeral nature.

In addition, in setting the specified levels of attainment for a functional skills qualification in English that it makes available, we expect an awarding organisation to have regard, as appropriate, to the level of attainment demonstrated by Learners who have taken a pre-reform functional skills qualification in English.

We expect the weight placed on such evidence to decrease over time as the awarding organisation builds an archive of evidence of the level of attainment demonstrated by Learners in the reformed qualification.

In determining whether it has sufficient evidence of the level of attainment demonstrated, or likely to be demonstrated, in the assessments for a functional skills qualification in English by an appropriate percentage of the Learners taking that qualification, an awarding organisation should consider whether the marks on its system, or the equivalent information it has available, reflect –

• all possible routes through the qualification and/or Component, and
• a representative proportion of Learners’ marks for, or likely to be achieved in, the qualification and/or Component.

In setting the specified levels of attainment for a functional skills qualification in English that it makes available, we expect an awarding organisation to use the appropriate balance of evidence for –

• its assessment approach, and
• the cohort taking the assessment.

For example, in a sessional award and where prior attainment data is available for many or most Learners, an awarding organisation might combine –

• senior Assessor judgement regarding the Level of Demand of the relevant assessment,
• qualitative and quantitative evidence of Learners’ actual attainment in the assessment, and
• information regarding Learners’ prior attainment in other assessments.

In an on-demand award and where there is little or no prior attainment data available for Learners, an awarding organisation might –

• when an assessment is first introduced, place greater weight on senior Assessor judgement regarding its Level of Demand, using a robust and recognised technical methodology, and
• incorporate consideration of qualitative and quantitative evidence of Learners’ actual attainment in that assessment, and/or other versions of that assessment, once that evidence becomes available, and before results are issued.

We wish to make our publications widely accessible. Please contact us at [email protected] if you have any specific accessibility requirements.

For example, Conditions D1, G1, G9, H2 (where applicable) and H3.  ↩

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Functional Skills English

Oct 21, 2014

150 likes | 447 Views

Functional Skills English. Week 5 Donna Ross. Being Confident. 30 second commercial. Public Speaking and presentations. Use the internet (e.g. YouTube) to watch some presentations. Can you identify examples of good and bad practice? Tips for good presentations Things to avoid.

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• assessment record
• peer assessment
• assessment criteria
• positive body language
• make proper eye contact

Presentation Transcript

Functional Skills English Week 5 Donna Ross

Being Confident • 30 second commercial

Public Speaking and presentations • Use the internet (e.g. YouTube) to watch some presentations. • Can you identify examples of good and bad practice? • Tips for good presentations • Things to avoid

Assessment of presentations • If you were the assessor, what would you be looking for? • Create a peer/self assessment record for the presentation task. • Compare this with the exam board assessment record. • Anything to add/take out?

Public Speaking • Be prepared • Appear confident • Speak slowly and clearly – avoid ‘ums’ and ‘ahs’. • Ensure you emphasise the intended points • (Communication Activity) • Positive body language

Being prepared • Know your P.A.L. Purpose: Know what your purpose is in giving your presentation. Is it to inform? To persuade? To entertain? Audience: Who is your audience? What age group are they, where do they live, what attitudes do they have? Logistics: These are things that have to be organised. You should know how much time you have to speak, what time of day it will be and how the room will be set up

Being Prepared • Research and learn your content • Rehearse – over and over again • Think about the timing

Presentation Structure • Introduction • Tell them what you’re going to tell them • Main Body • Tell them • Conclusion • Tell them what you told them

Delivering Confidently • Positive Body Language • Stand up straight and face the audience • Hold your head up high, with your chin up • Use your hands to emphasise and reinforce • Vary your gestures • Nod your head and smile to emphasise what you are saying • Make proper eye contact – with everyone in the room

Delivering confidently • Don’t repeat what is written on your slides • Don’t overload your slides • Slow down – pace yourself and punctuate your speech with relevant pauses (try taping/video recording yourself) • Prepare for questions that may be asked • Be enthusiastic about your topic • Use humour and anecdotes if appropriate

S&L Assessment 2 • Prepare and deliver a presentation about your group task • Plan your presentation thoroughly • Remember • Purpose • Audience • Use Microsoft PowerPoint to create your presentation • We will deliver the presentation(s) in two weeks’ time.

Action Plan • Look back at the assessment criteria and your own ideas for self/peer assessment • Create an action plan to help you develop/improve your presentation skills • Strengths • Areas for development • How? • By when?

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Functional Skills Pilot. Phil Robinson Bromley College. Collaboration Involving. Bromley College Bromley 14 – 19 collaborative Edexcel. Pilot Year 1. Training sessions provided by Bromley 14 – 19 collaborative included local schools Bromley College piloted: ICT L1 In Motor Vehicle L1

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Functional Skills. A Guide. “Functional Skills is a central piece of the jigsaw” QCA (qualifications curriculum agency). Apprenticeships. A Levels. FS. KS3. Diploma. KS4. GCSEs. Functional Skills.

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Functional Skills L1

Functional Skills L1. Perimeter, Area and Volume Presented by Bill Haining. Perimeter. Perimeter 2. 6.3cm 2.1cm 1.2cm 0.8cm Perimeter = 6.3 + 2.1 + 1.2 + 0.8 + 1.2 + 6.3 + 0.8 + 2.1 = 20.8. AREA. 8.5m 2.1m. What is the area of a shape?

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Functional Skills English. Week 4 Donna Ross. Increasing Confidence. What is confidence? Your ideas Task Think of a situation where you have felt really confident, or where someone else has appeared really confident. Can you identify any particular behaviours?. What is confidence?.

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Functional Skills. Mathematics: implications for teaching and learning. Mathematics: Introduction. The papers were divided into three tasks: tennis , offices and coffee shop Contexts were chosen to reflect the everyday use of mathematics

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Functional Skills Pilots

Functional Skills Pilots. April 2007. What are Functional Skills?. A key initiative in both the 14-19 Education and Skills White Paper and the second Skills White Paper in response to pressure from employers

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Functional Skills. E nglish: implications for teaching and learning. Functional English: An Introduction. Reading and writing are assessed as separate components Speaking and listening are internally assessed and externally moderated Realistic contexts are required

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Functional skills

Functional skills. Welcome. WBL - Functional Skills. What are functional skills?. Practical skills in English, maths and ICT that help people get the most out of work, education and everyday life, such as:

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Functional Skills Level 1 English revision. Curriculum links This PPT covers many aspects of Level 1 Functional English. Please refer to the resource description page on skillsworkshop.org for detailed curriculum links and related resources. Functional Skills English. Domestics.

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Functional Skills. Functional Skills. ‘Functional’ – providing learners with the skills and abilities they need to take an active and responsible role in their communities, everyday life, the work place and educational settings.

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