Embedding Functional Skills
City & Guilds 7303 Level 3 Award
Preparing to Teach in the Lifelong Learning Sector (PTLLS)
At Level 4, candidates need to demonstrate in their assessments a depth of knowledge and understanding appropriate to that level. This should be reflected in:
• an understanding of the relationship between theory/principles and practice
• evidence of research and reading
• evidence of consideration of practice that is in accordance with professional values
• an academic style of writing, in which a recognised system of referencing is used (Harvard system is recommended). Writing should be concise, and candidates should provide evidence of careful planning.
N.B.: Questions may be completed in any order and marked formatively throughout the programme.
Theory Assignment
Name: Anne Rawlings
Date: 13/02/2011
1. Evaluate a range of ways to embed elements of Functional Skills in your specialist area. (Recommended word count 300 – 400 words.)
Standards for numeracy include interpreting information, calculations and interpreting and presenting results.
Reading, writing, speaking and listening are the standards for literacy.
Included in ICT standards are the inclusion of finding and selecting information, entering and developing information and developing presentations.
The above topics are taught within the main subject topic in a seamless way. By integrating functional skills into teaching will involve setting activities which meet the literacy or numeracy standards. By incorporating functional skills into activities will mean they become embedded. Functional skills are essential, they will help learners to achieve and succeed in life. Fears of English and Maths can sometimes be a barrier to earlier success in a subject, embedding these skills, overcomes these fears and by giving something a different label can guide the learner into success. (2009 Linda Wilson, Cengage Learning EMEA)
All three of the functional skills are transferrable. As well
Preparing to Teach in the Lifelong Learning Sector (PTLLS)
At Level 4, candidates need to demonstrate in their assessments a depth of knowledge and understanding appropriate to that level. This should be reflected in:
• an understanding of the relationship between theory/principles and practice
• evidence of research and reading
• evidence of consideration of practice that is in accordance with professional values
• an academic style of writing, in which a recognised system of referencing is used (Harvard system is recommended). Writing should be concise, and candidates should provide evidence of careful planning.
N.B.: Questions may be completed in any order and marked formatively throughout the programme.
Theory Assignment
Name: Anne Rawlings
Date: 13/02/2011
1. Evaluate a range of ways to embed elements of Functional Skills in your specialist area. (Recommended word count 300 – 400 words.)
Standards for numeracy include interpreting information, calculations and interpreting and presenting results.
Reading, writing, speaking and listening are the standards for literacy.
Included in ICT standards are the inclusion of finding and selecting information, entering and developing information and developing presentations.
The above topics are taught within the main subject topic in a seamless way. By integrating functional skills into teaching will involve setting activities which meet the literacy or numeracy standards. By incorporating functional skills into activities will mean they become embedded. Functional skills are essential, they will help learners to achieve and succeed in life. Fears of English and Maths can sometimes be a barrier to earlier success in a subject, embedding these skills, overcomes these fears and by giving something a different label can guide the learner into success. (2009 Linda Wilson, Cengage Learning EMEA)
All three of the functional skills are transferrable. As well
Bibliography: A) Books I referred to... Francis, M. & Gould, J. (2009) Achieving Your PTLLS Award: A Practical Guide to Successful Teaching in the Lifelong Learning Sector. United Kingdom: Sage Publications Ltd. Gravells, A. (2009) Principles and Practice of Assessment in the Lifelong Learning Sector. United Kingdom: Learning Matters Ltd. Gravells, A. (2008) Preparing to Teach in the Lifelong Learning Sector. United Kingdom: Learning Matters Ltd. Gravells, A. & Simpson, S. (2009) Planning and Enabling Learning in the Lifelong Learning Sector. United Kingdom: Learning Matters Ltd. Gravells, A. & Simpson, S. (2009) Equality and Diversity in the Lifelong Learning Sector. United Kingdom: Learning Matters Ltd. Petty, G. (2009) Teaching Today, 4th Edition. United Kingdom: Nelson Thornes Ltd. Tummons, J. (2009) Assessing Learning in the Lifelong Learning Sector, 2nd Edition. United Kingdom: Learning Matters Ltd. Wilson, L. (2009) Practical Teaching: A guide to PTLLS & DTLLS. London: Cengage Learning EMEA B) Websites I referred to...