Functional Skills
FUNCTIONAL SKILLS enables pupils to acquire and practise the skills they will require to navigate adult life. Literacy and numeracy are joined by ICT, as we recognise that our pupils are digital natives and live in a world where technology is all pervasive and increasingly relied upon for many different activities. The aim is always to find the real world context for a skill. This could be going to the shops to apply addition and subtraction in the context of money, reading and understanding a written recipe or filling in a personal statement as part of an online job application.
At The Collett School pupils in Year 11 study towards Entry Level accreditations in Functional Literacy, Functional Numeracy and ICT. Irrespective of the level achieved, developing functional skills helps pupils improve their problem solving and communication, as well as providing practical skills which will be used daily in adult life.
Literacy
Across the school, pupils develop their skills following a spiral curriculum. Literacy skills will be covered multiple times across several academic years, each time looking to build on previous progress. In turn, this supports other areas of learning, improves pupil’s Life Skills and positively impacts on overall independence. The overall focus is always on functional literacy and preparing children for both the accreditations of Upper School and eventual adulthood. As much as possible reading and writing activities are linked to experiences and activities children have or will experience in the their everyday life. This helps provide pupils with context and meaning to their studies.
Reading activities take place daily in every class in addition to daily phonics activities. Phonics teaching follows the programme of Essential Letters and Sounds, to ensure consistency between classes and consolidated through the reading books schemes we use. Our children have many different reading profiles. Some of our children can read complex sentences and texts, yet face significant challenges in understanding the meaning of what they read. As such, specific interventions, levels of questioning and strategies to help them decode text for cognition are key to planning for this child's progress in learning. The reverse if also true, with some pupil’s comprehension age exceeding their skills in decoding, requiring intervention and alternative technologies to support their access to texts. Support for whole word readers and those children requiring a different approach is provided by inclass differentiation, assisted by interventions from the Hive when required. In addition to physical books children also have individual logins to Reading Eggs which provides them with access to a virtual library of books, including books with audio support and additional online content.
Entry Level 1: Functional Literacy
The Pearson Edexcel Functional Skills Qualification in English at Entry Level 1 indicates that learners should be able to speak, listen, communicate, read and write with increasing clarity, accuracy and effectiveness. Learners should, with some direction and guidance, be able to apply these functional skills to informal and some formal contexts, in familiar situations.
Component 1: Speaking, Listening and Communicating Texts
Learners should practise different types of speaking, listening and communicating activities. This should include simple narratives, information and instructions; and short statements, explanations, discussions, questions and exchanges.
By the end of the course, learners should be able to do the following.
Content 

E1.1 
Say the names of the letters of the alphabet 
E1.2 
Identify and extract the main information from short statements and explanations 
E1.3 
Follow singlestep instructions, asking for them to be repeated if necessary 
E1.4 
Make requests and ask straightforward questions using appropriate terms and registers 
E1.5 
Respond to questions about specific information 
E1.6 
Make clear statements about basic information and communicate feelings and opinions on straightforward topics 
E1.7 
Understand and participate in simple discussions or exchanges with another person about a straightforward topic 
Component 2: Reading Texts
Learners should practise reading different types of text. This should include short, simple texts that inform, describe and narrate.
By the end of the course, learners should be able to do the following.
Content 

E1.8 
Read correctly words designated for Entry Level 1 (see Annexe B) 
E1.9 
Read simple sentences containing one clause 
E1.10 
Understand a short piece of text on a simple subject 
Component 3: Writing Texts
Learners should practise writing different types of text. This should include short, simple texts such as messages and notes.
By the end of the course, learners should be able to do the following.
Content (spelling, punctuation and grammar) 

E1.11 
Punctuate simple sentences with a capital letter and a full stop 
E1.12 
Use a capital letter for the personal pronoun ‘I’ and the first letter of proper nouns 
E1.13 
Use lowercase letters when there is no reason to use capital letters 
E1.14 
Write the letters of the alphabet in sequence and in both upper and lower case 
E1.15 
Spell correctly words designated for Entry Level 1 (see Annexe B) 
Content (composition) 

E1.16 
Communicate information in words, phrases and simple sentences 
Entry Level 2: Functional Literacy
The Pearson Edexcel Functional Skills Qualification in English at Entry Level 2 indicates that learners should be able to speak, listen, communicate, read and write with increasing clarity, accuracy and effectiveness. Learners should, with some direction and guidance, be able to apply these functional skills to informal and some formal contexts, in familiar situations.
Component 1: Speaking, listening and communicating Texts
Learners should practise different types of speaking, listening and communicating activities. This should include short narratives and explanations and instructions, discussions and straightforward information and instructions.
By the end of the course, learners should be able to do the following.
Content 

E2.1 
Identify and extract the main information and detail from short explanations 
E2.2 
Make requests and ask clear questions appropriately in different contexts 
E2.3 
Respond appropriately to straightforward questions 
E2.4 
Follow the gist of discussions 
E2.5 
Clearly express straightforward information and communicate feelings and opinions on a range of straightforward topics 
E2.6 
Make appropriate contributions to simple group discussions with others about a straightforward topic 
Component 2: Reading Texts
Learners should practise reading different types of text. This should include short, straightforward texts that instruct, inform, describe and narrate.
By the end of the course, learners should be able to do the following.
Content 

E2.7 
Read correctly words designated for Entry Level 2 (see Annexe C) 
E2.8 
Understand the main points in texts 
E2.9 
Understand organisational markers in short, straightforward texts 
E2.10 
Use effective strategies to find the meaning of words and check their spelling (e.g. a simple dictionary, spellchecker) 
E2.11 
Read and understand sentences with more than one clause 
E2.12 
Use illustrations, images and captions to locate information 
Component 3: Writing Texts
Learners should practise writing different types of text. This should include short straightforward texts such as letters, emails and simple narratives.
By the end of the course, learners should be able to do the following.
Content (spelling, punctuation and grammar) 

E2.13 
Use basic punctuation correctly (e.g. full stops, capital letters, question and exclamation marks) 
E2.14 
Form regular plurals 
E2.15 
Use the first and second letters to sequence words in alphabetical order 
E2.16 
Spell correctly words designated for Entry Level 2 (see Annexe C) 
Content (composition) 

E2.17 
Communicate information in words, phrases and simple sentences 
E2.18 
Complete a form asking for personal information (e.g. first name, surname, address, postcode, age, date of birth) 
E2.19 
Write in compound sentences, using common conjunctions (e.g. or, and, but) to connect clauses 
E2.20 
Use adjectives and simple linking words in the appropriate way 
Entry Level 3: Functional Literacy
The Pearson Edexcel Functional Skills Qualification in English at Entry Level 3 indicates that learners should be able to speak, listen, communicate, read and write with increasing clarity, accuracy and effectiveness. Learners should, with some direction and guidance, be able to apply these functional skills to informal and some formal contexts, in familiar situations.
Component 1: Speaking, Listening and Communicating Texts
Learners should practise different types of speaking, listening and communicating activities. This should include straightforward narratives, accounts, explanations, discussions instructions, information and descriptions.
By the end of the course, learners should be able to do the following.
Learners must be able to: 

E3.1 
Identify and extract relevant information and detail in straightforward explanations 
E3.2 
Make requests and ask concise questions using appropriate language in different contexts 
E3.3 
Communicate information and opinions clearly on a range of topics 
E3.4 
Respond appropriately to questions on a range of straightforward topics 
E3.5 
Follow and understand the main points of discussions 
E3.6 
Make relevant contributions to group discussions about straightforward topics 
E3.7 
Listen to and respond appropriately to other points of view, respecting conventions of turntaking 
Component 2: Reading Texts
Learners should practise reading different types of text. This should include straightforward texts that instruct, describe, narrate and explain.
By the end of the course, learners should be able to do the following.
Learners must be able to: 

E3.8 
Read correctly words designated for Entry Level 3 (see Annexe D) 
E3.9 
Identify, understand and extract the main points and ideas in and from texts 
E3.10 
Identify different purposes of straightforward texts 
E3.11 
Use effective strategies to find the meaning of words (e.g. a dictionary, working out meaning from context; using knowledge of different word types) 
E3.12 
Understand organisational features and use them to locate relevant information (e.g. contents, index, menus, tabs and links) 
Component 3: Writing Texts
Learners should practise writing different types of text. This should include straightforward texts such as narratives, instructions, explanations and reports.
By the end of the course, learners should be able to do the following.
Content (spelling, punctuation and grammar) 

E3.13 
Use a range of punctuation correctly (e.g. full stops, question marks, exclamation marks, commas) 
E3.14 
Form irregular plurals 
E3.15 
Use mostly correct grammar (e.g. subject–verb agreement, consistent use of tense, definite and indefinite articles) 
E3.16 
Use the first, second and third place letters to sequence words in alphabetical order 
E3.17 
Spell correctly words designated for Entry Level 3 (see Annexe D) 
Content (composition) 

E3.18 
Communicate information, ideas and opinions clearly and in a logical sequence (e.g. chronologically, by task) 
E3.19 
Write text of an appropriate level of detail and of appropriate length (including where this is specified) 
E3.20 
Use appropriate format and structure when writing straightforward texts, including the appropriate use of headings and bullet points 
E3.21 
Write in compound sentences and paragraphs where appropriate 
E3.22 
Use language appropriate for purpose and audience 
Functional Literacy Level 1
Edexcel's specifications for Functional Numeracy Level One
Numeracy
As with literacy the different areas of numeracy are covered through a spiral curriculum. Topics are repeatedly revisited, consolidating and building on the learning that has gone before. The focus is on the practical application of mathematical skills to real life with the aim of ensuring pupils go on to be as independent as possible in their adult lives, as well as preparing them for the accreditations they will take in Upper School.
Practical activities linked to pupils interests are key in ensuring engagement and motivation, which leads to progression. Life skills such as cooking, shopping, budgeting and using public transport all rely heavily on numeracy skills. As such numeracy lessons are often combined with other aspects of the curriculum to show pupils where the skills learned in school directly impact them.
Systematic thinking and problem solving are also a key focus, particularly in the context of the worded problems children are likely to encounter during their accreditations.
At the Collett we place a strong focus on supporting pupils to use and apply their numeracy skills as an important and functional part of their daily routines, for example during shopping trips or when following a recipe whilst cooking. Functional Numeracy is applied across the curriculum in order to ensure pupils can make connections between areas of study and, within our community as relevant and helpful knowledge/skill sets.
Our intent is that each student develops the mathematical skills that enable them to live as independently as possible.
Numeracy Topics:
 Money
 Time
 Measure
 Calculation
 Functional Fractions
 Direction
 Shape
 Data
 Problem solving
We teach mathematics daily and apply maths across other areas of the curriculum, such as cookery, horticulture, animal care and topic. Pupils use everyday technology to support them in independently applying their knowledge and understanding to reallife situations.
Functional Numeracy Accreditations
Entry Level One: Functional Numeracy
Pearson Edexcel Functional Skills Qualification in Mathematics at Entry Level 1
Learners at Entry Level 1 are expected to become confident in their use of fundamental mathematical knowledge and skills, as described through the following content areas, and demonstrate their understanding by applying their knowledge and skills to solve simple mathematical problems or carry out simple tasks.
Entry Level 1: Using numbers and the number system – whole numbers
 E1.1 Read, write, order and compare numbers up to 20
 E1.2 Use whole numbers to count up to 20 items, including zero
 E1.3 Add numbers which total up to 20, and subtract numbers from numbers up to 20
 E1.4 Recognise and interpret the symbols +, – and = appropriately 2. Content area: Using common measures, shape and space Content
 E1.5 Recognise coins and notes and write them in numbers with the correct symbols (£ & p), where these involve numbers up to 20
 E1.6 Read 12hour digital and analogue clocks in hours
 E1.7 Know the number of days in a week, months and seasons in a year; be able to name and sequence
 E1.8 Describe and make comparisons in words between measures of items including size, length, width, height, weight and capacity
 E1.9 Identify and recognise common 2D and 3D shapes, including circle, cube, rectangle (including square) and triangle
 E1.10 Use everyday positional vocabulary to describe position and direction, including left, right, in front, behind, under and above
Entry Level 1: Handing information and data
 E1.11 Read numerical information from lists
 E1.12 Sort and classify objects using a single criterion
 E1.13 Read and draw simple charts and diagrams, including a tally chart, block diagram/graph
Entry level 1: Solving mathematical problems and decisionmaking
Entry Level 1 learners are expected to be able to use the knowledge and skills listed above to recognise a simple mathematical problem and obtain a solution. A simple mathematical problem is one which requires working through one step or process. At Entry Level 1, it is expected that learners will be able to address individual problems, each of which draws on knowledge and/or skills from one mathematical content area (i.e. number and the number system; common measures, shape and space; information and data).
Entry Level Two: Functional Numeracy
Pearson Edexcel Functional Skills Qualification in Mathematics at Entry Level 2
Learners at Entry Level 2 are expected to become confident in their use of fundamental mathematical knowledge and skills, as described through the following content areas, and demonstrate their understanding by applying their knowledge and skills to solve simple mathematical problems or carry out simple tasks.
Entry Level 2: Using numbers and the number system – whole numbers, fractions and decimals
 E2.1 Count reliably up to 100 items
 E2.2 Read, write, order and compare numbers up to 200
 E2.3 Recognise and sequence odd and even numbers up to 100
 E2.4 Recognise and interpret the symbols +, –, ×, ÷ and = appropriately
 E2.5 Add and subtract twodigit numbers
 E2.6 Multiply whole numbers in the range 0 × 0 to 12 × 12 (times tables)
 E2.7 Know the number of hours in a day and weeks in a year; be able to name and sequence
 E2.8 Divide twodigit whole numbers by singledigit whole numbers and express remainders
 E2.9 Approximate by rounding to the nearest 10, and use this rounded answer to check results
 E2.10 Recognise simple fractions (halves, quarters and tenths) of whole numbers and shapes
 E2.11 Read, write and use decimals to one decimal place
Entry Level 2: Using common measures, shape and space
 E2.12 Calculate money with pence up to one pound and in whole pounds of multiple items and write with the correct symbols (£ or p)
 E2.13 Read and record time in common date formats and read time displayed on analogue clocks in hours, half hours and quarter hours, and understand hours from a 24hour digital clock
 E2.14 Use metric measures of length, including millimetres, centimetres, metres and kilometres
 E2.15 Use measures of weight, including grams and kilograms
 E2.16 Use measures of capacity, including millilitres and litres
 E2.17 Read and compare positive temperatures
 E2.18 Read and use simple scales to the nearest labelled division
 E2.19 Recognise and name 2D and 3D shapes, including pentagons, hexagons, cylinders, cuboids, pyramids and spheres
 E2.20 Describe the properties of common 2D and 3D shapes, including numbers of sides, corners, edges, faces, angles and base
 E2.21 Use appropriate positional vocabulary to describe position and direction, including between, inside, outside, middle, below, on top, forwards and backwards
Entry Level 2: Handing information and data
 E2.22 Extract information from lists, tables, diagrams and bar charts
 E2.23 Make numerical comparisons from bar charts
 E2.24 Sort and classify objects using two criteria
 E2.25 Take information from one format and represent the information in another format, including use of bar charts
Entry Level 2 Solving mathematical problems and decisionmaking
Entry Level 2 learners are expected to be able to use the knowledge and skills listed above to recognise a simple problem and obtain a solution. A simple problem is one which requires working through one step or process. At Entry Level 2, it is expected that learners will be able to address individual problems, each of which draws on knowledge and/or skills from one mathematical content area (i.e. number and the number system; common measures, shape and space; information and data).
Entry Level Three: Functional Numeracy
Pearson Edexcel Functional Skills Qualification in Mathematics at Entry Level 3
Learners at Entry Level 3 are expected to become confident in their use of fundamental mathematical knowledge and skills, as described through the following content areas, and demonstrate their understanding by applying their knowledge and skills to solve simple mathematical problems or carry out simple tasks.
Entry Level 3: Using numbers and the number system – whole numbers, fractions and decimals
 E3.1 Count, read, write, order and compare numbers up to 1000
 E3.2 Add and subtract using threedigit whole numbers
 E3.3 Divide threedigit whole numbers by single and doubledigit whole numbers and express remainders
 E3.4 Multiply twodigit whole numbers by single and doubledigit whole numbers
 E3.5 Approximate by rounding numbers less than 1000 to the nearest 10 or 100 and use this rounded answer to check results
 E3.6 Recognise and continue linear sequences of numbers up to 100
 E3.7 Read, write and understand thirds, quarters, fifths and tenths, including equivalent forms
 E3.8 Read, write and use decimals up to two decimal places
 E3.9 Recognise and continue sequences that involve decimals
Entry Level 3: Using common measures, shape and space
 E3.10 Calculate with money using decimal notation and express money correctly in writing in pounds and pence
 E3.11 Round amounts of money to the nearest £1 or 10p
 E3.12 Read, measure and record time using am and pm
 E3.13 Read time from analogue and 24hour digital clocks in hours and minutes
 E3.14 Use and compare measures of length, capacity, weight and temperature using metric or imperial units to the nearest labelled or unlabelled division
 E3.15 Compare metric measures of length, including millimetres, centimetres, metres and kilometres E3.16 Compare measures of weight, including grams and kilograms
 E3.17 Compare measures of capacity, including millilitres and litres
 E3.18 Use a suitable instrument to measure mass and length
 E3.19 Sort 2D and 3D shapes using properties, including lines of symmetry, length, right angles, angles, including in rectangles and triangles
 E3.20 Use appropriate positional vocabulary to describe position and direction, including eight compass points and full/half/quarter turns
Entry Level 3: Handing information and data
 E3.21 Extract information from lists, tables, diagrams and charts and create frequency tables
 E3.22 Interpret information, to make comparisons and record changes, from different formats, including bar charts and simple line graphs
 E3.23 Organise and represent information in appropriate ways, including tables, diagrams, simple line graphs and bar charts
Entry Level 3: Solving mathematical problems and decisionmaking
Entry Level 3 learners are expected to be able to use the knowledge and skills listed above to recognise a simple problem and obtain a solution. A simple problem is one which requires working through one step or process. At Entry Level 3, it is expected that learners will be able to address individual problems, each of which draws on knowledge and/or skills from one mathematical content area (i.e. number and the number system; common measures, shape and space; information and data).
Functional Numeracy Level 1
Edexcel's specifications for Functional Numeracy Level One
ICT
From emails to social media our pupils are ‘digital natives’ in a world that ICT continues to permeate to an everincreasing degree. It is imperative that we empower our pupils to thrive in this digital landscape, equipping them with knowledge and skills that future employers will value as well as an understanding of how to stay safe as a citizen of the digital world. For ICT to be useful, learners must have the skills and confidence to apply, combine and adapt their ICT knowledge to new situations in their life and work. The capacity to identify and understand the role ICT plays in the world is crucial in enabling learners to function as effective citizens.
Classes throughout the school use technology to support learning. Online learning platforms such as IXL and Reading Eggs enable pupils to focus on key functional skills, accessing learning from home as well as in the classroom. Writing is supported by Clicker and Symwriter, adding picture and symbol support to aid in grasping meaning and expanding vocabulary. Where appropriate pupil’s are taught to use online games and resources to practice skills learnt during whole class teaching, embedding new concepts and overlearning existing ones.
As pupils move into Upper School the focus of ICT moves towards developing skill sets with specific aspects of technology. Communicating via email, researching topics online, the use of word processing and presentation software are all. In year 10/11 pupils produce portfolios of evidence to achieve an entry level qualification in ICT. Above all the goal is to ensure that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world
WJEC Entry Pathways for IT Users
The WJEC suite of Entry Level Certificates and Awards is provided within the Qualifications and Credit Framework (QCF), which is designed to provide learners, learning providers and employers with an inclusive and flexible regulated qualifications framework that recognises the widest possible range of qualityassured learner achievements. Consistent with the principles of the QCF, these Entry Level qualifications aim to be:
Inclusive – recognising the achievements of all learners at Entry Level through a standard currency of awarding credit
Responsive – enabling individuals and centres to establish routes to achievement that are appropriate to their needs and facilitate progression
Accessible – based on clear design features that are easy for all users to understand
Qualifications in the WJEC Entry Pathways for IT Users are available at four levels:
 Entry 1
 Entry 2
 Entry 3
 Level 1
And at two sizes:
 Award (8 or more credits)
 Certificate (13 or more credits)
Pupils complete coursework in a range of modules to create a portfolio. This is then used as evidence to earn the credits for either an Award (8 credits) or a Certificate (13 credits) at the desired level.