Introduction to Functional Skills

What are Functional Skills?

Functional Skills have been defined by the Qualifications and Curriculum Authority (QCA) as:

"those core elements of English, Maths and ICT that provide an individual with the essential knowledge, skills and understanding that will enable them to operate confidently, effectively and independently in life and at work."

Why are they being introduced?

To address employers' concerns that young people and adults are not achieving a firm grounding in English, Maths and ICT as outlined in the 14-19 Education and Skills White Paper by the Department for Children, Schools and Families.

When are they being introduced?

Standalone Functional Skills

It is expected that Functional Skills will eventually replace the Key Skills qualifications in communication, application of number and ICT at Levels 1 and 2 and the Basic Skills (Skills for Life) qualifications in Literacy, Numeracy and ICT. QCA will keep these qualifications until at least 2010 which will allow certification up to August 2012.

  • September 2007 - Live pilot
  • September 2010 - First teaching

Functional Skills as part of Diplomas

All Diplomas will include generic learning - learners will develop and apply the skills and knowledge necessary for learning, employment and personal development. The Functional Skills will be a mandatory part of generic learning.

Diplomas require learners to achieve Functional Skills:

  • At Level 1 for Diplomas at Level 1
  • At Level 2 for Diplomas at Levels 2 and 3

Visit the Diplomas section of the OCR website for more information

Functional Skills and GCSEs

The relationship between functional skills and the GCSE will continue to be evaluated through the pilot phase (September 2007 - September 2010). The intention is that a pass in the functional skills at level 2 will be a requirement for the awarding of the GCSE (English, Maths and ICT) at grade C or above, when the revised qualifications are introduced in September 2010.

What is OCR doing about the introduction of Functional Skills?

OCR was the principal awarding body in QCA's recent Functional Skills trials with almost half of the total number of learners involved. OCR trialled a task-based approach to assessment that required candidates to complete a series of short tasks based on real life/work purposeful activity.

We've prepared a presentation, including Presenter's notes that you can use to brief staff in your centre (Powerpoint, 282 Kb Updated: 16 July 2008) about Functional Skills. It includes information on OCR's assessment of Functional Skills and the pilot. In order to view the Presenter's notes you will need to click on the link above then save the file to your pc. If you open the file from the saved area you will be able to view the Presenter's notes. See our FAQs on Functional Skills - and don't forget you can still join our pilot.

How can I be involved in the Functional Skills pilot?

QCA has approved OCR's plans to pilot its assessment approach for all three Functional Skills in English, Maths and ICT at all Levels (Entry Level, Level 1 and Level 2) from September 2007.

If you think you want to join our pilot at some point during the next three years, complete our sign up form, or email functionalskills@ocr.org.uk. We're not asking for firm commitments so don't worry if you're not sure.

What support is OCR offering?

Our focus groups ensure that the support we're developing provides you with the best possible solution to meet your needs and those of your learners. Our support will include:

  • INSET training
  • Sample assessment materials
  • Practice tasks and mark schemes
  • Example candidate responses
  • Network meetings.

If you would like more details about the support we can offer or would like to arrange a visit from your local OCR Customer Support Manager, please email functionalskills@ocr.org.uk.

Key findings of OCR's Functional Skills trial

  • The centres taking part in the trial welcomed OCR's task-based approach. They reported unanimously that this approach is a valid and fit for purpose assessment instrument in that it tests the application of skills.
  • Across the three subject areas, the contexts in which the tasks were set were designed to be as generic as possible. Centres were in favour of generic context assessments, stating that this addresses transferability of skills and therefore will have the greatest relevance across learner and programme types.
  • Overall, there was very strong agreement amongst centres that the bureaucratic/administrative burden of OCR's assessment model would be manageable.