Reforming functional skills qualifications in english and maths

Consultation outcome REFORMING FUNCTIONAL SKILLS QUALIFICATIONS IN ENGLISH AND MATHS Get emails about this page APPLIES TO ENGLAND This consultation has concluded READ THE FULL OUTCOME

DECISIONS ON FUNCTIONAL SKILLS QUALIFICATION REFORM – ENGLISH AND MATHEMATICS Ref: Ofqual/18/6361/2 PDF, 407 KB, 22 pages This file may not be suitable for users of assistive technology.

Request an accessible format. If you use assistive technology (such as a screen reader) and need a version of this document in a more accessible format, please email

[email protected]. Please tell us what format you need. It will help us if you say what assistive technology you use. REFORMING FUNCTIONAL SKILLS: REGULATORY IMPACT ASSESSMENT Ref:

Ofqual/18/6361/3 PDF, 496 KB, 16 pages This file may not be suitable for users of assistive technology. Request an accessible format. If you use assistive technology (such as a screen

reader) and need a version of this document in a more accessible format, please email [email protected]. Please tell us what format you need. It will help us if you say what

assistive technology you use. DETAIL OF OUTCOME We have made the following decisions: * All new functional skills qualifications (FSQ) must follow the subject content published by the

Department for Education. * We will specify both minimum and maximum overall assessment times. * We will set rules on the number of assessments in new FSQs in English and mathematics. * At

Levels 1 and 2 all assessments in mathematics, and the reading and writing assessments in English must be set and marked by awarding organisations. * At the entry levels all assessments in

mathematics, and the reading and writing assessments in English: * must be set by awarding organisations * may be contextualised by centres * may be marked either by the awarding

organisation, or by the centre, or through a combination of the two * For speaking, listening and communicating at all levels, the assessments may be set and marked by the awarding

organisation or by the centre, or through a combination of the two; but where a centre sets any assessment, the awarding organisation must have specified parameters for the assessment that

ensure the assessment is fit for purpose and meets all the requirements specified. * We will not put in place any restrictions on assessment availability. * All new FSQs must use a Pass or

Fail grading model. * Learners must continue to pass all three content areas (reading, writing, and speaking, listening and communicating) to achieve an overall ‘Pass’ in the qualification.

* We will set weighting ranges for spelling, punctuation and grammar within the writing component. * There will be no access to spelling and grammar checks in the writing component. * We

will set level-based common criteria for assessing speaking, listening and communicating. * We will require awarding organisations to provide centres with guidance around the conduct and

assessment of speaking, listening and communicating. * We will set detailed monitoring requirements around the speaking, listening and communicating component. * At the entry levels we shall

set rules and guidance around the assessment of the reading and spelling of words and types of words as set out in the subject content. * We will introduce weightings for calculator-based

and non-calculator based assessment. * We will introduce weightings for the assessment of underpinning skills and problem solving. * The weightings we set will place a greater emphasis on

problem solving in assessments than on underpinning skills. * We will set rules (but not weightings) around the coverage of subject content. * We will require decisions on setting specified

levels of attainment in new functional skills qualifications to be based on an appropriate range of qualitative and quantitative evidence. * We will ensure initial standards are set

appropriately for the first award. * We will put in place enhanced scrutiny of qualification outcomes over time. * All awarding organisations will produce an assessment strategy document

that explains their overall approach to assessment for new FSQs. * We will set rules around what assessment strategies must include. * There should be a transition period between the current

and new FSQs which should take place as soon as reasonably practicable, but in a way that ensures, as far as possible, that learners are not disadvantaged by the arrangements. * There

should be a maximum 12 month overlap period between the current and new FSQs. FEEDBACK RECEIVED ANALYSIS OF RESPONSES TO OUR CONSULTATION ON FUNCTIONAL SKILLS QUALIFICATION REFORM – ENGLISH

AND MATHEMATICS PDF, 751 KB, 41 pages This file may not be suitable for users of assistive technology. Request an accessible format. If you use assistive technology (such as a screen reader)

and need a version of this document in a more accessible format, please email [email protected]. Please tell us what format you need. It will help us if you say what assistive

technology you use. DETAIL OF FEEDBACK RECEIVED There were 100 responses to the consultation. Of these responses 98 were in a form that matched or broadly followed the layout of the online

consultation. Two responses were written submissions which were not included in the quantitative data analysis, but were considered within the qualitative sections. 60% of the responses were

from individuals, mostly from teachers, while 40% were from organisations. ------------------------- ORIGINAL CONSULTATION SUMMARY A consultation on our approach to regulating reformed

functional skills qualifications in English and maths. This consultation ran from 9:30AM ON 27 SEPTEMBER 2017 TO 5PM ON 22 NOVEMBER 2017 CONSULTATION DESCRIPTION This consultation is about

our approach to regulating reformed functional skills qualifications in English and maths. These new qualifications will be taught in schools in England from September 2019. The Department

for Education is consulting on proposed content for these qualifications. DOCUMENTS CONSULTATION ON FUNCTIONAL SKILLS QUALIFICATION REFORM – ENGLISH AND MATHEMATICS Ref: Ofqual/17/6287 PDF,

659 KB, 48 pages This file may not be suitable for users of assistive technology. Request an accessible format. If you use assistive technology (such as a screen reader) and need a version

of this document in a more accessible format, please email [email protected]. Please tell us what format you need. It will help us if you say what assistive technology you use.

LETTER TO SALLY COLLIER, CHIEF REGULATOR, FROM ANNE MILTON, MINISTER FOR APPRENTICESHIPS AND SKILLS AND MINISTER FOR WOMEN PDF, 312 KB, 2 pages This file may not be suitable for users of

assistive technology. Request an accessible format. If you use assistive technology (such as a screen reader) and need a version of this document in a more accessible format, please email

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