You can go to University with Functional Skills maths and English at Level 2. Several universities in the UK accept Functional Skills as an alternative to GCSE’s and we have listed five in this article:
|University of Wolverhampton||Functional Skills Level 2 English||https://www.wlv.ac.uk/about-us/our-schools-and-institutes/faculty-of-education-health-and-wellbeing/institute-of-health/frequently-asked-questions/entry-requirements/|
|University of West London||Full recognition given to relevant key skills, functional skills and ..||https://www.uwl.ac.uk/students/undergraduate/entry-requirements|
|Edge Hill University||Level 2 Functional Skills English or Level 2 Literacy are also acceptable for most, but not all, degrees.||https://www.edgehill.ac.uk/study/apply/entry-requirements/|
|Teesside University||Functional skills at level 2 in both maths and English as equivalent to GCSE Maths and English grade C for most courses.||https://www.tees.ac.uk/sections/admissions/ug_entryreq.cfm|
|London South Bank University||Functional Skills Level 2 Maths and English in place of GCSEs||http://www.lsbu.ac.uk/courses/undergraduate/entry-requirements|
Language features are used by writers to reinforce their points. Here are the language features you should look out for in your exam:
Other language features include:
- rhetorical question
- uses research to back argument
- emotive / negative language
- rule of three e.g. ‘helped, taught and played…’
- direct address ( e.g. ‘you could always help at home…’
- informal language / word play
- exclamation (mark)
- humour / play on words / pun
- colloquial expressions / slang
- powerful / strong language / superlatives
- direct quotations / personal experience
To work out the percentage of any number, follow this example:
e.g: Work out 23% of 229
Step 1: Divide the percentage by 100: 23/100 = 0.23
Step 2: Multiply this answer with the number to get the final answer: 0.23 x 229 = 52.67
To work out one number as a percentage of another:
e.g: 20 out of the 65 people who attended a maths seminar were Healthcare Assistants. What percentage is this?
Answer : (20/65) * 100 = 0.3077 x 100 = 30.77%
Off-the-job training is defined as learning which is undertaken outside of the normal day-to-day working environment and leads towards the achievement of an apprenticeship. This can include training that is delivered at the apprentice’s normal place of work but must not be delivered as part of their normal working duties.
The off-the-job training must be directly relevant to the apprenticeship framework or standard and could include the following:
- The teaching of theory (lectures, simulation exercises, online learning etc)
- Practical training (shadowing, mentoring, industry visits
A quick calculation of the number of off-the-job training hours an apprentice would require:
Assumptions: 12 months, 6 weeks holiday, so 52 -6 = 46 weeks of work.
Average hours per week = 30.
Total number of hours per year: = 46 x 30 = 1380 hours.
Off-the-job = 0.2 x 1380 = 276 hours
Hours per week = 276/46 = 6 hours per week.
Example off-the-job tasks
10 days training @ 8 hours per day = 80 hours
3 hours shadowing per week = 3 x 46 = 138 hours
Online learning = 30 hours
Self-study / reflections = 30 hours
Total = 80 + 138 + 30 + 30 = 278 hours.
Make sure that your learners are coached often. This increases their chances of success in the Functional Skills exams.
Leaders do not have a clearly defined approach to develop apprentices’ English, mathematics and digital skills. As a result, apprentices do not receive frequent tuition and coaching in these subjects. Consequently, apprentices do not improve their knowledge and skills in these subjects quickly enough.
Recent Ofsted reports offered quite candid insigts on how to prepare your apprentices for the Functional Skills exams:
Apprentices who are required to take functional skills examinations in English, mathematics or information and communication technology use online learning packages and workbooks to preparefor examinations. Trainer-assessors provide support, but this is too late in apprentices’programmes to help them develop the skills they need in the workplace and to be confident about passing their examinations.
Most apprentices have good skills in English and mathematics. However, for the very small number of apprentices who do not,leaders have been too slow to make suitable arrangements for themto gain these skills. As a result, these apprentices have not yet started working towards their qualifications.