Developing the Application of Functional Skills at KS3
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Authors
Jull, Randall
Blanchard, Helen
Issue Date
2010
Educational Level
ISCED Level 2 Lower secondary education
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Background: The purpose of the study was to develop students' ability to apply their learning with independence and confidence, in increasingly complex problem-solving situations, by providing them with opportunities to use skills and knowledge from a range of subject areas.
Aims: The main aim of the development work is to improve pupils' ability to apply their learning independently in problem-solving situations, drawing on skills and knowledge from a range of subject areas.
Methods: The participants in this development work were a core team of teachers from a range of departments, the senior management team, local authority consultants, and the pupils. Methods used included training through department meetings, providing unit plans with resources and lesson plans, modelling possible approaches, and reviews after each unit to improve future delivery.
Findings: The main findings are that applied learning lessons have had a positive impact on pupil learning, teaching, and school organisation and leadership. Pupils are more engaged, teachers are more aware of the importance of using relevant contexts, and departments are accessing the applied learning unit plans to plan projects.
Implications: The findings suggest that providing students with opportunities to apply their skills and knowledge from a range of subjects in realistic contexts can help them become more independent and confident in problem-solving. This can lead to improved engagement and performance in all subjects.
Aims: The main aim of the development work is to improve pupils' ability to apply their learning independently in problem-solving situations, drawing on skills and knowledge from a range of subject areas.
Methods: The participants in this development work were a core team of teachers from a range of departments, the senior management team, local authority consultants, and the pupils. Methods used included training through department meetings, providing unit plans with resources and lesson plans, modelling possible approaches, and reviews after each unit to improve future delivery.
Findings: The main findings are that applied learning lessons have had a positive impact on pupil learning, teaching, and school organisation and leadership. Pupils are more engaged, teachers are more aware of the importance of using relevant contexts, and departments are accessing the applied learning unit plans to plan projects.
Implications: The findings suggest that providing students with opportunities to apply their skills and knowledge from a range of subjects in realistic contexts can help them become more independent and confident in problem-solving. This can lead to improved engagement and performance in all subjects.
Description
Keywords (free text)
Secondary education , English - reading , English - speaking and listening , English - writing , Information and Communication Technology , Mathematics