FAQs - Functional Skills

The permitted resources are listed on the front sheet of each paper-based assessment. In general, the following resources may be required:

• A pen with black or blue ink
• A pencil and an eraser
• A ruler and a protractor
• A non-scientific calculator (for Section B – calculator section only)

Providers must ensure that there are no conflicts of interest between the invigilator and learners.

A Functional Skills subject tutor must not be involved in the invigilation of that subject, even if they have not taught those learners (e.g., a Functional Skills English tutor must not invigilate any Functional Skills English assessment, and a Functional Skills mathematics tutor must not invigilate any Functional Skills mathematics assessment, regardless of the level they teach).

The only exception is for English Speaking, Listening and Communicating (SLC) assessments. For these assessments, the invigilator is also the assessor who must be familiar with the required scope of study being assessed (e.g., the Functional Skills English tutor can be the assessor, but their decisions must be subject to internal quality assurance activity).

The Department for Education “Subject Content Functional Skills: English” document specifically lists words learners are expected to read and spell correctly in separate lists for each of Entry Levels One (1), Two (2) and Three (3). These lists are included within the relevant Open Awards Qualification Guide. There are no such equivalent word lists for Levels One (1) & Two (2).

The assessor or IQA cannot invigilate a reading, writing or maths assessment as the assessor and IQA have a potential vested interest in the outcome of the result.

It is not permitted to group different levels of Speaking, Listening and Communicating together into one (1) assessment session. The subject content is different at each level so learners at different levels must be assessed independently from each other.

A word count range is provided for writing tasks where appropriate for the given format, e.g., a word count range would be provided for writing an article, but not for writing a letter.

To ensure parity between modes of assessment (either online or paper-based), our on-screen assessment platform does not provide an automatic word count as this would present an advantage for learners who opted for this mode over paper-based. Where they believe this is helpful, providers could show learners techniques to estimate word counts as these techniques work irrespective of the mode of assessment, e.g., averaging number of words over two (2) sentences and then multiplying by the total number of sentences.

The Functional Skills English subject content requires learners to be able to compose texts of varying lengths. Therefore, the word count range is indicative of the quantity of evidence a learner should typically present to address the specific task requirements. e.g., the evidence is of sufficient length to provide an appropriate level of detail/ meet the needs of purpose and audience. The mark schemes provide markers with the ability to reflect whether the length of the evidence satisfies the required purpose, e.g., where the evidence is significantly shorter than that indicated, it is unlikely the learner will have presented sufficient evidence to meet the needs of the purpose and audience; where the evidence is significantly longer, it is likely the learner will have presented a quantity of evidence which may not convey a clear meaning and thus may not be suitable for the intended purpose or audience.

Open Awards required video recordings of the Speaking, Listening and Communicating component. This is to ensure appropriate external verification can take place. The exception to this is where a reasonable adjustment has been agreed to allow the use of an audio recording for an individual learner or group of learners.

Completed paper-based Entry Level assessments need to be scanned and uploaded to the provider’s ‘Functional Skills’ folder on SharePoint. Original documents and any other confidential material, e.g. reading resources, must be stored securely at the provider’s registered address in a safe or secure lockable cupboard with restricted access in a secure locked room.

Yes. Providers must refer to the Open Awards recognition of prior learning (RPL) policy and procedures to request this.

Please note, this is only possible for reformed Functional Skills qualifications.

A learner must achieve a ‘Pass’ in all three (3) assessment components at the same level to achieve a full Functional Skills English qualification at that level.

A learner cannot aggregate results from the three (3) assessment components at different levels in order to be awarded a Functional Skills English qualification.