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Below is a selection of the free resources we provide for the OCR Functional Skills qualifications...
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An Excel based tracking document to help the teacher monitor their learners’ progress throughout the qualification both individually and as acohort.
Progress Tracker
13
FUNCTIONAL SKILLS ENGISH
DELIVERY GUIDE
ENTRY 2
Unit 2(E2S2) Make appropriate contributions that are clearly understood
Suggested activity title Suggested activity Suggested timings
Links to other coverage and range
Links to other qualifications (Progression Awards)
Selecting a holiday
Teachers could provide a range of holiday brochures for learners to look at and read in groups of 3. Some learners will use the pictures and highlights, others may use more detailed information. Ask learners to decide on one place they would like to go and to prepare a brief description of the place and why they have chosen it. After everyone in the group has given their description and opinion, the group could have a discussion, following the rules previously decided upon, about whose description and opinion was the most convincing. As a group, they could decide on one place from the three suggested to go on holiday!
30 minutes (activity) 15 minutes (discussion)
E2S1, E2S3, E2S4, E2S6, E2W1
Unit 2(E2S5) Ask and respond to straightforward questions
Suggested activity title Suggested activity Suggested timings
Links to other coverage and range
Links to other qualifications (Progression Awards)
Driving lessons enquiry
Teachers could ask learners to work in pairs and imagine Person A wants to begin driving lessons. Person B is the receptionist of the driving school. Learners could improvise a telephone call to a driving school to find out details of cost, times, prerequisites etc. They can perform this as an improvisation, but allow learners a time limit to prepare their questions and answers.
20 minutes E2S4
Each guide contains a range of lesson ideas with associated activities that teachers can use with their learners. The guide is structured by learning outcome so the teacher can
see how each activity helps them cover the specification.
Delivery Guide
Skills guides are not specific to a particular qualification, but cover topics that could support a range of qualifications, for example Communication, Legislation or Research Skills.
www.ocr.org.uk
Referencing 17
www.ocr.org.uk
Referencing16
By explicitly teaching students about plagiarism and giving them
the tools to recognise and reference their reading, students are able to
understand the value of intellectual property and where their learning and academic study rests within it.
Some institutions like to have a bibliography
as well as a reference page. A bibliography is
a list of all the texts or resources you may have
referred to, however briefly, during the course
of your study.
You may have read some or all of a text, but
not found it relevant or useful to refer to, but
you can still include it in your bibliography,
to show your wider reading. Record your
bibliography in alphabetical order by the
author’s surname on its own page at the
very end of your assignment, and after your
referencing page.
It is very important for teachers to be aware
of the requirements of individual awarding
bodies. Please see the specifications
for specific qualifications. Find out if
your school or college has a plagiarism
policy and make yourself aware of its
recommendations. If your school or college
has referencing guidelines, follow these and
encourage your students to be consistent
in their use across all their subjects.
In the technological world we live in,
information and the ideas of others are
even more easily discovered through
the world wide web, a stimulating and
liberating resource when used correctly.
This can lead to effective wider reading
and a more critical approach, but there is
a danger that students can copy and take
ideas from texts without acknowledging
them, along with using unreliable sources.
Controlled assessment has gone some
way to tackling this problem, but clearly
teachers need to be ever-vigilant.
Bibliography Appendix 1: Teacher Guidance
Skills Guide
FunctionalSKILLS
FunctionalSKILLS
If you know of any resources that you think should appear here, or if you identify broken links please let us know. Wewould also like to hear from you with your feedback about your use of any of the resources
listed here. Please contact us at
If you know of any resources that you think should appear here, or if you identify broken links please let us know. Wewould also like to hear from you with your feedback about your use of any of the resources
listed here. Please contact us at
A basic worksheet to help entry learners count and recognise money.
Counting and using money
Supports: Functional Skills Maths Entry Level 1
Cost: Free
Format: PDF
http://www.skillsworkshop.org/numeracy?op=or&tid%5B%5D=53&tid_depth%5B%5D=852
A recap tool to assess what learners know about Shape and Space at entry level 2.
Supports: Functional Skills Maths Entry Level 2
Cost: Free
Format: PDF
http://www.skillsworkshop.org/category/numeracy/measures-shape-and-space/shape-and-space
Measure
An e-resource that provides teachers with links to a range of teaching and learning websites and materials, including videos, data
sets and other online content to support the teacher with the delivery of their subject.
Resources Link
Short PowerPoint presentations introducing the Entry Level units and the Level 1/2 units. Each will look at the skills
and knowledge that the learner will gain and give some content (like real-life examples or questions) to introduce the learner to the content of the units.
What devices do you use?
ICT in your daily life
Look at your list –What devices do you use to complete these activities?
Laptops, tablets, smartphones, games
consolesPresentations
Issue date: November 2013
Version 1
Further information:
Similar to Skills Guides, but aimed at Entry Level learners. Current titles are: Finding Out, Talk About, What’s Different?
Talk about
www.ocr.org.uk
Talk about6 7
Communicating will involve at least two
people – the sender and the receiver. The
information the person or people receive
may need them to do something, so it will be
important that they understand.
Do you know the game of ‘Chinese
Whispers’ or have you watched
the TV show Copycats, where you
whisper some information into
someone’s ear and they then whisper
it to the next person, until you reach the
end of the line. The message is often not
the same at the end of the game as it
was at the beginning. Not everyone
listened carefully and then the
message changed as it was passed on
to the next person. Communicating
well is important in life.
There are three main ways that people
communicate: Speaking (verbal), not
speaking (non-verbal) and written.
What is communication?Communication is about getting information from one person to another person so that they understand the message.
Everyday you will speak to someone, for
example:
• Saying ‘goodbye’ to the people you live
with.
• Getting on a bus and saying where you
want to travel to.
• Answering your telephone.
• Having a conversation with a friend
face-to-face.
• Buying an item in a shop.
• Giving a presentation at school or college.
These are some of the different ways in which
you will speak and pass on a message.
Speaking – verbal
You will speak differently to your friends compared to you family or
teachers. Why is this?
Often, we change the way that we speak to our friends by the tone of our voices or
the language that we use. Think about when you speak to a baby or a young child -
What do you change? We often will change what we say and how we say it and with
a baby, we will make sounds to try to make them smile.
You will probably speak differently to someone at work. Why is this?
At work you will want to create a good impression of yourself, especially if you are
going to a job interview. You will need to think about the language that you use
and even if nervous, try to remain calm. It can be hard to do but will help with your
communication skills.
www.ocr.org.uk
Examples
Entry Skills Guide
An Excel based tool which shows how Cambridge Progression units relate to OCR Functional Skills units and OCR GCSE units
indicating how learners can progress through qualifications.
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Functional SkillsUnit number and coverage/range
GCSEUnit number and criteria
J562 (FB3: 3.3)Understand equivalent fractions, simplifying a fraction by cancelling all common factors.
J562 (FB3: 3.3) Understand equivalent fractions, simplifying a fraction by cancelling all common factors.
J562 (FB3: 3.1) Add and subtract fractions.
J562 (FA2: 2.1) Add, subtract, multiply and divide any number. Use decimal notation and recognise that each terminating decimal is a fraction.
J562 (FA2: 2.1) Add, subtract, multiply and divide any number • Use decimal notation and recognise that each terminating decimal is a fraction. • Interpret fractions, decimals and percentages as operators.
J562 (FB3: 3.4) Use decimal notation and recognise that each terminating decimal is a fraction. Approximate to specified or appropriate degrees of accuracy including a given power of ten, number of decimal places and significant figures.
J562 (FB3: 3.3) Understand equivalent fractions, simplifying a fraction by cancelling all common factors.
J562 (FB3: 3.1) Add, subtract, multiply and divide any number Interpret fractions, decimals and percentages as operators.
J562 (FB3: 3.2) Order rational numbers using decimal notation and recognise that each terminating decimal is a fraction.
J562 (FB3: 3.1) Add, subtract, multiply and divide any number Use decimal notation and recognise that each terminating decimal is a fraction. Interpret fractions, decimals and percentages as operators.
J562 (FB3: 3.5) Understand that ‘percentage’ means ‘number of parts per 100’ and use this to compare proportions.
J562 (FB3: 3.6) Use percentage, repeated proportional change Interpret fractions, decimals and percentages as operators.
Han
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aU
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an
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Usi
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Dec
imal
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per
cent
ages
and
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ons
(N4) Understand and use equivalences between fractions, decimals and percentages.
(N4) Understand and use equivalences between fractions, decimals and percentages.
(N2) Carry out calculations with numbers of any size in practical contexts, to a given number of decimal places.
(N2) Carry out calculations with numbers of any size in practical contexts, to a given number of decimal places.
(N2) Carry out calculations with numbers of any size in practical contexts, to a given number of decimal places.
(N2) Carry out calculations with numbers of any size in practical contexts, to a given number of decimal places.
(N3) Understand and use equivalences between common fractions, decimals and percentages.
(N3) Understand and use equivalences between common fractions, decimals and percentages.
(N3) Understand and use equivalences between common fractions, decimals and percentages. (N4) Add and subtract decimals up to two decimal places.
(N4) Add and subtract decimals up to two decimal places.
(N3) Understand and use equivalences between common fractions, decimals and percentages.
(N3) Understand and use equivalences between common fractions, decimals and percentages. (N2) Add, subtract, multiply and divide whole numbers using a range of strategies.
E3 (d) Understand and use simple fractions.
E3 (d) Understand and use simple fractions.
E3 (d) Understand and use simple fractions.
E2 (c) Use doubling and halving in practical situations.
E2 (d) Recognise and use familiar measure including time and money.
E1(f) Sort and classify objects practically using a single criterion.
E1(f) Sort and classify objects practically using a single criterion.
E1(f) Sort and classify objects practically using a single criterion.
PROGRESSIONCambridge
Decimals, percentages
and fractionsEntry code 5760
Unit 25
Leve
l 2Le
vel 1
Entr
y
3
LO1
LO2
LO3
LO4
LO5
LO6
Entry code 5754 Unit 19
LO1
LO2
LO3
LO4
LO5
LO6
Fractions and decimals
Fractions, decimals and percentages
Entry code 5747 Unit 12
LO1LO2LO3LO1LO2
LO1LO2
LO3
Simple fractions
Entry code 5745 Unit 10
Compare and order items by measurement
Unmapped: LO3,LO4
Entr
y 2
Entr
y
1
Entry code 5740Unit 5
Simple fractions and common units of measurement
English and maths mapping
http://www.ocr.org.uk/qualifications/by-type/vocational-qcf/functional-skills/
https://www.cpdhub.ocr.org.uk/
To see examples of these resources for OCR Functional Skills, go to:
To see the CPD Hub, go to:
We’d like to hear your views about these resources, email to:
Available on-line and paper-based, this free tool helps you profile your learner’s start point in English, Maths and ICT.
Initial Assessment
Having completed the Initial Assessment (which identifies the current level of the learner), this free tool builds a detailed
learner profile of English and maths skills to help you target areas of teaching appropriate to the learner.
Diagnostic Assessment
From Teachit, Guroo and Schools Maths Project (SMP). These resources give flexible approaches to teach problem solving and can be edited by teachers.
Independent Subject
Specialist Resources
Our Activity Banks contain a range of bite-sized resources to enhance lessons and help you to prepare candidates for assessment.
Activity Banks
A quick guide to explain when and how the OCR Functional Skills Resources could be used.
http://www.ocr.org.uk/qualifications/by-type/vocational-qcf/functional-skills/
https://www.cpdhub.ocr.org.uk/
Teaching Support Tools (TST)
• Initial Assessment • Diagnostic Assessment• Delivery Guide• Independent Subject Specialist
Resources• Activity Banks• Resources Links• Skills Guides• Entry Skills Guides• English and maths Mapping
Classroom Tools(CT)
• Presentations• Skills Guides• Entry Skills Guides
CPD
Advice and Guidance on Specification/Qualification including:• face to face events • online training available
from Professional development site (whenever needed)
Show the learners the Presentation. This will ‘set the scene’ for the learner and let them know what to expect. These presentations could also be used at Open or Parents’ Events.
Skills Guides can help review/refresh skills in a variety of topic areas. See any OCR Functional Skills web page to
see any Skills Guide pdf portfolio.
Entry Skills Guides, ideal for entry level learners to improve their skills, are also available from any OCR Functional Skills web page.
In the classroom
(CT)
Excel tool to record learners’ names and ensure the correct units are selected for the learners, ready to start recording their progress.
Set up the Progress
Tracker (AT)
Record the teacher’s grade per Learning Outcome as the learners progress through their units. Overall grade is automatically calculated. OCR Moderators must confirm the learners’ grade following moderation for units which are moderated.
Update the Progress
Tracker (AT)
Screen your learners using the free OCR Initial Assessment and Diagnostic Assessment tools.
Use the Delivery Guide to plan lessons. Delivery Guides are structured by Learning Outcome and give suggested timings for a range of activities.
The Independent Subject Specialist Resources and Activity Banks give you lots of differentiated, flexible activities to help engage your learners.
Use the Resources Links to check out some other resources which teachers might find useful.
Skills Guides can help review/refresh skills in a variety of topic areas. See any OCR Functional Skills web page to see any Skills Guide pdf portfolio.
Entry Skills Guides, ideal for entry level learners to improve their skills, are also available from any OCR Functional Skills web page.
Keep using the Diagnostic Tool to measure your learners’ progression.
Ensure that your learners are progressing their English and maths learning by using the English and maths Mapping document to check their progress and next steps.
Plan delivery
(TST)
CPD
To see examples of these resources for OCR Functional Skills, go to:
To see the CPD Hub, go to:
We’d like to hear your views about these resources, email to:
Further information:
Admin Tools (AT) • Progress Tracker
Issue date: November 2013
Version 1
