[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-619036-105":59,"doc-detail-619036-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","reformed-functional-skills-mathematics-and-english-subject-content-consultation-responses-7-november-2017","Reformed Functional Skills Mathematics and English Subject Content - Consultation Responses - 7 November 2017","","Submission response evaluating proposed Functional Skills subject content for Mathematics and English, submitted on 7 November 2017. Assesses coverage of appropriate subject knowledge and understanding across levels, including Entry and Levels 1 and 2, and whether essential earlier knowledge is built upon. Notes content is appropriate overall, but suggests adding simple percentages at Entry 3 and strengthening assessment support for reading and spelling word lists to reduce reliance on rote learning. Also considers progression into employment and further study, and reviews potential disproportionate impacts on protected learner groups.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/reformed-functional-skills-mathematics-and-english-subject-content-consultation-responses-7-november-2017/619036/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/reformed-functional-skills-mathematics-and-english-subject-content-consultation-responses-7-november-2017/619036.png","ImageObject",300,407,{"name":92,"@type":93},"Patrick","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-20",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Is the proposed Functional Skills subject content appropriate for English and mathematics?","Question",{"text":112,"@type":113},"Yes. The response states the subject content set out for both subjects at all levels is appropriate.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What specific additions or improvements are suggested at Entry level?",{"text":117,"@type":113},"The response is not sure overall, but recommends adding reference to understanding and using simple percentages at Entry 3. For literacy, it calls for further support to determine an assessment approach for reading and spelling of set word lists in a meaningful way.",{"name":119,"@type":110,"acceptedAnswer":120},"Are there concerns about disproportionate impact on protected characteristic groups?",{"text":121,"@type":113},"No. The response indicates there is no potential disproportionate impact, positive or negative, on specific learner groups.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},619036,1792462373,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":8,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":129,"read_time":81,"preview_page_count":4},549758146520,"https://ap-avatar.wpscdn.com/avatar/80002397d8c0411e94?_k=1775819394049821470","Response ID ANON-YJXB-3MPZ-7  \nSubmitted to Reformed Functional Skills Mathematics and English Subject Content Submitted on 2017-11-07 14:34:59  \nIntroduction  \n1 Does the proposed subject content cover the appropriate knowledge and understanding for Functional Skills in these subjects?  \nYes  \nComments text box:  \nThe subject content set out for both English and mathematics at all levels is appropriate.  \n2 At Entry levels: Does the content cover the key elements of literacy and numeracy needed to support learners to progress to higher levels of study in English and mathematics?  \nNot Sure  \nComments in text box:  \nWhilst the mathematics content set out at Entry level covers most of the key elements of numeracy, we believe that some reference to understanding and using simple percentages would be a useful addition at Entry 3.  \nIn terms of the literacy, the content is also appropriate though further support is needed in determining an assessment approach which assesses the reading and spelling of set word lists in a meaningful way. The assessment approach would need to take into consideration the possibility of the word lists being rote learned.  \n3 At Levels 1 and 2: Does the content cover the key elements of literacy and numeracy needed for employment?  \nNot Sure  \nComments in text box:  \nIt is impossible to judge whether the key elements that may be required for any employment route are covered. However, the key aspects required to be literate or functionally numerate are present in the content.  \n4 At Levels 1 and 2: Will the proposed qualifications secure sound progression for the purposes of progression into further study?  \nNot Sure  \nComments in text box:  \nAs above, any response to this is dependent on the future study paths being considered. For example, the content proposed would not be sufficient for further study at level 3 in many STEM courses, including A-level maths and sciences. As above, the key aspects required to be literate or functionally numerate and to have the confidence to apply skills in novel areas are present in the content.  \n5 Does the proposed subject content provide assurance that essential knowledge taught in earlier levels is built upon and represented adequately?  \nYes  \nComments in text box:  \nAs above, for mathematics an introduction to percentage in Entry 3 would support progression to level 1 study.  \n6 Do any of the proposals have potential to have a disproportionate impact, positive or negative, on specific learner groups, in particular the 'protected characteristic' groups? (The protected characteristics are age, disability, gender reassignment, race, religion or belief, sex, sexual orientation, marriage and civil partnership, and pregnancy and maternity); if they have potential for an adverse impact, how can thisbe reduced?  \nNo  \nComments in text box:  \n7 Respondent category.  \nAwarding Organisation  \nEmail address:  \n[jkennelly@aqa.org.uk](jkennelly@aqa.org.uk)","cbCaipg9P92pOhQ2","https://ap.wps.com/l/cbCaipg9P92pOhQ2","pdf",11364,"English","# Consultation response\n## Overall coverage\n## Entry level considerations\n## Levels 1 and 2 for employment\n## Progression into further study\n## Building on earlier knowledge\n## Impact on protected learner groups\n## Respondent information","[{\"question\":\"Is the proposed Functional Skills subject content appropriate for English and mathematics?\",\"answer\":\"Yes. The response states the subject content set out for both subjects at all levels is appropriate.\"},{\"question\":\"What specific additions or improvements are suggested at Entry level?\",\"answer\":\"The response is not sure overall, but recommends adding reference to understanding and using simple percentages at Entry 3. For literacy, it calls for further support to determine an assessment approach for reading and spelling of set word lists in a meaningful way.\"},{\"question\":\"Are there concerns about disproportionate impact on protected characteristic groups?\",\"answer\":\"No. The response indicates there is no potential disproportionate impact, positive or negative, on specific learner groups.\"}]","Reformed Functional Skills Mathematics and English Subject Content - Consultation Responses - 7 November 2017 | PDF"]