Functional Skills (3748) · PDF file16 4.4 Are there any resources to help candidates prepare...

Functional Skills (3748) FAQs 1

Functional Skills qualifications (3748)

Frequently asked questions

1 General questions 4

1.1 What are functional skills? 4

1.2 What subjects are included in Functional Skills? 4

1.3 Which qualifications are replaced by Functional Skills? 4

1.4 What levels are the Functional Skills qualifications available at? 4

1.5 Are Functional Skills qualifications available outside England? 4

1.6 Where can I find the Functional Skills standards? 4

1.7 How is Functional Skills assessed? 4

1.8 Is Functional Skills on the QCF? Does each qualification have a credit value? 5

1.9 How can we become a Functional Skills centre with City & Guilds? 5

1.10 Is fast-track approval available? 5

1.11 Can learners be exempted from having to do Functional Skills, or from having to complete all of the assessment? 6

1.12 What’s the relationship between Functional Skills and the QCF maths and English qualifications? 6

2 Teaching and supporting Functional Skills learners 7

2.1 Where can I access the Functional Skills standards? 7

2.2 What support is available to help deliver Functional Skills? 7

2.3 Where can I find sample/practice Functional Skills assessments? 7

2.4 What guidance is available for learners with learning difficulties, and for those requiring Access Arrangements for their Functional Skills assessments? 7

2.5 How do we request adjustments to assessment materials – eg so they can be used with screen reading software? 8

2.6 Can candidates be exempted from part of the assessment? 8

2.7 Can FS assessments completed with other awarding organisations be used towards a City & Guilds Functional Skills qualification? 8

2.8 How do we give our learners the best chance of success? 8

2.9 What qualifications are needed to teach Functional Skills? 9

2.10 What qualifications are needed to assess and/or internally quality assure Entry level and FS English Speaking, Listening and Communication? 9

2.11 Is there any additional guidance for tutors/assessors? 9

3 Administering and managing the assessment of Functional Skills 10

3.1 How are the Functional Skills qualifications assessed? 10

3.2 How are the assessments made available to centres? 10

3.3 What’s the pass mark for each functional skill? 10

3.4 Are pass marks available for the sample assessments? 11

3.5 How do we register learners? Are there any deadlines? 11

3.6 What’s the difference between ‘registration’ and ‘entry’? 11

www.cityandguilds.com September 2010 Version 2.8 (September 2014)

2 Functional Skills (3748) FAQs

3.7 How do we order paper based/delivered assessment? 11

3.8 Why do we need to provide candidates’ names in advance? 11

3.9 Do we need to make a separate booking for each group of candidates? 12

3.10 Can we change the date/time of a paper assessment after we’ve booked it? 12

3.11 What equipment can candidates have access to during their assessment? 12

3.12 You say these aren’t exams. What conditions are required (Entry level)? 13

3.13 You say these aren’t exams. What conditions are required (Levels 1 and 2)? 13

3.14 What is the total cost of a City & Guilds Functional Skills qualification? 14

3.15 Can centres choose the assessment topic/title for their candidates? 14

3.16 Do the assessments have to be completed in one sitting, or can they be split? 15

3.17 Is there any additional reading time for the assessments? 15

3.18 Do centres need internal verifiers for Functional Skills? 15

3.19 Does the IQA have to look at all assessments or can they just sample them? 15

3.20 How long do results take for the externally-marked components? 15

3.21 Do the results for external components include anything more detailed than a pass/fail grade? 15

4 Questions about onscreen assessment 16

4.1 Are there any system requirements for onscreen Functional Skills assessments? 16

4.2 Can candidates have other items (eg a pen and paper) alongside them during the assessment so they can make rough notes? 16

4.3 What guidance is there for invigilators? 16

4.4 Are there any resources to help candidates prepare for the onscreen Functional Skills assessments? 16

4.5 Is it possible to print out any of the assessment, eg so information can be read on paper rather than from the screen? 16

4.6 Can we download an assessment onto a laptop – eg so it can be taken to the candidate’s workplace? 16

4.7 What happens if candidates do not turn up for a scheduled assessment? 16

4.8 What if there is a power failure during the assessment? 17

4.9 What feedback do candidates receive (other than pass/fail)? How do I find it? 17

4.10 Why are the results shown in score reports sometimes different from candidates’ actual result issued via the Walled Garden? 17

5 Specific questions about FS English 18

5.1 What are the components of FS English? 18

5.2 Is it possible to take the three components of FS English at different times/levels? 18

5.3 Can FS English components achieved with other awarding organisations be counted towards a City & Guilds FS English qualification? 18

5.4 Why do we need to claim a ‘certification’ module for FS English? 18

5.5 Where can I find sample/practice FS English assessments? 19

5.6 What equipment can be used during FS English assessments? 19

5.7 Are bilingual dictionaries allowed? 19

5.8 Can candidates use sign language for the Speaking, Listening and Communication (SLC) component of FS English? 19

5.9 How much detail is required on the SLC assessment forms? 19

5.10 Where can I find guidance relating to the word count for Writing? 19

5.11 What ICT skills will my learners need to complete onscreen FS English? 20


6 Specific questions about FS Mathematics 21

6.1 Where can I find sample/practice FS Mathematics assessments? 21

6.2 What equipment can be used during FS Mathematics assessments? 21

6.3 What is the reading level for the FS Mathematics assessments? 21

6.4 What ICT skills will my learners need to complete onscreen FS Mathematics? 21

6.5 Will it help learners if they are familiar with MS Excel and drawing tools in other software applications such as MS Word? 21

6.6 Can candidates completing the onscreen assessments have a pencil and paper at the side of the assessment to help them with calculations? 21

6.7 Can candidates use numbers on the keyboard, or the number pad? 21

6.8 Can candidates use shortcuts and right-click? 21

6.9 Is the method calculator configured to BODMAS? 22

6.10 If candidates forget to put their working out in the box, will the examiner look at what is on the ‘till roll’? 22

6.11 How do candidates label the axes on graphs? 22

6.12 How do candidates insert values into graph/chart axes? 22

6.13 If candidates select the wrong type of graph/chart can they change their mind and go back to select a different one? 22

7 Specific questions about FS ICT 23

7.1 Where can I find sample/practice FS ICT assessments? 23

7.2 What is the reading level for the FS ICT assessments? 23

7.3 What equipment can be used during FS ICT assessments? 23

7.4 How does the onscreen FS ICT assessment work? 23

7.5 How many simulated apps are there? 23

7.6 Why don’t the simulated apps look more like Microsoft Office? 24

7.7 Can candidates use shortcuts and right-click? 24

7.8 How quickly are the onscreen FS ICT results turned around? 24

7.10 What equipment and software do candidates need access to? 24

7.11 How do candidates access the data files? 24

7.12 Why is there a Part A and a Part B within the paper delivered assessments? 25

7.13 How is candidates’ work evidenced? 25

7.14 Do we need to send any electronic evidence to City & Guilds? 25

7.15 Is there an alternative way of providing evidence if a printer isn’t available? 25

7.16 Is there any further guidance on running these assessments, eg set-up arrangements? 25

8 Feedback for externally marked (Level 1 and 2) assessments 26

8.1 What feedback is available for candidates taking the externally-marked assessments? 26

8.2 How do we access the Notification of Candidate Results (for paper based/delivered assessments)? 26

8.3 How do we access the Score Reports on SecureAssess (e–volve)? 29

8.4 Why are the results shown in SecureAssess score reports sometimes different from candidates’ actual results issued via the Walled Garden? 29

8.5 Will the result shown on a Notification of Candidate Results ever differ from the results on the certificate? 29


1 General questions

1.1 What are functional skills?

Functional skills are fundamental applied skills in English, Mathematics and Information and Communication Technology (ICT) that enable people to gain the most from life, learning and work. Being ‘functional’ is not just about knowing how to use words, numbers and technology – it is about being able to apply and adapt these skills to a range of everyday life and work situations.

The Functional Skills qualifications were developed as part of the reform of 14-19 and vocational qualifications in England in the late 2000s. They were piloted from 2007 and launched fully in September 2010.

1.2 What subjects are included in Functional Skills?

There are three functional skill areas: Functional Skills English (FS English), Functional Skills Mathematics (FS Mathematics) and Functional Skills Information and Communication Technology (FS ICT). Each is a qualification in its own right.

1.3 Which qualifications are replaced by Functional Skills?

Functional Skills replaced the ‘first three’ Key Skills qualifications (ie Communication, Application of Number and ICT) in England. These qualifications are also intended for use in a wide range of other settings.

1.4 What levels are the Functional Skills qualifications available at?

Functional Skills spans five levels of the National Qualifications Framework: Entry 1, Entry 2, Entry 3, Level 1 and Level 2.

City & Guilds offers Functional Skills qualifications in all three skill areas at all five levels – 15 qualifications in total. Unlike Key Skills, there are no Functional Skills qualifications at Level 3.

1.5 Are Functional Skills qualifications available outside England?

The Functional Skills qualifications are only approved for use, and eligible for public funding, in England. However, City & Guilds also offers the following skills qualifications, aligned to public policy expectations in:

Northern Ireland: Essential Skills (3800) – www.cityandguilds.com/essentialskillsni

Scotland: workplace assessed Core Skills units (3658) – www.cityandguilds.com/coreskills

Wales: Essential Skills Wales (3768) – www.cityandguilds.com/esw.

1.6 Where can I find the Functional Skills standards?

The qualification specifications in our Functional Skills handbook are derived from the Functional Skills Criteria published by Ofqual..

1.7 How is Functional Skills assessed?

The Functional Skills qualifications are assessed summatively with no ongoing ‘portfolio’ assessment. Candidates complete a one-off series of supervised tasks once they are felt to be capable of achieving the required standard (known as when-ready). In the case of FS English, the assessment is split into three components: Reading, Writing, and Speaking, Listening and Communication (SLC).

http://www.cityandguilds.com/essentialskillsni

http://www.cityandguilds.com/coreskills

http://www.cityandguilds.com/esw


At Entry level all assessments are externally set by City & Guilds; they are internally marked and quality assured by the centre.

At Level 1 and Level 2 all assessments are externally set by City & Guilds; they are also externally marked by City & Guilds, apart from the SLC component of FS English which is internally marked and quality assured.

1.8 Is Functional Skills on the QCF? Does each qualification have a credit value?

The Functional Skills qualifications are on the National Qualifications Framework (NQF), rather than the Qualifications and Credit Framework (QCF). Functional Skills is not considered suitable for inclusion on the QCF.

As an NQF qualification, Functional Skills has no formal credit value, although Functional Skills qualifications completed as part of an Apprenticeship have a notional value of 5 credits each.

1.9 How can we become a Functional Skills centre with City & Guilds?

If your organisation is new to City & Guilds, you’ll need to apply to become a centre, as well as applying for Functional Skills qualification approval.

If your organisation is already a City & Guilds centre but does not currently have approval for Functional Skills, a Qualification Approval form will need to be completed and sent to your managing City & Guilds Quality team. If you already deliver another awarding organisation’s Functional Skills qualifications, please discuss this with your City & Guilds Quality team as we may be able to streamline the process.

1.10 Is fast-track approval available?

All City & Guilds centres in England that had active qualification approval for the Key Skills qualifications (3638-01) on 31 August 2010 were granted automatic approval for our Functional Skills qualifications. No further fast-track arrangements are available.


1.11 Can learners be exempted from having to do Functional Skills, or from having to complete all of the assessment?

Whether it’s appropriate or necessary for particular learners to work towards Functional Skills qualifications will depend on a number of factors, including the type of learning programme they are following and any relevant qualifications they may already hold.

All Apprenticeship frameworks require learners to achieve or hold qualifications in English, Mathematics and (in some cases) ICT. The minimum requirements and range of accepted qualifications are currently set out in the Specification of Apprenticeship Standards for England (SASE), although please note some frameworks may require qualifications at a higher level than the SASE minimum. Please note City & Guilds is not in any way responsible for determining whether particular qualifications can/can’t be counted towards Apprenticeship framework completion.

Unlike the Key Skills qualifications that preceded Functional Skills, there are no ‘proxy exemption’ arrangements that allow Functional Skills candidates to claim exemption from part of their assessment. The only way a Functional Skills qualification can be achieved is by successfully completing the required Functional Skills assessment.

1.12 What’s the relationship between Functional Skills and the QCF maths and English qualifications?

As well as offering Functional Skills. City & Guilds also offers a number of qualifications to support maths and English skills acquisition, as well as to help learners build the necessary confidence to succeed in Functional Skills and/or progress to the next level:

Mathematic Skills and English Skills (3847)

Principles of Using Mathematical Techniques and Principles of Using Written and Spoken English (3844).

Both of these qualification suites are on the Qualifications and Credit Framework (QCF), and based on the National Standards for Adult Numeracy/Literacy (which relate closely to the Functional Skills Subject Criteria for Mathematics and English).

For further details about these qualifications, please visit www.cityandguilds.com/mathsandenglish.

http://www.cityandguilds.com/mathsandenglish


2 Teaching and supporting Functional Skills learners

2.1 Where can I access the Functional Skills standards?

See answer to 1.6, Where can I find the Functional Skills standards?.

2.2 What support is available to help deliver Functional Skills?

City & Guilds offers a range of support:

Dedicated qualification webpage Containing qualification handbook, guidance documents, sample and live assessment material, worked examples, examiner reports and FAQs.

SmartScreen.co.uk Access to a range of free and chargeable resources and learning materials. The free content includes a tutor forum for each functional skill.

Monthly maths and English newsletter Keep up to date with all there is to know about maths and English qualifications and learning – including Functional Skills. Sign up to receive it via the Preference Centre on our website.

Regular events Ongoing training and networking opportunities with peers, to help share and build best practice.

2.3 Where can I find sample/practice Functional Skills assessments?

Sample assessment papers (for all three functional skills at all five levels) can be downloaded from our Functional Skills qualifications webpage. In all cases there are multiple examples of each assessment component. There are also various ‘worked’ examples.

Sample onscreen assessments (designed to replicate the onscreen assessment environment) are also available as follows:

FS English accessed via our Functional Skills qualifications webpage.

FS Mathematics accessed via our Functional Skills qualifications webpage, as well as via the e-volve system (product code 3748-85).

FS ICT accessed via our Functional Skills qualifications webpage .

2.4 What guidance is available for learners with learning difficulties, and for those requiring Access Arrangements for their Functional Skills assessments?

The Functional Skills qualifications are designed to measure candidates’ ability to work independently and problem-solve. It is therefore crucial that learners undergo a rigorous process of initial assessment to ensure they are capable of meeting the required standard for any Functional Skills qualifications they work towards. The assessments are designed to be inclusive and reflect common variations in learners’ normal methods of working, although some candidates may still require specific Reasonable Adjustments to the presentation of assessment materials and/or the assessment environment allow for a candidate’s particular method of working.

The Functional Skills Criteria contain inclusion statements for each of the three functional skills, clarifying the range of Reasonable Adjustments that may be permitted without compromising the purpose of these qualifications. These statements are reproduced in full within our Functional


Skills handbook; for example they confirm that a human reader cannot be used within the assessment of FS English Reading.

For procedural guidance on Access arrangements for all City & Guilds qualifications, please refer to the document Access to Assessment and Qualifications, available from our Centre Documents Library.

2.5 How do we request adjustments to assessment materials – eg so they can be used with screen reading software?

All such requests must be sent to our Policy team ([email protected] or 020 7294 2772). Please note it is not currently possible to arrange this through the e-volve system.

2.6 Can candidates be exempted from part of the assessment?

Disability Discrimination legislation (now incorporated into the 2010 Equalities Act) permits the granting of exemption from individual assessment components within a qualification. In the case of FS Mathematics and FS ICT, this does not apply, since in both cases the whole qualification comprises only one assessment component.

It is technically possible to grant exemption from up to two the three components of FS English, although this will only ever be considered as a last resort once all other Reasonable Adjustments that might enable the candidate to undergo assessment and achieve the required standard have been explored. It is important to bear in mind each of the three components of FS English are assessed discretely, and each may be completed at any of the five qualification levels. If a candidate is unable to achieve the required standard at a particular level, even with Reasonable Adjustments, the level(s) below should be considered – including Entry 1.

2.7 Can FS assessments completed with other awarding organisations be used towards a City & Guilds Functional Skills qualification?

It is possible to use individual FS English components that have been completed with other awarding organisations (see 5.3, Can FS English components achieved with other awarding organisations be counted towards a City & Guilds FS English qualification? for further details).

There is no mechanism for recognising FS Mathematics or FS ICT assessments from other awarding organisations, as in both cases the whole qualification consists of a single component.

2.8 How do we give our learners the best chance of success?

It is vital that tutors familiarise themselves the Functional Skills qualification specifications and with the format of the assessments. As well as learning to problem-solve and gaining confidence in the required range of skills, candidates will need adequate opportunity to practise using the sample assessments (see 2.3, Where can I find sample/practice Functional Skills assessments?) before they attempt the real thing.

mailto:[email protected]


2.9 What qualifications are needed to teach Functional Skills?

There are no formal qualification requirements to teach any of the Functional Skills qualifications, although it is important that any centre staff involved in the delivery of these qualifications are familiar with the Functional Skills qualification specifications. Other documents such as the Adult Literacy/Numeracy Core Curricula are also highly relevant.

Practitioners may find it beneficial to work towards the Functional Skills qualifications themselves, both as a form of Continuing Professional Development (CPD) and to aid familiarisation with the qualifications’ requirements.

2.10 What qualifications are needed to assess and/or internally quality assure Entry level and FS English Speaking, Listening and Communication?

All centre staff involved in the assessment and internal quality assurance (formerly known as internal verification) of Functional Skills assessments must be confident and competent in the skills being assessed. There are no specific qualification requirements for this, although CVs of prospective assessors and internal quality assurers will normally be checked by City & Guilds as part of the centre/qualification approval, and centre update, process.

2.11 Is there any additional guidance for tutors/assessors?

Most assessment preparation guidance can be found in our Functional Skills handbook, although in a few instances (eg for the onscreen FS Mathematics and FS ICT assessments at levels 1 and 2) we provide supplementary guidance in separate documents on our Functional Skills qualifications webpage.


3 Administering and managing the assessment of Functional Skills

3.1 How are the Functional Skills qualifications assessed?

See answer to 1.7, How is Functional Skills assessed? The assessment arrangements are explained in more detail in the Functional Skills handbook.

3.2 How are the assessments made available to centres?

All Entry level assessment documentation can be downloaded from the Functional Skills qualifications webpage. For security reasons, the documents are password-protected. The assessments can be administered at any time after the learner has been registered as a candidate for that functional skill (see 3.5, How do we register learners? Are there any deadlines?).

At Level 1 and Level 2, the externally-marked assessments are available in two ways:

Named on Demand (paper based/delivered) Assessments can be ordered for any given date/time as long as at least 14 calendar days’ notice is given. The papers are ordered using the On Demand function within City & Guilds’ Walled Garden.

Onscreen (via e-volve) Assessments can be booked via City & Guilds’ Walled Garden for any given date/time, and can be scheduled on the same day that the assessment is taken (up to 30 minutes before).

Documentation for the Speaking, Listening and Communication (SLC) component of FS English can be downloaded from the Functional Skills qualifications webpage. As with the Entry level assessments, these can be administered ‘when ready’ at any time after candidate registration.

3.3 What’s the pass mark for each functional skill?

The normal pass mark ranges for each of the externally-marked components are shown below. The actual pass mark varies slightly between assessment papers, to take into account slight variations in accessibility or difficulty and to ensure the standard of work required to achieve a pass is consistent. Each assessment typically has a pass mark within the following ranges:

FS English Reading:

Level 1 – 25-29 out of 40


FS English Writing



FS Mathematics



FS ICT


Level 2 – 30-34 out of 50.


The pass mark for all internally-assessed components is as shown in the assessment documentation. The FS English Speaking, Listening and Communication (SLC) assessments (at all levels) are not mark-based; the assessment documentation sets out the criteria each candidate is required to meet.

3.4 Are pass marks available for the sample assessments?

Suggested pass marks are normally included within the mark scheme document.

3.5 How do we register learners? Are there any deadlines?

All learners must be registered as a candidate for the Functional Skill(s) they are working towards before accessing any live assessment materials. Registration is free of charge and can be completed via City & Guilds’ Walled Garden using the following product codes:

Functional Skills English – 3748-01

Functional Skills Mathematics – 3748-02

Functional Skills Information and Communication Technology – 3748-03.

If accessing Functional Skills via one of City & Guilds’ Apprenticeship registration packages, the package will create registrations automatically for each of the Functional Skills qualifications specified in the framework.

It is not necessary (or possible) to specify qualification level when registering candidates, as it is recognised that the target level might change during their programme.

3.6 What’s the difference between ‘registration’ and ‘entry’?

Registration is the process of informing City & Guilds that the learner is a Functional Skills candidate. It is distinct from the process of entering candidates for particular externally marked paper assessments or scheduling onscreen assessments. There are no registration deadlines for these qualifications, although unregistered learners must not access any live internal assessment material, and cannot be entered/scheduled for any external assessments.

3.7 How do we order paper based/delivered assessment?

Orders are placed using the Named on Demand (NoD) system, and can be submitted via the Walled Garden. Orders must specify a date and time for each assessment sitting, and must be received at least 14 calendar days before the date required. More detailed information about the ordering process can be found in the Functional Skills External Assessment Guide – note a separate booking must be made for each assessment sitting ( see 3.9, Do we need to make a separate booking for each group of candidates?).

For practical reasons, our standard Named on Demand examination stationery is issued with all paper based/delivered Functional Skills assessments. Although this is not strictly an exam (see 3.13,You say these aren’t exams. What conditions are required (Levels 1 and 2)?), the Invigilation Certificate (IC) and other paperwork should be completed as instructed.

3.8 Why do we need to provide candidates’ names in advance?

The high volume of Functional Skills candidates, as well as the need to match candidates with other components or qualifications they may be working towards (eg Apprenticeship registration packages), makes it impractical to offer unnamed entries for these assessments.

Our standard candidate amendment policy applies, allowing minor errors to be corrected via the Walled Garden. However if a wholesale name change is required then proof of this must be provided.


3.9 Do we need to make a separate booking for each group of candidates?

A separate booking must be made for each Named on Demand assessment sitting. The booking must include a date and start-time, and it is expected that all of the candidates included in that booking will complete the assessment at the same time in the same location.

Unlike the previous dated assessment system (in operation until early 2012), there is no ‘five day window’ within the Named on Demand system. If multiple groups will be sitting the same Functional Skills component at different times/sites (even on the same day) a separate order must be placed for each.

Each order is dispatched in a self-contained pack containing the paper that has been chosen specifically for that sitting. There is no need to open this pack until immediately before it is used; the accompanying Invigilation Certificate (IC) indicates which order it relates to and the relevant paper version number, so for FS ICT assessments is it possible to determine which set of data files are needed (see 7.11, How do candidates access the data files?).

Please note it is not possible to add further candidates once the order has been submitted; a personalised barcode is issued for each candidate, and any additional candidates added to the bottom of the ICT on the day will delay results for the whole order as well as triggering late entry fees. Results for un-entered candidates may not be processed.

Candidates’ names are also required when scheduling onscreen assessments on e-volve, although these assessments can be scheduled the same day that they are taken.

3.10 Can we change the date/time of a paper assessment after we’ve booked it?

The date and time of a Named on Demand booking cannot be amended via the Walled Garden once it has been submitted. This date and time will appear on all of the stationery that accompanies the assessment papers, and it is assumed that all of the candidates included on the booking will complete the assessment at that time.

However, it is acceptable to hold the assessment up to five working days either side of the specified date without notifying City & Guilds, as long as the materials are stored securely until use and dispatched promptly afterwards. The date/time printed on the Invigilation Certificate (IC) and other stationery must not be amended, since this will delay results processing.

Any date/time changes should only apply in exceptional circumstances where it could not reasonably have been foreseen that the candidates were unable to complete the assessment at the scheduled time. All candidates must still complete the assessment at the same time.

If the assessment date needs to be varied by more than five working days, a new booking will be required.

3.11 What equipment can candidates have access to during their assessment?

It’s important to be clear from the outset that City & Guilds’ Functional Skills assessments are not ‘exams’. Whilst they must be completed within a supervised environment, formal JCQ examination conditions are not required.

There is no finite list of permitted/prohibited items; candidates should be able to use any equipment that would routinely be available to them as long as this does not enable them to collude with a third party (eg mobile phones and other transmitting/receiving devices are not permitted). The purpose of these assessments is to measure candidates’ application of English/mathematics/ICT within a task – it is not a test of recall.

For example, candidates completing the paper-based FS English Reading and Writing assessments can word-process their responses if this is their normal way of working and they can do so


independently. Standard system features such as spelling/grammar checkers are considered a normal way of working, though it is important to appreciate that these will only assist the candidate if used correctly and if their limitations are understood.

Please note there is no inbuilt spell/grammar checker within the e-volve onscreen assessments, although candidates completing these assessments may use a paper dictionary (or other device, as long as it does not allow them to communicate with anyone external to the assessment).

FS Mathematics candidates can likewise use relevant technology (eg a spreadsheet to generate charts/graphs) if they prefer to do so.

There is no restriction on the use of bilingual dictionaries in any Functional Skills assessments.

3.12 You say these aren’t exams. What conditions are required (Entry level)?

Conduct arrangements for each assessment are described in the Assessment Pack, although the following points apply in all cases:

Assessments are summative They should only be attempted once the candidate is deemed to have the skills and knowledge necessary to achieve (known as ‘when ready’).

Assessments must be taken under supervised conditions This is distinct from formal examination conditions as candidates need not necessarily complete the whole assessment in one sitting. Supervision (by the assessor/tutor or another responsible adult) must be continuous.

Assessments (in most cases) may be completed over more than one session Where assessments are run over more than one session, the sessions must be consecutive (ie with no learning or preparation between sessions). This need not be on the same day. Candidates must not take any work away between assessment sessions.

Candidates must attempt a different assessment title if re-sitting or progressing to the next level There is no minimum time between assessment attempts, although where candidates have been unsuccessful in any part of the assessment they will need adequate opportunity for further practice in the relevant skills.

Assessors must read the detailed guidance specific to each assessment title This is contained in the assessment pack and includes details of any materials or equipment candidates will require as well as marking guidance and the mark scheme.

The assessments must be presented unseen to candidates, although assessors/tutors and internal quality assurers will need access to them (both before and after any assessments take place) so that they can select the most appropriate title for their learners (see 3.15, Can centres choose the assessment topic/title for their candidates?), as well as to facilitate marking standardisation.

3.13 You say these aren’t exams. What conditions are required (Levels 1 and 2)?

All Level 1 and 2 assessments must take place under supervised conditions, that is:

candidates must be continually supervised by a reliable person

relevant facilities and equipment must be available to candidates

any time restrictions must be complied with

candidates’ work must be independent and unaided.

The assessment must take place in a suitable venue where candidates can work undisturbed and be supervised throughout. The centre must ensure that suitably informed and briefed adults carry out assessment supervision, avoiding any potential conflicts of interest.


All paper based/delivered assessment materials must be stored securely from receipt until they are used. Each order is dispatched in a self-contained sealed pack and there should be no need to open this in advance. The assessment must be presented to candidates unseen.

The assessment materials should be dispatched promptly after use; whilst it is acceptable for tutors to have a brief look at the assessment paper after it has been taken, this must be on a controlled basis and copies of the paper must not be retained. On no account may any live assessment material be used for practice or as a teaching/learning resource. Tutors must not have the opportunity to review or ‘soft mark’ their candidates’ work before it is dispatched to City & Guilds for marking.

All onscreen assessments are contained within the e-volve system and cannot be accessed at any time other than whilst the assessment is taking place.

There is no need to notify City & Guilds in advance if the assessment is taking place away from the centre’s own premises (eg in the candidate’s workplace) and no need to display JCQ examination ‘warning’ posters or other paraphernalia. As explained in 3.11, What equipment can candidates have access to during their assessment?, candidates should be able to access any equipment that would normally be available to them (there is no finite list of permitted/prohibited items), although candidates must not be able to communicate with anyone external to the assessment.

Although Functional Skills qualifications are referenced in the JCQ Instructions for Conducting Examinations (ICE) document, please note City & Guilds’ Functional Skills assessments are not subject to these instructions. Centres can however make a local decision to conduct their Functional Skills assessments under ICE conditions, although there is no requirement to do so and any potential disadvantage to some candidates should be taken into consideration. For example, ICE conditions would not usually allow assessments to take place in candidates’ workplaces unless prior permission had been sought; they might also inhibit the use of other locations away from a traditional school/college environment.

3.14 What is the total cost of a City & Guilds Functional Skills qualification?

Please refer to the document Functional Skills qualifications - our fees (on the Functional Skills qualifications webpage).

3.15 Can centres choose the assessment topic/title for their candidates?

For Entry level FS English (Reading and Writing), FS Mathematics and FS ICT assessments, centres can select from the range of available assessment titles. A topic that is likely to engage the candidate’s interest should be chosen although the assessment itself must be presented unseen. Centres may also make minor amendments to the assessments – details of where and how this is permitted can be found in the assessor guidance for each title.

The Speaking, Listening and Communication (SLC) component of FS English (at all levels) can be based on any topic likely to be of interest to the candidate.

The externally marked assessments (ie FS English Reading and Writing, FS Mathematics and FS ICT) at levels 1 and 2 are chosen at random by City & Guilds; likewise, they must be presented to candidates unseen.


3.16 Do the assessments have to be completed in one sitting, or can they be split?

All of the externally assessed Level 1 and Level 2 assessments must be completed in one sitting.

For Entry level the assessment can usually be completed over consecutive sessions (with materials collected in and stored securely between sessions). The assessment pack for each assessment provides further details.

3.17 Is there any additional reading time for the assessments?

No, time for reading is built into the time allowance for each assessment.

3.18 Do centres need internal verifiers for Functional Skills?

Internal Quality Assurers (IQAs, formerly known as internal verifiers) are required for the Functional Skills components that are assessed internally, ie:

FS English Speaking, Listening and Communication at Levels 1 and 2

All FS assessments at Entry level.

These assessments are subject to External Quality Assurance (formerly known as external verification) monitoring by City & Guilds. A specialist External Quality Assurer (EQA, previously known as external verifier) is therefore allocated to all City & Guilds Functional Skills centres.

3.19 Does the IQA have to look at all assessments or can they just sample them?

The internally assessed components of Functional Skills are subject to City & Guilds’ normal process of Internal/External Quality Assurance. We would expect sampling to follow the principles of CAMERA – see the City & Guilds Centre Manual (available from our Centre Documents Library) for further details.

3.20 How long do results take for the externally-marked components?

All ‘human marked’ assessment components currently take a maximum of 20 working days from receipt (for paper based/delivered) or completion/upload (for e-volve assessments).

The only exception to this are the onscreen delivered (e-volve) FS ICT assessments where results are available within 10 working days (see 7.8, How quickly are the onscreen FS ICT results turned around?).

3.21 Do the results for external components include anything more detailed than a pass/fail grade?

See answer to 8.1, What feedback is available for candidates taking the externally-marked assessments?


4 Questions about onscreen assessment

Please see sections 5, 6 and 7 for questions relating specifically to FS English, FS Mathematics or FS ICT onscreen assessments

4.1 Are there any system requirements for onscreen Functional Skills assessments?

No – there are no additional requirements above and beyond the standard e-volve minimum technical requirements.

4.2 Can candidates have other items (eg a pen and paper) alongside them during the assessment so they can make rough notes?

Yes, as explained in 3.11, What equipment can candidates have access to during their assessment?, candidates are able to any equipment that would routinely be available to them as long as this does not enable them to collude with a third party.

4.3 What guidance is there for invigilators?

As explained in 3.13, You say these aren’t exams. What conditions are required (Levels 1 and 2)?, Functional Skills assessments may be conducted under supervised, rather than invigilated, conditions. However, the term ‘invigilator’ is used as a default throughout the e-volve system.

The same principles apply to onscreen Functional Skills assessments as paper based/delivered, although anyone supervising these assessments must also be familiar with the e-volve system and format of the onscreen Functional Skills assessments.

4.4 Are there any resources to help candidates prepare for the onscreen Functional Skills assessments?

Yes – as explained in 2.3, Where can I find sample/practice Functional Skills assessments?, sample onscreen assessments are available for all three functional skills. The following are also available:

FS English and FS Mathematics Navigation tests: tutorial outlining the format of these assessments and item-types used.

FS ICT Animated demonstrations: illustrating key features of the simulated desktop applications used in the onscreen FS ICT assessments.

4.5 Is it possible to print out any of the assessment, eg so information can be read on paper rather than from the screen?

No – for security reasons the e-volve system locks down all printing functions.

4.6 Can we download an assessment onto a laptop – eg so it can be taken to the candidate’s workplace?

Yes – see e-volve familiarisation guidance for further information.

4.7 What happens if candidates do not turn up for a scheduled assessment?

The candidate will be marked as absent if the booking is not recorded. Unlike paper based/delivered assessments, there is no charge for absences.


4.8 What if there is a power failure during the assessment?

The assessment can be re-started from where candidates left off. All of their previous responses are stored in the system.

4.9 What feedback do candidates receive (other than pass/fail)? How do I find it?

As explained in 8.1, What feedback is available for candidates taking the externally-marked assessments?, a score report is generated via the e-volve system during the marking process.

4.10 Why are the results shown in score reports sometimes different from candidates’ actual result issued via the Walled Garden?

See answer to 8.4, Why are the results shown in SecureAssess score reports sometimes different from candidates’ actual results issued via the Walled Garden?


5 Specific questions about FS English

5.1 What are the components of FS English?

FS English has three separate components (see 1.7, How is Functional Skills assessed? for further details):

Reading

Writing

Speaking Listening and Communication (SLC).

5.2 Is it possible to take the three components of FS English at different times/levels?

Yes, the assessment of each component is separate and self-contained. They can each be attempted at different times and at different levels.

To gain qualification certification, all three components must be achieved at Entry 1 or higher; where the components have been achieved at different levels, candidates are entitled to a qualification at the level of the lowest of the three components.

5.3 Can FS English components achieved with other awarding organisations be counted towards a City & Guilds FS English qualification?

Yes – details of the administrative procedure for checking and recording components that have been achieved with other awarding organisations can be found in the Functional Skills qualifications handbook. Note some awarding organisations describe this as ‘transfer of credit’.

Only components from FS English qualifications based on the current (since September 2010) FS Criteria can be accepted for this purpose. Components achieved as part of the 2007-10 Functional Skills pilot may no longer be used towards the current qualifications.

5.4 Why do we need to claim a ‘certification’ module for FS English?

Certification modules are standard practice in all situations where there are multiple City & Guilds qualifications with overlapping modules/units included within the same Product Code. They’re used within FS English because Level 2 components can be counted towards achievement at each of the levels below and because candidates will sometimes complete components at more than one level. A ‘cash in’ mechanism is necessary to prevent multiple certificates being generated automatically for each candidate.

The certification module shown below need to be claimed when requesting certification:

Qualification Module needed to generate a certificate

Functional Skills qualification in English at Entry 1 3748-901



Functional Skills qualification in English at Level 1 3748-904

Functional Skills qualification in English at Level 2 3748-905


Even where candidates are entitled to a Functional Skills English qualification, a certificate will not be generated unless the appropriate module has been claimed. It is possible to subsequently claim certification at a higher level if/when candidates have achieved the necessary assessment components.

5.5 Where can I find sample/practice FS English assessments?

See answer to 2.3, Where can I find sample/practice Functional Skills assessments?

5.6 What equipment can be used during FS English assessments?

As explained in 3.11, What equipment can candidates have access to during their assessment?, there is no definitive list of permitted/prohibited items. Candidates will normally need at least a pen (if completing a paper-based assessment) and a dictionary (paper, electronic, bilingual…), though they should also be able to access other items that would normally be available to them as long as these do not enable them to collude with a third party.

5.7 Are bilingual dictionaries allowed?

Yes they are! See 3.11, What equipment can candidates have access to during their assessment? and 5.6, What equipment can be used during FS English assessments?.

5.8 Can candidates use sign language for the Speaking, Listening and Communication (SLC) component of FS English?

Yes – this component is deliberately titled ‘Speaking, Listening and Communication’ to allow for the use of British Sign Language (BSL) and Sign-Supported English (SSE). The FS English Inclusion Statement confirms that BSL and SSE may be used to complete the SLC component where this is the candidate’s normal method of non-written communication.

Where sign language is used within a discussion or presentation, this must be accessible to all participants.

5.9 How much detail is required on the SLC assessment forms?

The assessor’s comments for the SLC assessments should address the candidate’s performance during each activity as a whole; they need not write a discrete comment for each assessment criterion.

However, assessor comments must describe how each of the criteria have been met. It is not sufficient to simply re-state the assessment criteria – eg “He responded to others’ input” or “She made different kinds of contributions”.

5.10 Where can I find guidance relating to the word count for Writing?

All Writing assessments include a suggested number of words for each task. This is not an absolute requirement and is intended to guide candidates on the approximate length of the document.

Candidates will not automatically lose marks if their document is shorter/longer than the suggested word count, although if a document is significantly shorter it may not include sufficient evidence of the candidate’s writing ability to cover the assessment criteria for spelling, punctuation and grammar.


5.11 What ICT skills will my learners need to complete onscreen FS English?

These assessments should be accessible to most candidates with minimal training. Candidates will need to be able to work from onscreen source documents and able to use a keyboard to produce their responses. As explained in 4.4, Are there any resources to help candidates prepare for the onscreen Functional Skills assessments?, candidates should also have an opportunity to practise using the sample onscreen assessment and navigation test before attempting a live assessment

There is no spell/grammar checker built into the e-volve system, although candidates may use a paper/electronic dictionary alongside the assessment.

Note candidates completing the paper-based FS English may also word-process their responses if they prefer.


6 Specific questions about FS Mathematics

6.1 Where can I find sample/practice FS Mathematics assessments?


6.2 What equipment can be used during FS Mathematics assessments?

As explained in 3.11, What equipment can candidates have access to during their assessment?, there is no definitive list of permitted/prohibited items. Depending on whether the assessment is being completed onscreen or on paper, candidates will usually need at least the following: pencil, pen, eraser, 30cm ruler, protractor and calculator.

Candidates should also be able to access other items that would normally be available to them (eg dictionaries) as long as these do not enable them to collude with a third party.

6.3 What is the reading level for the FS Mathematics assessments?

The level of reading ability required is always at least one level below the level of the assessment, eg Entry 3 for a Level 1 assessment.

Questions about onscreen FS Mathematics assessments

6.4 What ICT skills will my learners need to complete onscreen FS Mathematics?

These assessments should be accessible to most candidates with minimal training, though it is strongly recommended that candidates have at least one opportunity to practise using the sample onscreen assessment and navigation test (see 4.4, Are there any resources to help candidates prepare for the onscreen Functional Skills assessments?) before attempting a live assessment.

6.5 Will it help learners if they are familiar with MS Excel and drawing tools in other software applications such as MS Word?

The items used within the FS Mathematics assessments are not based on any particular commercial software product. Learners may find it slightly easier to adapt to these assessments if already familiar with office applications, although the expectation is that all candidates should be able to use these assessments with minimal training.

Note candidates completing the paper based FS Mathematics assessments may also use relevant ICT software (eg a spreadsheet to generate graphs/charts) if they prefer.

6.6 Can candidates completing the onscreen assessments have a pencil and paper at the side of the assessment to help them with calculations?

Yes – as explained in 4.2, Can candidates have other items (eg a pen and paper) alongside them during the assessment so they can make rough notes?. However, candidates should be aware that only the calculations completed onscreen will be taken into account when their work is marked.

6.7 Can candidates use numbers on the keyboard, or the number pad?

Yes – to do this click anywhere on the calculator before using the keyboard numbers.

6.8 Can candidates use shortcuts and right-click?

No – these functions are not built into the FS Mathematics assessments.


6.9 Is the method calculator configured to BODMAS?

Yes.

6.10 If candidates forget to put their working out in the box, will the examiner look at what is on the ‘till roll’?

Yes – candidates can use either the working out box or the till roll to show their workings. They do not need to use both.

6.11 How do candidates label the axes on graphs?

An ‘edit axes’ tool is available on the graph toolbar.

6.12 How do candidates insert values into graph/chart axes?

Via the ‘edit axes’ tool. Candidates will need to add the maximum and minimum values and then the numbered divisions will appear automatically.

6.13 If candidates select the wrong type of graph/chart can they change their mind and go back to select a different one?

Yes, a graph can be deleted at anytime and a new one can be selected. The candidate needs to click ‘reset’ and they will be asked to confirm that they want to reset the graph/chart.


7 Specific questions about FS ICT

7.1 Where can I find sample/practice FS ICT assessments?


As explained in 4.4, Are there any resources to help candidates prepare for the onscreen Functional Skills assessments?, animated demonstrations, illustrating key features of the simulated desktop applications used in the onscreen FS ICT assessments, are also available. These can be accessed from our Functional Skills qualifications webpage.

7.2 What is the reading level for the FS ICT assessments?

The level of reading ability required is always at least one level below the level of the assessment, eg Entry 3 for a Level 1 assessment.

7.3 What equipment can be used during FS ICT assessments?

As explained in 3.11, What equipment can candidates have access to during their assessment?, there is no definitive list of permitted/prohibited items. Besides access to a, candidates should be able to access other items that would normally be available to them as long as these do not enable them to collude with a third party.

Questions about onscreen (via e-volve) FS ICT assessments

7.4 How does the onscreen FS ICT assessment work?

The onscreen FS ICT operates from a virtual desktop within the e-volve system and uses a range of simulated software applications. These applications are not designed to replicate any particular software product, although do contain many of the features found in standard office applications.

The simulated apps do not include all of the shortcuts, wizards or other refinements found in particular commercial products such as MS Office, though they do allow each element of a task to be completed through more than one method.

7.5 How many simulated apps are there?

Six simulated apps are used within the FS ICT assessments:

word-processor

spreadsheet

database

presentation software

web browser

email interface.


7.6 Why don’t the simulated apps look more like Microsoft Office?

Unlike IT user qualifications that focus on navigating a particular software product, FS ICT is designed to assess learners’ ability to problem-solve and apply their ICT skills across a range of software types and versions.

In real life learners will need to be able to adapt their ICT skills as systems are upgraded, they move to different workplaces or encounter new pieces of equipment. For this reason the simulated apps are deliberately generic in character, although candidates must be given adequate time to practise using the sample assessments and demonstrations before attempting a live assessment.

7.7 Can candidates use shortcuts and right-click?

No – these functions are not built into the virtual desktop environment.

7.8 How quickly are the onscreen FS ICT results turned around?

Functional Skills ICT onscreen tests are graded by a combination of computer marking and examiner review to ensure the highest quality. Final results will be visible on Walled Garden within a maximum of 10 working days but are often available much more quickly.

Note that tests taken offline must be uploaded to SecureAssess before the above timeframe applies.

7.9 What other information is available for onscreen FS ICT assessments?

And Assessor Guidance document specifically for FS ICT is available on our website, here. This provides a more detailed FAQ as well as links to all of our onscreen ICT support material, including sample assessments and animated ‘Captivate’ demonstrations of each of the key applications assessed.

Questions about paper delivered FS ICT assessments

7.10 What equipment and software do candidates need access to?

As with the onscreen FS ICT assessments, the assessments require candidates to complete a series of tasks using office applications. A computer (PC or Mac) is required, along with access to a printer and software products with the following features: web browser, email software, spreadsheet, database, presentation graphics and word processor. Please note candidates are only allowed internet/email access for part of their assessment.

It is the centre’s responsibility to ensure that any equipment used during the assessment is fit for purpose and correctly configured.

Candidates should be familiar with the products they will be using during the assessment, although because FS ICT is designed to assess learners’ ability to problem-solve and apply their ICT skills to a range of software types and versions, they should not be taught solely to use one particular product/version.

7.11 How do candidates access the data files?

A series of data files (relating to each FS ICT assessment currently in use) is available to download from the Functional Skills qualifications webpage. These files must be downloaded and the relevant set made available to candidates during their assessment.

The Functional Skills handbook contains more detailed information about the data files. Please note that audio (mp3) files are included in some of the file sets – where this is the case candidates are not required to listen to the contents of these files.


The introduction of Named on Demand (instead of fixed-date assessment windows) has led to a slight change to the way that these files are made available:

all of the files on the website must now be downloaded and stored locally well in advance of the assessment taking place

each set of files is contained in a ZIP folder labelled with the final letter of the assessment paper version number (eg for paper 12VERC, the Version C data files are required)

candidates must be given access to the set of files they need for the paper version they are taking – this can be set up in advance and without needing to open the assessment paper envelope as the version number is visible through the envelope window.

7.12 Why is there a Part A and a Part B within the paper delivered assessments?

As indicated in 7.10, What equipment and software do candidates need access to?, the FS ICT Criteria only allow internet access for a limited period during the assessment. We describe the period where internet access is permitted as ‘Part A’; the remainder of the assessment is described as ‘Part B’. More detailed guidance is given in the Functional Skills handbook.

Please note there is no Part A-B distinction within the onscreen FS ICT assessments as the whole assessment takes place within the e-volve system.

7.13 How is candidates’ work evidenced?

Candidates’ work is evidenced and marked via printouts. Candidates are provided with an Evidence Document into which they must paste screen prints of their work as directed. This document, along with any other documents the candidate is instructed to print, must have the candidate’s name clearly visible. Printing itself can be completed either during or after the assessment and does not carry any marks.

7.14 Do we need to send any electronic evidence to City & Guilds?

No – all of the evidence required can be found on the Evidence Document and print outs.

7.15 Is there an alternative way of providing evidence if a printer isn’t available?

City & Guilds can only accept printed evidence, however this can be printed out after the assessment as long as candidates’ outputs are put into a suitable format (eg print files or PDF).

7.16 Is there any further guidance on running these assessments, eg set-up arrangements?

Yes – in the Functional Skills handbook.


8 Feedback for externally marked (Level 1 and 2) assessments

8.1 What feedback is available for candidates taking the externally-marked assessments?

We provide performance feedback for all externally marked Functional Skills Level 1 and Level 2 assessments. Arrangements for accessing this feedback vary slightly, depending whether the assessment was paper-based/delivered or taken onscreen using e-volve.

The table below summarises how feedback can be accessed for each component:

Assessment component Feedback format How accessed?

FS English Reading (paper based) Performance codes on Notification of Candidate Results

Hard copy sent with confirmation of results if the candidate has been unsuccessful

FS English Writing (paper based)

FS Mathematics (paper based)

FS ICT (paper delivered)

FS English Reading (e-volve)

Score Report

From SecureAssess via Results Window (after no more than 20 working days).

Based on provisional mark data prior to final quality checks

FS English Writing (e-volve)

FS Mathematics (e-volve)

FS ICT (e-volve) From SecureAssess via Results Window (after no more than 10 working days).

Based on provisional system-generated data prior to final quality checks.

8.2 How do we access the Notification of Candidate Results (for paper based/delivered assessments)?

For paper based assessments, a Notification of Results (NCR) is issued for each candidate that has not achieved a pass grade. The Performance Codes are displayed at the bottom of the NCR. The following codes are used, each with the designation ‘good’, ‘partial’ or ‘poor’:

FS English Reading

Code Description

JY Identify main points and ideas and how they are presented – good performance

JZ Identify main points and ideas and how they are presented – partial performance

KA Identify main points and ideas and how they are presented – poor performance

KB read and understood texts in details – good performance

KC read and understood texts in details – partial performance

KD read and understood texts in details – poor performance

KE Identify suitable responses to texts – good performance

KF Identify suitable responses to texts – partial performance

KJ Identify suitable responses to texts – poor performance

KH Select and use different types of texts to obtain and utilise relevant information –


FS English Reading

Code Description

good performance

KI Select and use different types of texts to obtain and utilise relevant information – partial performance

KJ Select and use different types of texts to obtain and utilise relevant information – poor performance

KK Read and summarise, succinctly, information/ideas from different sources – good performance

KL Read and summarise, succinctly, information/ideas from different sources – partial performance

KM Read and summarise, succinctly, information/ideas from different sources – poor performance

KN Identify purposes of texts and comment on how meaning is conveyed – good performance

KO Identify purposes of texts and comment on how meaning is conveyed – partial performance

KP Identify purposes of texts and comment on how meaning is conveyed – poor performance

KQ Detect point of view, implicit meaning and/or bias – good performance

KR Detect point of view, implicit meaning and/or bias – partial performance

KS Detect point of view, implicit meaning and/or bias – poor performance

KT Analyse texts in relation to audience needs and consider suitable responses – good performance

KU Analyse texts in relation to audience needs and consider suitable responses – partial performance

KV Analyse texts in relation to audience needs and consider suitable responses – poor performance

KX Utilise information contained in texts–good performance

KY Utilise information contained in texts–partial performance

KZ Utilise information contained in texts–poor performance

FS English Writing

Code Description

IQ Writing clearly and coherently – good performance

IR Writing clearly and coherently – partial performance

IS Writing clearly and coherently – poor performance

IT Presenting information logically – good performance

IU Presenting information logically – partial performance

IV Presenting information logically – poor performance

IW Writing suitable for purpose and audience – good performance

IX Writing suitable for purpose and audience – partial performance

IY Writing suitable for purpose and audience – poor performance

IZ Presenting information concisely, logically and persuasively – good performance

JA Presenting information concisely, logically and persuasively – partial performance

JB Presenting information concisely, logically and persuasively – poor performance

JF Grammar – good performance


FS English Writing

Code Description

JK Grammar – partial performance

JL Grammar – poor performance

JM Punctuation–good performance

JN Punctuation–partial performance

JO Punctuation–poor performance

JP Spelling – good performance

JQ Spelling – partial performance

JR Spelling – poor performance

FS Mathematics

Code Description

HM Time and/or money – good performance

HN Time and/or money – partial performance

HO Time and/or money – poor performance

HP Measure/Space/Shape – good performance

HQ Measure/Space/Shape – partial performance

HR Measure/Space/Shape – poor performance

HS Statistics – good performance

HT Statistics – partial performance

HU Statistics – poor performance

HV Checking work – good performance

HW Checking work – partial performance

HX Checking work – poor performance

FS ICT

Code Description

HY Spreadsheet – good performance

HZ Spreadsheet – partial performance

IA Spreadsheet – poor performance

IB Database – good performance

IC Database – partial performance

ID Database – poor performance

IE Text processing – good performance

IF Text processing – partial performance

IG Text processing – poor performance

IH Presentation graphics – good performance

II Presentation graphics – partial performance

IJ Presentation graphics – poor performance

IK Email/internet – good performance

IL Email/internet – partial performance


FS ICT

Code Description

IM Email/internet – poor performance

IN File management – good performance

IO File management – partial performance

IP File management – poor performance

There are also more detailed step–by–step instructions for reviewing confirmed results via the Walled Garden.

8.3 How do we access the Score Reports on SecureAssess (e–volve)?

For onscreen assessments, a score report is generated via the e–volve system during the marking process. This indicates a provisional indication of marks awarded (expressed as a percentage) for each main skill standard.

Please note the report is generated from provisional data, and may therefore differ slightly from the candidate’s final result (see 8.4, Why are the results shown in SecureAssess score reports sometimes different from candidates’ actual results issued via the Walled Garden?).

There are also more detailed step–by–step instructions for accessing score reports on SecureAssess. Note after 20 working days, results need to be located using the Advanced Search function button using the steps below:

Select the ‘Advanced’ tab.

Enter the Advanced option you wish to search by in the appropriate field.

Choose specific dates to filter the search, you may also choose specific qualifications to filter the search or candidate enrolment number.

View results and reports by selecting as usual.

8.4 Why are the results shown in SecureAssess score reports sometimes different from candidates’ actual results issued via the Walled Garden?

Where assessments are marked by a human examiner (ie for FS English and FS Mathematics assessments), the marks displayed on SecureAssess are based on the examiner’s provisional mark. All marking decisions are subject to a rigorous quality assurance process, which can lead to the mark being adjusted slightly before the confirmed result is issued via the Walled Garden.

Whilst any quality assurance adjustments to marks are invariably minor, they can in a few cases be enough to affect the candidate’s overall grade. It’s therefore important that any candidate performance information obtained from SecureAssess is treated only as indicative. It can nevertheless provide an outline of candidates’ relative strengths and weaknesses across each skill standard within the Functional Skills Criteria.

8.5 Will the result shown on a Notification of Candidate Results ever differ from the results on the certificate?

All Functional Skills results issued via the Walled Garden are final, unless subsequently invalidated (eg as a result of investigated malpractice).Where due, certificates are issued at the same time as the Notification of Candidate Results (NCR). Any performance codes for paper based/delivered assessments recorded on the NCR are therefore based on the confirmed mark (unlike the score reports for on–screen assessments).


Every effort has been made to ensure that the information contained in this publication is true and correct at the time of going to press. However, City & Guilds’ products and services are subject to continuous development and improvement and the right is reserved to change products and services from time to time. City & Guilds cannot accept liability for loss or damage arising from the use of information in this publication. City & Guilds is a registered charity (312832) established to promote education and training.

Functional Skills (3748) · PDF file16 4.4 Are there any resources to help candidates prepare...

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