The standard font for Pearson’s Functional Skills assessments is Arial Bold font with 1.5 line spacing and the colour is always black. Pearson offers the following modified papers for its Functional Skills assessments:

• Unified English Braille (UEB) - Grade 1
• Unified English Braille (UEB) - Grade2
• Interactive Electronic Question Paper
• Tactile Diagrams
• A4 18pt
• A4 24pt
• A3 24pt
• A3 36pt

To place an order for modified papers for Functional Skills On Demand assessments we require the following information by email (additional_requirements@pearson.com):

• Centre Number
• Candidate Registration Number
• Candidate Surname
• Subject
• Level
• Date of Assessment
• Modification

For Functional Skills Level 1 & 2 On Demand exams we require a minimum of 4-8 weeks’ notice, and the exam must be booked before you place your order with us. This is so we can ensure that the candidate receives the correct set number that has been allocated to the booking. If this is not possible, we may send an alternative set, depending on how much notice has been given.

For Entry Level Functional Skills exams, we require around 8-10 weeks’ notice. As the Entry Level exams are internally assessed, no official booking is required but we require the proposed exam date, so we know what we are working towards.

This timeframe is because these are made to order and depending on what modification your candidate requires, we may not have produced this before. 

Coloured paper and coloured overlays

Using coloured paper or coloured overlays is centre delegated so Pearson does not need to be informed in advance. You can do this on the hard copy of the assessment you are sent or you can request a PDF version.

Requests for PDF copies of Standard A4 Papers for printing on coloured/squared paper should be sent to our Customer Service Team at examsofficers@pearson.com or you can call them on 03444632535.

They will be able to arrange this for you with the Secure Print Team. This will be sent by the Secure Print Team via Secure File Transfer on the day of the exam, 90 minutes before the allocated start time.

If you require a modified large print paper and you need it on coloured paper, you can request this when you email your order in to us and we can send you the PDF copy of whichever large print paper your learner needs.

The following table shows the reasonable adjustments that can be made for the different aspects of Functional Skills. However, such adjustments must not affect the reliability or validity of assessment outcomes or give the candidate an assessment advantage over other candidates undertaking the same or similar assessments.

For reading, a human reader cannot be used to demonstrate the requirements of the reading standards as this does not meet the requirement for independence. Learners are allowed access to a computer-based reader or a reading pen. A computer reader may be used in the Reading component of Functional Skills English where its use reflects the candidate’s normal way of reading. A computer reader is an acceptable arrangement since it still allows the candidate to independently meet the requirements of the reading standards. As a last resort, an exemption from the Reading component can be requested for a disabled candidate who cannot use assistive technology.

For writing, if a candidate uses a word processor, Spell and grammar checkers must be disabled. Candidates have full access to SPAG marks. Learners can use a scribe if needed.  At all levels learners can either spell out the words and punctuation or not. If they do not, they will be automatically demoted a band for Level 1 and 2 and lose access to the spelling marks in the extended writing questions. The scribe cover sheet must be used to record which skills the candidate has demonstrated independently. This would be the same for Speech Recognition Technology. Learners with a scribe should apply for 50% extra time too.

For Speaking, Listening and Communicating, Sign Language (i.e., BSL, SSE) is permissible provided this is made accessible to all participants in the discussion. (It is recognised that BSL is a language in its own right and not a form of English. BSL is, however, permitted as an alternative to English for the assessment of Speaking, Listening and Communicating where BSL is the candidate’s normal way of communicating in the contexts described by the standards.)

No other languages are permitted as alternatives to English. Similarly, access to augmentative speech equipment is permissible where it reflects the candidate’s normal way of working.

As a last resort, candidates who have no accessible means of communication may request an exemption from the Speaking, Listening and Communication component.

To be eligible for the following access arrangements please see the requirements below:

Computer reader/Human reader

SENCo fills in the form explaining the candidate’s need and the normal way of working.

Exemptions

These must not undermine the integrity of the qualification; only be granted as a last resort when no other access arrangement is available; apply only to whole components where the candidate cannot demonstrate any of the skills; An exemption will not be granted if an alternative and accessible route through a qualification is available to the candidate.

Extra time 25%

Results must be given as standardised scores. The candidate must have two below average standardised scores of 84 or less or one score of 84 or less and one score between 85-89 relating to two different areas of speed of working. For Entry Level assessments, this is centre delegated, but evidence needs to be kept on file. For external assessments (Level 1 and 2), this now needs to be applied for in advance.

Extra time over 25%

Results must be given as standardised scores. So as not to give an unfair advantage, only very substantially below average standardised scores of 69 or less are acceptable. The candidate must have two very substantially below average standardised scores which relate to two different areas of speed of working as below. A candidate who has a physical, a sensory or multi-sensory impairment that very substantially hinders his/her speed of working.

Practical Assistant in practical assessments

Detailed information must be provided listing the tasks which the practical assistant would perform. This will allow Pearson to ensure that the assessment objectives are not compromised.

Practical Assistant in written papers

Detailed information must be provided listing the tasks which the practical assistant would perform. This will allow Pearson to ensure that the assessment objectives are not compromised. Where approved, the practical assistant will carry out practical tasks at the instruction of the candidate.

Scribe/speech recognition technology

For examination purposes, a substantial impairment is interpreted as the candidate having: a spelling accuracy score in the below average range (a standardised score of 84 or less) where target words are unrecognisable and the writing is incomprehensible; confirm that the candidate has persistent and significant writing difficulties and is disabled within the meaning of the Equality Act 2010; include evidence of the candidate’s current difficulties and how they substantially impact on teaching and learning in the classroom; show the involvement of teaching staff in determining the need for a scribe

Other adjustments

Where a candidate whose disability has a substantial and long-term adverse effect on him/her, other adjustments, which are not listed, may be required. The centre should, in the first instance, contact us at the earliest opportunity to discuss the candidate’s particular needs.

Evidence

The evidence you provide us with needs to be within the last 26 months unless it is for a life-long condition. The centre needs to advise us in writing this is the learner’s normal way of working. The standardised slow processing scores will tell us if they need a reader/scribe/extra time.

The evidence would need to be kept on file for 26 months from the application date, as the application is valid for 26 months. There is no need to apply per Functional Skill. There is just one application for Functional Skills as a whole.