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TEACHERS GUIDE

New Specifications: for teaching from September 2010

FUNCTIONAL SKILLS English

FUNCTIONAL SKILLS ENGLISH ENTRY 1, 2 & 3 Teachers' Guide 1

Contents
FUNCTIONAL SKILLS ENGLISH Entry 1, 2 and 3 Teachers Guide

Page

1.

Introduction 1.1 - Rationale 1.2 - Overview of the Specification 1.3 - Changes for Teaching from September 2010 Delivering the Specification 2.1 - Pathways through the Specification 2.2 - Examples of Approaches Component Guides 3.1 - Reading Component 3.2 - Writing Component 3.3 - Speaking, Listening and Communication Component 3.4 - Unit Guides Controlled Assessment 4.1 Speaking, Listening and Communication Support for Teachers 5.1 - Generic Resources 5.2 - NGfL Cymru 5.3 - General Websites Assessment Guidance

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Contributors to the Teachers Guide

FUNCTIONAL SKILLS ENGLISH ENTRY 1, 2 & 3 Teachers' Guide 3

1.

INTRODUCTION
The WJEC Functional Skills English specification has been modified and updated for delivery from September 2010. The first subject awards will be in November 2010. All units at all levels are available from this date. The specification can be delivered and assessed in centres in England only. The subject criteria Functional Skills English issued by the regulators have necessitated a change in the course structure from the pilot assessment model last awarded in Summer 2010. This Teachers Guide is one of a number of ways in which WJEC provides assistance to teachers/tutors delivering the new specification. Also essential to its introduction are the Specimen Assessment Materials (question papers and marking schemes) and professional development (CPD) conferences. Other provision which you will find useful are: Examiners reports on each examinations series; Free access to past question papers via the WJEC secure website; Easy access to specification and other key documents on main website; Itemised feedback on outcomes for candidates at question level; Regular CPD delivered by Chief Examiners; Additional materials on the National Grid for Learning Wales (NGfL Cymru); Easy access to both the Subject Officer and to administrative sections.

Contact points for Functional Skills English are as follows: Kirsten Wilcock, kirsten.wilcock@wjec.co.uk, 029 2026 5074 (Subject Officer) Fleur Andrews, fleur.andrews@wjec.co.uk, 029 2026 5070 (Administrative Support Officer) Subject page INSET Section www.wjec.co.uk/englishfunctionalskills inset@wjec.co.uk www.wjec.co.uk/professionaldevelopment

FUNCTIONAL SKILLS ENGLISH ENTRY 1, 2 & 3 Teachers' Guide 4

1.1

Rationale

The term functional should be considered in the broad sense of providing learners with the skills and abilities they need to take an active and responsible role in their communities, in their workplace and in educational settings. It requires learners to be able to communicate in ways that make them effective and involved as citizens, to operate confidently and to convey their ideas and opinions clearly in a wide range of contexts. The aim of the Functional Skills English is to encourage learners to demonstrate their speaking, listening and communication, reading and writing skills in real-life contexts. These skills can add immeasurably to an individuals general quality of life. Functional skills are those core elements of English, mathematics and ICT that provide individuals with the essential knowledge, skills and understanding that will enable them to operate confidently, effectively and independently in life and at work. Individuals at any age who possess these skills will be able to participate and progress in education, training and employment as well as develop and secure the broader range of aptitudes, attitudes and behaviours that will enable them to make a positive contribution to the communities in which they live and work. In the case of Functional Skills English Entry 1 this means that learners: will participate in discussions/exchanges about familiar topics with another person in familiar situations, understanding the main points; will be able to read and understand short, simple texts; will be able to write short, simple sentences.

In the case of Functional Skills English Entry 2 this means that learners: will read and understand straightforward texts that explain, inform or recount information; will be able to write short texts with some awareness of the intended audience; will be able to participate in discussions/exchanges about familiar topics, making active contributions, with one or more people in familiar situations.

In the case of Functional Skills English Entry 3 this means that learners: will read and understand the purpose and content of straightforward texts that explain, inform or recount information; will be able to write texts with some adaptation to the intended audience; will be able to respond appropriately to others and make some extended contributions in familiar formal and informal discussions and exchanges.

Different forms of assessment are appropriate to these different skills and this is recognised in this qualification. Reading and Writing are assessed in two externally set and internally marked controlled tasks. Speaking, listening and communication is internally assessed through tasks externally specified by WJEC and posted as controlled assessment tasks on the WJEC secure website prior to the assessment window.

FUNCTIONAL SKILLS ENGLISH ENTRY 1, 2 & 3 Teachers' Guide 5

1.2

Overview of the specification


Controlled assessment at Entry 1 Maximum duration: two hours

Reading

10 marks

Structured tasks assessing reading of short, simple texts that explain or recount information Writing Speaking, listening and communication 10 marks 10 marks Structured task assessing the writing of short, simple sentences Simple discussions/exchanges about familiar topics in a familiar situation Qualification Accreditation Number: 500/8748/4 Controlled assessment at Entry 2 Maximum duration: two hours Reading 20 marks Structured tasks assessing reading and understanding of straightforward texts that explain, inform or recount information Writing 20 marks Structured tasks assessing the writing of short texts with some awareness of the intended audience Speaking, listening and communication 20 marks Making active contributions in discussions/exchanges about familiar topics in a familiar situation Qualification Accreditation Number: 500/8749/6 Controlled assessment at Entry 3 Maximum duration: two hours Reading 30 marks Structured tasks assessing reading and understanding of the purpose and content of straightforward texts that explain, inform or recount information Writing 30 marks Structured tasks assessing the writing of texts with some adaptation to the intended audience Speaking, listening and communication 30 marks Making some extended contributions in familiar formal and informal discussions/exchanges Qualification Accreditation Number: 500/8757/5

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1.3

Changes for teaching from September 2010

The changes from the pilot assessment model to the current accredited Functional Skills English Entry Level are: Speaking, listening and communication replaces Speaking and Listening to reflect the access arrangements in this component. For full details of the access arrangements for Functional Skills English, please refer to the specification. Speaking, listening and communication mark ranges for each of the tasks have been altered to: 6-10 for Entry 1 (one task out of 10); 12-20 for Entry 2 (two tasks each marked out of 10); 18-30 for Entry 3 (two tasks each marked out of 15). The Reading, Writing, and Speaking, listening and communication components become controlled assessments, which are subject to various levels of control for the aspects of task-setting, task-taking and task-marking. Please refer to the guidance document for Administration of Controlled Assessment for functional skills: Entry 1, Entry 2 and Entry 3 English. There is no exceptional award available on any of the papers. Functional Skills English is now a pass/fail model. Therefore, a candidate will only be awarded the level they have been entered for or fail. The Functional Skills English Entry Level qualifications are now unitised, meaning that candidates will need to be entered for each of the three components. The components do not need to be sat in the same series and the restriction on resits is only limited by the shelf-life of the specification. Speaking, listening and communication controlled assessment tasks will no longer be despatched to centres in hard copy as part of the Reading and Writing assessments, but will be available on the controlled assessment section of the WJEC secure website the month before the assessment window opens. This will enable centres time to contextualise the tasks before the formal assessment takes place. Examination officers will be able to create user accounts for the secure website for use within centres.

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2.

DELIVERING THE SPECIFICATION


Achievement of Functional Skills English requires demonstration of competence at the relevant level in each of Speaking, listening and communication, Reading, and Writing. Reading, Writing, and Speaking, listening and communication are assessed in the four week window specified by WJEC at a session within the November and May examinations series (timetabled by WJEC). Certification will depend on passing each of the Speaking, listening and communication, Reading and Writing components at the level entered. Component achievement remains valid for the duration of the qualification accreditation period.

2.1

Pathways through the specification

Functional Skills English can be offered through complementary delivery of different programmes of study, for example, Key Stage 3, GCSE or Entry Level. Equally, Functional Skills English can be delivered as a stand-alone short course to learners outside 14-19 provision.

2.2

Examples of approaches

Teach learners specific skills, model best practice, let them try out different skills, and allow time for review. Ensure texts and writing topics are relevant and real life. The piloting of Functional Skills English has shown that different methods of delivery suit different kinds of learners. Experiment with the delivery of Functional Skills English by: embedding it into existing schemes of work delivering it as short burst starters teaching it separately each week teaching specific skills towards the exam. Within their lessons, learners need opportunities to apply their skills to a range of real and realistic topics, relevant to life, work and education. The topics should be plainly relevant to learners, appealing to them by being motivating, interesting and realistic. At Entry level, real life contexts can often appear quite complex but can be approached by identifying familiar aspects and accessing the more straightforward, simple elements. Entry level learners would be expected to apply their basic skills to make sense of familiar situations and contexts and to apply a limited range of techniques to simple activities. We present these course plans to help teachers in their planning. However, we must stress that there are many other ways of organising the specification content, and these suggestions should not be seen as prescriptive. Clearly teachers will wish to consider the needs and abilities of their learners when planning courses. We hope that the suggestions which follow might prove a useful starting point for this planning.

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Functional Skills English with Entry Level Certificate - English (presuming that both subjects are to be taught across two years)

Year 10 2010-2011 Autumn term ELC Myself S&L ELC Reading coursework: literary text (Poetry, prose or drama)

Year 11 2011-2012 ELC Writing coursework: two transactional Sept-Nov (preparation for November Writing assessment) FS Writing Unit November 2011 Possible resit of FS SLC November 2011

Spring term

ELC Writing coursework: one imaginative text

Preparation for ELC exam/controlled task. ELC Reading coursework: non-literary text (preparation for May FS Reading assessment).

Summer FS SLC Unit: tasks set by WJEC term (these tasks could also be used as assessed S&L paired/small group coursework for ELC) FS SLC Unit May 2011

1 May 2012 ELC coursework sent to moderator. FS Reading May 2012 Possible resit of FS SLC May 2012 Possible resit of FS Writing Unit May 2012

FUNCTIONAL SKILLS ENGLISH ENTRY 1, 2 & 3 Teachers' Guide 9

Functional Skills English with GCSE English only Year 10 2010-2011 Autumn term Explain course content and general plan Practise skills for First person writing Assessment session for First person writing SLC: Practise and complete Individual presentation assessment Study chosen different cultures prose set text Assessment session for different cultures prose text essay Prepare for and assess S and L Role play Prepare students for Unit 1 Reading- comprehension skills/question types/approaches etc Summer term Prepare students for Unit 2 Writing: formats/audience/tone purpose/accuracy Practise responses to exam type tasks Possibly sit Units 1 and/or 2 to allow for resit opportunities May enter FS English Reading and Writing units Year 11 2011-2012 Study poetry for Shakespeare/poetry linked task Study Shakespeare text; introduce Shakespeare/poetry linked task Prepare and complete assessment for SLC Group work discussion. Assessment session for Shakespeare/poetry linked piece

Spring term

Prepare for and assess Third person writing. Continue to reinforce skills for Unit 1 and 2

Submit sample controlled assessment to moderator Test examination skills

(Re)sit Units 1 and 2 November enter FS English SLC unit

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3.

COMPONENT GUIDES
3.1 Reading
Unit 1, Reading, is an assessment of the learners ability to read and understand texts that they may encounter in everyday life. Reading texts may require learners to interpret graphs, diagrams, illustrations and features of layout which, together with the written element, contribute to the meaning of a text. In reading, complexity, purpose, length and variety of texts are the key indicators of progression through the standards. In making judgements about the suitability of texts to use to prepare the learners all of these factors need to be considered. English teaching should reveal how English is used in life, enabling learners to gain experience of the breadth of applications of the subject. To be functional in reading, learners need to be able to read the wide range of materials they encounter in their: life newspapers, advertisements, information from their local council or electricity supplier, letters from banks or solicitors work manuals, health and safety instructions, emails, memos, reports, minutes of meetings learning course or programme documents, text books, source materials, test or exam papers.

You could use: Car magazines, websites, manufacturers material, tool and equipment brochures, maintenance schedules, letters from suppliers and customers, etc. Post offices carry a wide range of forms and information sheets. Health centres have leaflets, information sheets, posters, etc. Supermarkets and DIY stores have product information, promotional material, magazines, newspapers, etc. Car showrooms or hairdressers have brochures, magazines, product information, etc. The internet can provide a wide range of materials. But most importantly, reading material should be relevant, up-to-date and of interest to the group. Therefore, learners should be presented with a wide range of texts types, including: instructional texts explanatory texts persuasive texts paper-based texts on-screen texts

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In the Reading assessment at Entry 1, learners will be required to read a short, simple text and: Read and understand simple regular words and sentences Understand short texts on familiar topics and experiences In the Reading assessment at Entry 2, learners will be required to read and understand straightforward texts that explain, inform or recount information and: Understand the main events in chronological texts Read and understand simple instructions and directions Read and understand high frequency words and words with common spelling patterns Use knowledge of alphabetical order to locate information In the Reading assessment at Entry 3, learners will be required to read and understand the purpose and content of straightforward texts that explain, inform and recount information and: Understand the main points of texts Obtain specific information through detailed reading Use organisational features to locate information Read and understand texts in different formats using strategies/techniques appropriate to the task

3.2 Writing
Unit 2, Writing, is an assessment of the learners ability to produce written texts that are fit-for-purpose and reflect real-life contexts. In writing, length, level of detail, awareness of purpose, adaptability and complexity are the key indicators of progression. Examples of range include letters, forms, messages, notes, emails. Learners are likely to write in a range of contexts. For example: life forms, messages, notes, emails and letters work job applications, records, business letters, emails learning notes, essays, reports To promote functional writing, focus on: audience and purpose clarifying who they are writing for and why; types of document the type of writing they will need to undertake in their lives and work; checking written work training learners to proof read closely; improving writing skills teaching techniques to become better writers. Learners could experiment with writing: Messages Emails Log books Business letters Forms Directions

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Instructions Reports Essays Minutes Notes Personal letters Lists Blogs

In the Writing assessment at Entry 1, learners will be required to write one text and: Use written words and phrases to present information Construct simple sentences using full stops Spell correctly some personal or very familiar words In the Writing assessment at Entry 2, learners will be required to write two short texts and: Use written words and phrases to record and present information Construct compound sentences using common conjunctions Punctuate correctly, using upper and lower case, full stops and question marks Spell correctly all high frequency words and words with common spelling patterns In the Writing assessment at Entry 3, learners will be required to write two short texts with some adaptation to the intended audience and: Plan, draft and organise writing Sequence writing logically and clearly Use basic grammar including appropriate verb-tense and subject-verb agreement Check work for accuracy, including spelling It is essential that learners are taught to identify audience, purpose and format from the task given in order to ensure that it is fit-for-purpose.

Write a note to your new milkman with your order.


Examples of Good Practice

Format

Audience

Purpose

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3.3 Speaking, listening and communication


For all levels, Speaking, listening and communication will be internally assessed and based on a variety of tasks, to include discussions and exchanges. Generic tasks inkeeping with the context of the Reading and Writing assessments will be provided by WJEC for each series. The tasks will be sufficiently broad to allow centres to modify them with their own design. Centres are advised to undertake the Speaking, listening and communication component before the reading and writing components to familiarise candidates with the scenario of the assessment. Understanding and selecting appropriate levels of formality is an important indicator of progression. To develop their understanding, learners need opportunities to use spoken language in contexts that stretch them. The term discussion is used in its widest sense to mean the exchange of information, ideas or opinions between two or more people in a formal or informal context. Learners are likely to use speaking, listening and communication skills in a range of contexts. For example: life making complaints, ordering goods, maintaining relationships, telephone enquiries work meetings, taking/making calls, giving/listening to instructions education tutorial groups/classes, expressing opinions, discussions, asking for support/ assistance

When assessing Speaking, listening and communication, a best fit assessment should be made to locate the appropriate band and then the mark within the band. At Entry 2 and Entry 3 the two marks will then be totalled to give the final mark out of 20 and 30 respectively. There is only one task at Entry 1 and this is marked out of a total of 10. It is hoped that there will be a number of opportunities for candidates to attempt tasks in order to achieve the best outcome. Records must be kept of tasks used, which should be developed by the centre to suit their circumstances. In the Speaking, listening and communication assessment at Entry 1, learners will be required to participate in one simple discussion/exchange, and: Understand the main points of short explanations Understand and follow instructions Respond appropriately to comments and requests Make contributions to be understood Ask simple questions to obtain specific information. In the Speaking, listening and communication assessment at Entry 2, learners will be required to participate in two discussions/exchanges about familiar topics, and: Identify the main points of short explanations and instructions Make appropriate contributions that are clearly understood Express simply feelings or opinions and understand those expressed by others Communicate information so that the meaning is clear Ask and respond to straightforward questions Follow the gist of discussions

FUNCTIONAL SKILLS ENGLISH ENTRY 1, 2 & 3 Teachers' Guide 14

In the Speaking, listening and communication assessment at Entry 3, learners will be required to respond appropriately to others and make some extended contributions in two discussions/exchanges, and: Follow the main points of discussions Use techniques to clarify and confirm understanding Give own point of view and respond appropriately to others point of view Use appropriate language in formal discussions/exchanges Make relevant contributions, allowing for and responding to others input

Level differentiation in Speaking, listening and communication


In Speaking, listening and communication, contributions to discussion are used as indicators of progression. So, for example, extended contributions at Entry 3 might be characterised by the development of ideas in more depth involving longer exchanges. Active contributions at Entry 2 are likely to be brief responses that are relevant to the topic. At Entry 1, participation is likely to be very brief and showing understanding of simple points. Centres are advised to ensure the person participating in the discussion/exchange being assessed is the teacher/tutor. Entry 1 discussion: minimum 2 minutes / maximum 5 minutes (one task) Entry 2 discussion: minimum 3 minutes / maximum 5 minutes (for each of the two tasks) Entry 3 discussion: minimum 3 minutes / maximum 5 minutes (for each of the two tasks) Candidates will have a minimum of one hour and a maximum of two hours to complete all three components of the Functional Skills English controlled assessment At Entry 1, Entry 2 and Entry 3, candidates are permitted up to 10 hours preparation time within the four-week assessment window for each series, in addition to the two hours to complete all three components of the controlled assessment. Research and/or preliminary notes will not be permitted in the assessment session(s).

Contextualising tasks
For Entry 1, Entry 2 and Entry 3, each controlled assessment component may contain more than one task/sub-task. Centres have the opportunity to contextualise some elements of the tasks to best-suit their centre-specific circumstances. The following suggestions indicate the type of controlled assessment set and the level of contextualisation permitted. Specific details will be provided with each task. Speaking, listening and communication: the focus of the task can be contextualised to include familiar/local references for candidates. Centres cannot replace the specified task with one of their own devising. Reading: Names of people and places in the reading assessment can be contextualised to include those familiar to the candidate. Centres cannot replace the specified task with one of their own devising.

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Writing: Write a note to centres can contextualise the audience of texts to be constructed by the candidates to include those familiar to the candidate. Centres cannot replace the specified task with one of their own devising. Any contextualising of the task should be checked against the skills standards and the assessment criteria in order to allow all candidates to access the level targeted. The degree of familiarity, technical demand, complexity and independence required should also be set in line with the expectations for the level assessed.

Exemplar Speaking, listening and communication tasks


Generic tasks for controlled assessment in Speaking, listening and communication will be provided by WJEC on a series-by-series basis. Some examples of these follow, along with ways in which teachers might tailor these tasks to their own design. Example of generic tasks set by WJEC: Informal discussion in pairs or groups (of three / four) on what sort of house/flat you would like to be living in the future. Examples of contextualisation within centres: Entry 1 simple role play with teacher/tutor as estate agent Entry 2 paired discussion on what the learners would want in their home Entry 3 discussion on what makes a good home, giving reasons for preferences

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Functional Skills Criteria Entry Level Certificate Assessment Objectives Mapping Grid Communicate with increasing independence and clarity Listen and develop understanding through talk Participate in group activities Present information/ points of view clearly and in appropriate language

EL Assessment Objectives (En1)

Functional Skills Criteria (Speaking, listening and Communication)

At Entry 1, learners will be able to participate in and understand the main points of simple discussions/exchanges about familiar topics with another person in a familiar situation At Entry 2, learners will be able to participate in discussions/exchanges about familiar topics, making active contributions, with one or more people in familiar situations At Entry 3, learners will be able to respond appropriately to others and make some extended contributions in familiar formal and informal discussions and exchanges

FUNCTIONAL SKILLS ENGLISH ENTRY 1, 2 & 3 Teachers' Guide 17

EL Assessment Objectives (En2) Functional Skills Criteria (Reading) At Entry 1, learners will be able to read and understand short, simple texts that explain or recount information At Entry 2, learners will be able to read and understand straightforward texts that explain, inform or recount information At Entry 3, learners will be able to read and understand the purpose and content of straightforward texts that explain, inform and recount information

Locate and reorganise facts, ideas and opinions

Understand and express an opinion about their reading

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EL Assessment Objectives (En3)

Write in a variety of forms

Communicate clearly

Show control of presentation and spelling

Functional Skills Criteria (Writing)

At Entry 1, learners will be able to write short, simple sentences

At Entry 2, learners will be able to write short texts with some awareness of the intended audience At Entry 3, learners will be able to write texts with some adaptation to the intended audience

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3.4

UNIT GUIDES
Learning outcomes Suggested content Highlight the main pieces of information to help someone give up smoking (www.smokefree.nhs.uk, www.nicorette.co.uk, www.quit.org.uk) Read the centres fire drill summary, and then list what to do in the event of a fire. Introduce headings, sub-headings, bullet points, glossary, index, lists, maps, contact details, etc. In a range of different texts, explore how each of these organisational features helps the reader to locate information. Suggested resources Highlighters, copies of reading materials Health and safety documents Range of different text types, e.g. recipe, manual, report, newspaper article, leaflet (one informative, one persuasive), letter of complaint, etc. Range of different text types, e.g. recipe, manual, report, newspaper article, leaflet (one informative, one persuasive), letter of complaint, etc.

Reading (Starter activities)

E3.1.1 Understand the main points of texts

E3.1.2 Obtain specific information through detailed reading E3.1.3 Use organisational features to locate information

E3.1.4 Read and understand texts in different formats using strategies/ techniques appropriate to the task

Practise using skimming, scanning, organisational features, etc, to find specific information and identify the main points on texts in different formats.

FUNCTIONAL SKILLS ENGLISH ENTRY 1, 2 & 3 Teachers' Guide 20

Writing (Starter activities)


Learning outcomes E3.2.1 Plan, draft and organise writing Suggested content Sequencing activity, writing an order of events, such as how to cross the road safely write a leaflet aimed at primary school children concerning road safety. Sorting activity reorder a text that has been cut up into paragraphs. Organise text into paragraphs based on changes in time, place, topic or place. Revise rules for verb-tense / subject-tense agreement. Proofreading exercises. . Revise rules for punctuating sentences and spelling rules. Proofreading exercises. Suggested resources WJECs Basic Skills IWB SoW. NGfL-Cymru resources: Basic Skills Literacy Starters Different kinds of texts cut up into paragraphs.

E3.2.2 Sequence writing logically and clearly

E3.2.3 Use basic grammar including appropriate verb-tense and subjectverb agreement E3.2.4 Check work for accuracy, including spelling

WJECs Basic Skills IWB SoW. NGfL-Cymru resources: Basic Skills Literacy Starters WJECs Basic Skills IWB SoW. NGfL-Cymru resources: Basic Skills Literacy Starters

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Speaking, listening and communication (Starter activities)


Learning outcomes E3.3.1 Follow the main points of discussions Suggested content Listen to a talk (e.g. road safety, how to give first aid) and relay main points to a different audience/put advice into action. Introduce question words: who, what, where, when, how, why Give opinions about You are what you wear? www.ngfl-cymru.org.uk/vtc/ngfl/200708/english/echalk/you-are-what-youwear.html WJECs Basic Skills IWB SoW NGfL-Cymru resources: Basic Skills Literacy Starters Suggested resources www.sja.org.uk/sja/first-aidadvice/wounds-andbleeding/nosebleeds.aspx, www.dft.gov.uk/think/mediacentre/237144/

E3.3.2 Use techniques to clarify and confirm understanding E3.3.3 Give own point of view and respond appropriately to others point of view E3.3.4 Use appropriate language in formal discussions/exchanges

Introduce formal tone. Situations of when to use formal or informal. Formal alternatives to informal phrases.

E3.3.4 Make relevant contributions, allowing for and responding to others input

Introduce turn-taking. Hold short group discussion on contentious issue; only the learner holding the teachers pen can talk.

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4.

CONTROLLED ASSESSMENT
Please refer to the WJEC document Administration of Controlled Assessment for functional skills: Entry 1, Entry 2 and Entry 3 English for additional details about the controlled assessment of Reading, Writing, and Speaking, listening and communication. At Entry levels 1, 2 and 3, assessment requirements are externally specified by WJEC and must be internally marked. Specified assessments provide for contextualised open response assessment. Candidates will have a minimum of one hour and a maximum of two hours to complete all three components of the Functional Skills English controlled assessment. When the assessment period is divided into shorter periods of time, all candidates work must be collected and retained securely within the centre between assessment sessions. For example, each assessment session may focus on one of the three components, or be divided further to focus on specific sub-tasks within a component. Centres are advised to undertake the Speaking, listening and communication component before the Reading and Writing components to familiarise candidates with the scenario of the assessment. Extra time will be allowed to those candidates who qualify for it under the existing regulations. Candidates must provide an individual response for assessment. At Entry 1, Entry 2 and Entry 3, candidates are permitted up to 10 hours preparation time within the four-week assessment window for each series, in addition to the two hours to complete all three components of the controlled assessment. Research and/or preliminary notes will not be permitted in the assessment session(s). After the completion of the assessment session, the work will be marked internally according to mark schemes/assessment criteria provided by WJEC. Candidates may see their marked work but it is important that the work is kept securely in the teacher/tutors possession to prevent any tampering with it. The teacher/tutor marking the work should provide annotation on the reading and writing tasks to support the marks awarded. This should take the form of: summary comments either on the work (usually at the end) or on a cover sheet; key pieces of evidence flagged throughout the work by annotation either in the margin or in the text; a combination of the above.

At Entry 1, Entry 2 and Entry 3 sample assessments plus a sample mark sheet (FS/E871), (FS/E872), (FS/E873), will be submitted to the moderator at the appropriate time according to WJEC regulations. A coversheet must be completed for each candidate. Information on the coversheet must include: i) the candidates name and number; ii) the centre name and number; iii) the mark(s) for the task(s); iv) a summative comment on the candidates performance; v) an indication of the level of support given, if any. Each coversheet must be signed by the candidate and the teacher/tutor as a declaration that the work is entirely the candidates own.

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5.

SUPPORT FOR TEACHERS

The following details and documents are useful when delivering the Functional Skills English qualification and these can be found on the WJEC website: Subject Officer, Subject Support Officer and Administration Support contact details; FS English Entry 1 Specification (Sept 2010) FS English Entry 2 Specification (Sept 2010) FS English Entry 3 Specification (Sept 2010) FS English Level 1 Specification (Sept 2010) FS English Level 2 Specification (Sept 2010) FS English Entry 1 SAMS (Sept 2010) FS English Entry 2 SAMS (Sept 2010) FS English Entry 3 SAMS (Sept 2010) FS English Level 1 SAMS (Sept 2010) FS English Level 2 SAMs (Sept 2010) FS English EL Guidance for CA (Sept 2010) FS English Guidance For CA L1&2 (Sept 2010) FS English Guidance For Centres Levels 1&2 (Sept 2010) Access and Inclusion for Functional Skills English INSET courses 2010 Frequently Asked Questions Past papers, mark schemes, additional teaching materials and item level data are available on the WJEC secure website. To access the secure website, go through your centre's examinations officer. He/she can create access accounts which can provide teachers with access to the items of most interest. If your examinations officer is not registered please ask them to email securewebsite@wjec.co.uk stating centre number, centre name, contact name and contact email address.

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5.1

Generic resources for the specification as a whole

WJEC interactive whiteboard schemes of work (available Autumn 2010) on: World of Work (see Appendix) In the Community Personal Safety In the Home Transport Making Complaints Basic Skills

Candidate exemplar responses are included in the SAMs for all levels.

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5.2

National Grid for Learning - Cymru

A particular source of resources and support for teachers of WJEC FS English has been created on the National Grid for Learning Cymru by teachers of English. http://www.ngfl-cymru.org.uk/ngfluser/NewsFeeds/NGfLNewsFeed4652.xml Teachers will find a wide range of supporting materials including: Read All About It! An introduction to the key features of newspaper conventions. The unit takes the GCSE class through issues relating to layout, audience, content and style. Some elements of the unit can be blended with word documents that accompany the resource. Hoodie Trouble A resource based around the issue of hoodie culture prevalent in many towns throughout the country. These activities are developed primarily as a speaking and listening resource but there are many opportunities for reading and writing also. All of the activities have lots of opportunities for group work; they also fit with the new skills framework. Teachers are advised to view the content of the lesson and lesson-plans prior to teaching in class and adjust the teaching content to suit the ability, ethnicity, social backgrounds and culture of the class if needed. Text Types A resource based around different reading resources which explores the conventions of each text type. These activities are developed primarily as reading resources although there are opportunities to develop written work using these text types as model exemplar. The activities are based on Literacy Strategy text types and they contain key questions which encourage pupils to explore language and write more open responses to reading. Holiday A resource which focuses on travel writing. The PPTs are interactive and guide pupils through creative writing and vocabulary used in a Holiday context. There are activities that encourage writing for humorous purposes. True Crime A resource centred on the topic of crime and punishment, designed to prepare learners through non-literary writing. The unit also contains stimulus ideas for Speaking, listening and communication. A Day in the Life of Ali Beez This resource enables learners to recognise and analyse the features of non-fiction text Basic Skills Literacy Starters The PowerPoint starters and worksheets are intended to be used briefly at the start of a lesson to consolidate previous learning. Topics covered include: Nouns, verbs, adverbs, adjectives, homophones, parts of speech, sentence types, sentence openings, etc. Much of this material is intended to be downloaded so that it can be edited by teachers to suit the needs of their own candidates and centres. The list of websites is comprehensive and the links are checked regularly to ensure that they are still live and of use to teachers. Please contact NGfL Cymru if you become aware of new and useful sites. Please keep returning to this site as new materials become available. It is hoped that teachers will be willing to contribute their own work and ideas to this site for the benefit of colleagues in other centres.

FUNCTIONAL SKILLS ENGLISH ENTRY 1, 2 & 3 Teachers' Guide 26

5.3

General websites

www.wjec.co.uk The WJEC website offers recent information on courses and Inset www.tes.co.uk plenty of resources shared by teachers focusing on all aspects of English teaching. Also a good forum to discuss ideas with other teachers delivering Functional Skills English. www.fssupport.org/resources - useful for centres delivering FS as part of the Diploma www.bbc.co.uk/worldservice/learningenglish/teach/ - resources and lesson plans to help with the teaching of skills and grammar www.teachit.co.uk many resources that are free but some require membership to the site www.onestopenglish.com a subscription site but clearly categorised resources www.geoffbarton.co.uk/teacher-resources.php - resources on grammar and text types www.skillsworkshop.org/e1lit.htm - Entry 1 specific resources www.bbc.co.uk/skillswise - resources aimed at improving English basics

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6.

ASSESSMENT GUIDANCE
What are examiners looking for? Ability to locate the relevant area of the text required by the question How well candidates handle information from different texts Appropriate choice of problem-solving strategies Using the correct layout for specific text types Using details/context to frame writing responses, but include original ideas also Mechanical accuracy in writing responses Structured, organised responses Ability to locate the relevant section within texts and select the correct information Explanations, where required Ability to identify and respond to key words Engagement with stylistic features of texts Understanding of audience, purpose and format

Supporting your candidates:

Understand the requirements of each level and ensure candidates are entered at the appropriate level Teach to the Functional Skills standards Provide different formats for reading responses, e.g. bullet points, grids, tables, etc. Practise skimming, scanning and close reading Ensure learners can use formal and informal language as appropriate Moderate Speaking, listening and communication internally to standardise marks Give meaningful feedback linked to the Functional Skills standards Answering location questions: o Always read the question and instructions carefully. o Identify which piece of text the question is asking about. o Highlight where in the text to find the information required or scan back through to locate the correct information. o Identify what particular piece/pieces of information is/are required. o Encourage listing of points. o Check how many marks are awarded for each question this is a good indication of how many points to make.

FUNCTIONAL SKILLS ENGLISH ENTRY 1, 2 & 3 Teachers' Guide 28

Ensure candidates avoid:

Cutting out valuable information and specifics when summarising Adopting characters beyond their experiences, particularly in Speaking, listening and communication

Connectives Connectives are a really useful way to help structure, organise and link ideas as well as acting as signposts to introduce a new paragraph and topic of discussion. Firstly Next Then Finally Later Lastly Afterwards Also Too And But Still Rather On the other hand However Because In order that So As a result Therefore Finally As a result All this leads to

Putting ideas in order

Adding to ideas

Compare and contrast

Cause and effect

Conclusion

FUNCTIONAL SKILLS ENGLISH ENTRY 1, 2 & 3 Teachers' Guide 29

Common Spelling Mistakes A B C D E F G H I J K L M N O P Q R S T U V W about, across, again beautiful, beginning, believe, build, business caught, cough, crept, could describe, difference, doesnt enough, exciting, exit finish, forest, faithfully guest half, height information, interest juice know, knew listen, league, little meant necessary, neither occasion, once, opposite, original paragraph, possible quite, quiet, queue receipt, receive, remember sentence, separate, sincerely, should, said though, therefore, thorough, tomorrow, through unfortunately, until, usually variety, vehicle, very writing, written, would, wont want, were, where

FUNCTIONAL SKILLS ENGLISH ENTRY 1, 2 & 3 Teachers' Guide 30

Contributors to the Teachers Guide


I am very grateful to Marilyn Walters for her contributions to this online resource.

FUNCTIONAL SKILLS ENGLISH ENTRY 1, 2 & 3 Teachers' Guide 31

APPENDIX
Scheme of Work World of Work
The following scheme of work has been written to accompany the interactive whiteboard resources produced by WJEC to support the delivery of Functional Skills English. For centres that do not have access to this technology, the resources can equally be used as worksheets, card sorts, highlighting activities, etc. As the IWB resources have been written in PowerPoint, they can therefore be edited or modified by centres to suit the needs of their learners. The IWB World of Work resources can be accessed by clicking on the screen-shot below or via the WJEC website.

Further IWB units are available to WJEC FS centres and will be despatched to centres making entries with WJEC for the Functional Skills English qualification. Macros are usually seen as threats to security, and are blocked by the security settings of your system. However, the macro embedded in the PowerPoint is quite safe. To enable:1) Open PowerPoint (as if you are going to create a new slide-show) 2) Choose Tools_Macro_Security... 3) Choose Medium from the 'Security Level' tab, then OK Now open the Functional Skills file. As said above, you will be asked if you want to enable/disable the macro - choose 'enable'.

FUNCTIONAL SKILLS ENGLISH ENTRY 1, 2 & 3 Teachers' Guide 32

Lesson 1: Reading Job Advertisements Skills: Give own point of view and respond appropriately to others point of view; use appropriate language in formal discussions/exchanges; make relevant contributions, allowing for and responding to others input; read and understand texts in different formats using strategies/techniques appropriate to the task; Understand the main points of texts Five brief job advertisements on the IWB. Students to drag and drop in rates of pay. Discussion about expectations of pay, reasons why some jobs have different pay and conditions, etc. (Activity 1)

WANTED
A full-time trainee chef to join a busy kitchen in an excellent hotel. We only use the best food in our kitchens. Pay: 4.77 per hour (food included). For further details, please write to The Manager, Browns Hotel, Whitley, WH6 8HY

Shop assistant for Carols Crafts in the town centre.


We are a friendly, small shop looking for someone to work Mondays, Tuesdays and Saturdays. Experience of dealing with the public required. Rate of pay dependent on experience. Please write to Carol Jones, 24 High Street, Newtown to request an application form.

Part-time bar staff wanted for the White Hart, Greendowns.


The White Hart is a busy pub and extra staff are needed to help the husband-and-wife team of Warren and Leila keep the customers happy. Rate of pay: 5.73 per hour. Flexible hours available. Phone Warren or Leila Morris on 01362 839412 for details.

Dog walker needed for two loveable Jack Russells, Peaches and Junior.
Elderly owner unable to walk these energetic dogs but happy to pay a suitable applicant. 6.00 per walk. Please telephone Mrs. Ahmed, in the daytime, Reading (Activity 2) to discuss. 0174 874307

Electrician needed for a large construction firm.


Good rates of pay (negotiable). For further details, write to: Al Crossly, Build-Right, PO Box 47, Bristol Or email: acrossly@b-r.com

FUNCTIONAL SKILLS ENGLISH ENTRY 1, 2 & 3 Teachers' Guide 33

Learners sort job advertisements into categories according to different criteria, e.g. fulltime/part-time, rate of pay. SLC (Activity 3) In pairs/small groups, learners rank the jobs in order of desirability and explain their reasons to each other. Joint feedback. Reading (Activity 4) Highlight words/phrases used in the advertisements that give information about each job (highlighting task). Word friendly What it tells us Makes the shop sound like a nice place to work.

Lesson 2: Responding to Job Advertisements Skills: Plan, draft and organise writing; sequence writing logically and clearly; use basic grammar including appropriate verb-tense and subject-verb agreement; check work for accuracy, including spelling; Obtain specific information through detailed reading; use appropriate language in formal discussions/exchanges. Five job advertisements from previous lesson on the IWB. Reading (Activity 4) Recap on the advertisements. Learners select the job that most appeals to them based on their discussions in the previous lesson. Learners to highlight the key information in each advertisement for obtaining further details/application forms. Learners take appropriate action according to the advertisement selected. What kind of information/details do they want? Writing/SLC In pairs, learners prepare a request for information for the job they have selected, i.e. write letter, email or role-play phone call. Practise appropriate tone and vocabulary (formal register). Reading/SLC/Writing (Activity 5) On IWB, learners read three examples of written responses to the job advertisements. They should discuss in pairs which requests are appropriate and which are not, and correct any mistakes found. Learners then re-write the inappropriate responses.

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To Subject:

manager@browns.org.uk Chef job

Hello Manager, I sawd the job ad in the papr and wold like to aply. My hows adress is 29, hawthorn drive, coventry. Cheers,

Dear sir/madame, i am wrighting to get detales abowt the chef job. Could u email it 2 me. My adres is jaslam@hotmail.co.uk. Fank you, jaz

To Subject:

manager@browns.org.uk Job Advert

Too tom, Id lik the job that wos in the paper. Pleas send detales 2 me. Thanks, dale

Lesson 3: Applying for a Job

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Lesson 3: Preparing for Interview Skills: Make relevant contributions, allowing for and responding to others input; obtain specific information through detailed reading; use organisational features to locate information; read and understand texts in different formats using strategies/techniques appropriate to the task; plan, draft and organise writing; sequence writing logically and clearly. Reading (Activity 6) Invitation to interview letter on IWB. Learners highlight the relevant information that they will need for the interview (give prompts if necessary, e.g. time, place, other information). Dear ., Thank you for your application for trainee chef at Browns Hotel. We would like to invite you to an interview on 8th July at 10.15am in the hotel. For the interview you will need to tell us why you want to join the kitchen at Browns. then there will be an interview with the Manager, Head Chef and Restaurant Manager. Here is a map to the hotel. We look forward to seeing you on the day of the interview. Yours sincerely, Leigh Morris Manager, Browns Hotel

Reading (Activity 6) In pairs, learners make a list of the important points for the interview from the letter, and others not in the letter (e.g. how to dress, body language, etc.), in a table. Important Information and Tips for Interview In the Letter Not in the Letter Date of interview Dress smartly

Extension SLC http://www.ngfl-cymru.org.uk/vtc/ngfl/2007-08/english/echalk/you-are-whatyou-wear.html SLC (Activity 7) Discussion of what it is important to do (and not do) at interview. Route planning activity here how to get to the interview. Reading maps, timetables, etc. for local area. Talk through the route using the map. Then write directions for their own route to school (Google maps/AA route finder useful tools here to introduce language of giving directions). Work out travel arrangements and route to get to the interview on time. Writing (Activity 8) Write a list of questions that they interviewers could ask punctuated correctly using capital letters and question marks?

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Lesson 4: The Interview Skills: Use techniques to clarify and confirm understanding; give own point of view and respond appropriately to others point of view; use appropriate language in formal discussions/exchanges; make relevant contributions, allowing for and responding to others input. SLC Watch examples of interviews on IWB - www.monster.co.uk has some excellent tips and examples. Discussion of what makes a good questions open v. closed questions. Advantages and disadvantages of each? Reading (Activity 9) Sort questions into open and closed categories. Practise answering all the questions in as much detail as possible. Select questions written by students in previous lesson to ask in the interviews. SLC With an adult (teacher/tutor/LSA) or in pairs depending on ability, with the rest of the class acting as a silent panel judging and marking each applicant, conduct interviews using the questions written. Class panel to provide feedback to interviewee on performance (using template/proforma below). Question Applicant 1
Name:

Applicant 2
Name:

Applicant 3
Name:

Applicant 4
Name:

Applicant 5
Name:

Overall Rating/ Comment:

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Lesson 5: The New Job Skills: understand the main points of texts; obtain specific information through detailed reading; plan, draft and organise writing; sequence writing logically and clearly; use basic grammar including appropriate verb-tense and subject-verb agreement; check work for accuracy, including spelling Reading (Activity 10) Read letter of job offer. Identify each of the Managers points by highlighting. What needs to be done and when? Dear Following your interview on 8th July, we are delighted to offer you the position of full-time trainee chef at Browns Hotel starting on 21st July. Richard, the Head Chef, will meet you in the morning in Reception and start your training with a Health and Safety presentation. If you have any Health and Safety training or certificates, please inform us of these before you start work. We ask that you confirm your acceptance in writing by 14th July. Yours sincerely, Leigh Morris Manager, Browns Hotel

Writing (Activity 11) Revise formal letter layout. (Identify the features of a formal letter template in IWB resources). You cannot begin the new job until 3rd August. Write a letter of acceptance addressing each of the points in the Managers letter. (Skills work on topic sentences and paragraphing.) Write a letter of resignation from your part-time job to your employer, explaining why you can no longer work for him/her. To be set out as a formal, business letter.

FS English Entry 1, 2 & 3 Teacher's Guide/ JSM 14 December 2011

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