Scheme of Work
Qualification Functional Skills English Level This SOW covers from Entry 3 to Level 2
Total Credit Value or Guided Learning Hours
This will vary depending on individual leaners and their timetable.
Delivery Design Classroom/Workshop Based
Awarding Body NCFE Level This SOW covers from Entry 3 to Level 2
Course Code Year/Month 2015
Tutor(s) Lyndsey Howard
Mandatory Units
Reading, Writing, Speaking and Listening The overall level of the qualification will be at the level of the lowest unit.
Aims of the qualification
The aim of the English standards is to encourage learners to demonstrate their speaking and listening, reading and writing skills in a range of contexts and for various purposes. They are essentially concerned with developing and recognising the ability of learners to apply and transfer skills in ways that are appropriate to their situation.
Differentiation Strategies (eg. planned activities or support for individual learners according to their needs)
Learners are initially assessed during Induction and classes are based on learners’ chosen area of study so classes will be of mixed ability. Learning resources and teaching methods will be differentiated to incorporate the range of learning styles and to ensure that all learner levels are engaged and challenged. Strong students will be expected to produce work at a higher level in terms of sophistication of thought, length and language used, as well as complexity and unfamiliarity of topic. Extension activities will also be provided where possible. Support for lower level learners will include one-to-one tuition where necessary, simplified written, aural and demonstrated instructions, grouping with students of similar and/or different abilities. A range of assessment methods will be used, both formative and summative; to ensure that learning is taking place for all learners and results will be used to plan future learning and highlight skills gaps.
Equality & Diversity (e.g. consideration given to gender stereotyping in a traditionally male or female based occupational area)
All measures will be taken to embed E & D and prevent discrimination as far as possible
Measures will be taken to meet all learners’ needs regardless of age, gender or ethnicity
The environment will be made safe, for all learners to progress
Learning materials will be carefully checked to ensure appropriate and inoffensive images and language are used
Inappropriate and discriminatory behaviour will be challenged
Diversity will be celebrated
Display boards will reflect diversity
Language used by the tutor and discussions within the learning environment will be managed to ensure that it is appropriate and non-discriminatory
Materials and topics are presented in a ways that are both sensitive to equality and diversity and respect religions and cultural norms and beliefs
Learning Resources (e.g. teaching resources used in lessons)
Learner files, workbooks, activity hand outs, flipchart paper, pens, paper, I.T. equipment, magazines, newspapers, power point presentations, media clips, interactive wipe boards, activity cards.
Enrichment Opportunities
The programme of study includes ‘Work skills’ classes that enhance the curriculum and the students’ general learning experience and skills that will be beneficial within, and outside of, the classroom. The lesson subjects will vary, dependent upon the learners’ needs and current issues at the time of delivery. Whilst classes are predominately delivered by in-house tutors, we call upon specialist agencies to deliver workshops and ‘talks’ to ensure that our learners gain relevant, training and knowledge.
Health & Safety
All classrooms meet Health & Safety standards and are accessible to learners with physical disabilities. Health & Safety training is delivered during Induction and learners are aware of: Definition of Health & Safety; The policy on Incident Reporting; who the Health & Safety Officers and Wardens are; the company Evacuation Procedure. Staff and learners are also made aware of any planned fire alarms.
Safeguarding
Safeguarding training is delivered during Induction and ‘Hot Topics’ around safeguarding issues are delivered as part of the learners’ Enrichment sessions. Learners are aware of: The definition of Safeguarding; Reporting procedures; who the Safeguarding Officers are. Safeguarding procedures are followed by staff during teaching, at all times.
The programme is based upon the following principles and is commited to encouraging learners to
achieve these outcomes: Every Child Matters
Being healthy
Staying safe
Enjoying and
achieving
Making a positive
contribution
Achieving economic
wellbeing
Scheme of Work (cont.)
Course Title Functional Skills Subject Functional Skills English Level This SOW covers from Entry 3 to Level 2
Curriculum Area/Unit Reading/Writing/Speaking and Listening
Total Credit Value or Guided Learning Hours
This will vary depending on individual leaners and their timetable.
Delivery Design Classroom/Workshop Based
Lesson Number
Topic/Objective
Content
Learning Outcomes
Learning Activities
Resources
Assessment
The learners must be able to... Some learners should... Some learners could...
Formative/Summative
Week 1
Day 1
Am
Am:
Introduction to
Functional English
Introduction to
Grammar/Recap
(Ws/L1.2)
Comprehend different
strategies for communication.
I.e. how do we communicate
Identify assessment criteria
they will be working towards
and marked against.
Understand what they will be
doing in the next weeks of
study in Functional English and
what is expected from them
during the sessions and in
work set.
Set some ground rules for
lessons.
Use correct grammar when
writing sentences.
Group discussion – Every day
functional skills that we use
PowerPoint Presentation
Identifying different functional skills
needed for different vocational
areas
Individual written task for
assessment – Creative Writing task
Grammar identification task
Computer with internet and Microsoft
PowerPoint access
Presentation
Flip chart paper and markers
Worksheets
Pens and paper
Question and Answers
Completion of tasks
Participation
Tutor observation
Pm:
Introduction to
Speaking and
Listening
Speaking & Listening
task
Be able to identify different
ways to communicate
effectively working towards
their assessment through
speaking and listening.
Discuss PowerPoint presentation
Group work – Desert Island
Disaster
Presentation
Task Sheet – Desert Island Disaster
Computers
Flip chart paper and markers
Computer with internet access
https://www.youtube.com/watch?v=X
wp_mJFRQS0
Question and Answers
Completion of tasks
Participation
Tutor observation
Group discussion
participation
Week 1 Day 2
Am:
Sentences- Identify
correct sentences
and state what makes
a sentence make
sense.
(Ws/L1.1)
Introduction to
punctuation Identify
correct uses of capital
letters and full stops
(Ws/L1.3) (Rs/L1.2)
Write in complete sentences
highlighting correct and
incorrect sentences.
Use conjunctions correctly to
express meaning more
precisely.
Punctuate sentences correctly,
and use punctuation so that
meaning is clear.
Know basic punctuation
markers for the beginnings and
ends of sentences, and know
when to use each one.
Use punctuation to help
understanding
(This lesson will be focusing on
capital letters and full stops)
PowerPoint Presentation –
sentences and punctuation markers
Group discussion on what makes a
sentence make sense and
punctuation markers
Complete work booklet and discuss
answers as a group
Computer with internet and Microsoft
PowerPoint access
Presentation
Work booklet Pens and paper
Question and Answers
Completion of
tasks/booklet
Participation
Tutor observation
Group online test
Pm:
SP&L group task
Prepare for and
participate in
group/class
discussion.
(SLd/L1.1)
Follow and contribute to
discussions on a decided topic.
Understand that a discussion
can be affected by the nature
of its purpose and that their
own thoughts and opinions
may differ from that of others in
the group.
Know how to respond to other
points of view.
Group task – Agree or Disagree Agree and Disagree Laminates Discussion cards
Question and Answers
Participation in group
task
Tutor observation
Week 1 Day 3
Am:
Punctuation Markers
Punctuate sentences
correctly so that
meaning is clear.
Use punctuation to
help their
understanding.
Write in complete
sentences.
(Rs/L1.2) (Ws/L1.1.3)
Demonstrate knowledge of end
of sentence punctuation and
commas in helping to make
sense of continuous text.
Know and use the term
apostrophe
Understand the function of the
omissive apostrophe to
indicate a contracted word form
in text.
Confidently write in complete
sentences using appropriate
conjunctions.
Know basic punctuation
markers for the beginnings and
ends of sentences, and know
when to use each one.
Use punctuation to help
understanding
Devise own flash card s to aid
Introduction Presentation on punctuation Interactive whiteboard activity Examples of how punctuation can change meaning EDI teachers toolkit activity WS/L1.3 200 word recount writing activity Peer marking Quiz Flash Cards
Computer with internet and Microsoft
PowerPoint access
Presentation
Work booklet/ punctuation markers Pens and paper
Coloured paper
Markers
Glue
Scissors
Laminator and laminates
Question and Answers
Participation in tasks
Tutor observation
Flash cards displayed
and used confidently
Peer Assessment
Pm:
Reading Strategies
Use different reading
strategies to find and
obtain information
Trace and understand
the main points of
continuous
descriptive,
explanatory and
persuasive texts.
(Rt/L1.1.5)
learning
(This lesson will be focusing on
question and exclamation
marks and apostrophes)
Understand that meaning is
developed through a text, and
it is necessary to sustain
concentration and relate the
parts of a text to each other in
order to trace the main events
and get an overall sense of
what the text is about.
Understand that there are
different ways of reading for
different purposes
Understand that skimming is
for getting a general gist and
overall impression and that and
scanning is for locating
information
Understand that specific
information can be obtained
through detailed reading.
Work book completion Online questions completed Group discussion
Computer with internet and Microsoft
PowerPoint access
Presentation
Work booklet/ reading strategies Pens and paper
Question and Answers
Participation in reading
and discussion tasks
Tutor observation
Peer Assessment
Week 1 Day 4
Am:
Reading task
Prepare for mock
SP&L assessment
Trace and understand the main
events of continuous
descriptive, explanatory and
persuasive texts
Recap over reading different
strategies
Comprehension task
PowerPoint Presentation
Computers with internet access
Question and Answers
Participation in reading
and discussion tasks
(Rt/L1.1.3.5)
(Rw/L1.1.2)
Pm:
Mock SP&L
Assessment
(SLlr/L1/1.3.5.6)
(SLc/L1.1.3.4)
(SLd/L1.1.2.3)
Identify the main points and
specific detail, and infer
meaning from images which is
not explicit in the text
Use different reading strategies
to find and obtain information
Use reference material to find
the meaning of unfamiliar
words
Recognise and understand an
increasing range of vocabulary
associated with different types
of text, using appropriate
strategies to work out meaning.
Discuss and understand
Speaking and Listening
assessment criteria
Listen for and identify relevant
information from explanations
and presentations on a range
of straightforward topics
Use strategies to clarify and
confirm understanding (e.g.
facial expressions, body
language and verbal prompts)
Make contributions relevant to
the situation and the subject
and respond to questions
Speak clearly
Question and answer task
Group discussion on text
Dictionary exercise – find the
meaning
Group discussion about SP&L
assessment criteria
Research task (topic to be chosen
form news at that time)
Participation in group discussion
Reading Strategies revision sheet
Comprehension work sheet
Dictionary exercise
Dictionaries
Pens and paper
Computers with internet access
Speaking and listening assessment
criteria
Tutor observation
Peer Assessment
Question and Answers
Participation in group
task
Tutor observation
Express clear statements of
fact, explanations and
accounts
Present ideas and information
in a logical sequence
Follow and contribute to
discussion
Respect turn taking rights of
others
Use appropriate phrases for
interruption.
Week 2
Day 1
Am:
Punctuation Markers
Punctuate sentences
correctly so that
meaning is clear.
Use punctuation to
help their
understanding.
Write in complete
sentences
Paragraph Writing
(Rs/L1.2) (Ws/L1.1.3)
Punctuate sentences correctly
and use punctuation so that
meaning is clear
Identify correct use of
punctuation markers and end
of sentence punctuation
Commas
Apostrophes
Speech marks
Use punctuation to help their
understanding
Understand that paragraphs
are one way of organising
information in continuous text,
enabling the main points to be
expanded with supporting
detail
Introduction Presentation on and to recap on punctuation markers Interactive whiteboard activity Examples of how punctuation can change meaning Match up punctuation markers to the correct meaning task Identify the missing punctuation into text Worksheet/booklet task On line Quiz
PowerPoint Presentation
Computers with internet access
Pens and paper
Worksheet/booklet
Peer Assessment Quiz Tutor observation Question and Answers Participation
Pm:
Letter Writing –
Layout
Plan and draft writing
Judge how much
detail to include
Present information in
a logical sequence
using paragraphs
Use language
suitable for purpose
Write in complete
sentences
Punctuate sentences
correctly
Spell correctly words
used most often in
work and daily life
Produce legible text
(Wt/L1.1.3.4)
(Ws/L1.1.3)
(Ww/L1.1.2)
Know different techniques for
planning writing, e.g. notes,
lists, diagrams and flow charts
Know and use appropriate
language to suit task
Write in complete sentences
using correct grammar and
punctuation
Punctuate sentences correctly
so meaning is clear
Apply a range of methods to
help learn and remember
spellings
Produce a piece of legible text
(letter)
Learners to listen to PowerPoint
Presentation content and discuss
this content as a group.
Learners to cut out letter and re-
arrange so that letter makes sense
using the correct layout.
Learners to read through the letters
given, highlighting punctuation and
layout mistakes. Learners to
highlight and re-write in class book
with amendments.
Learners to produce a legible letter
on their own using correct
grammar, punctuation and layout.
PowerPoint Presentation Computers with internet and printer access Pens Scissors Glue sticks Class work books Worksheets X 2 High lighters
Peer Assessment Tutor observation Question and Answers Participation Correct arrangement of letter Letter produced
Week 2 Day 2
All Day Session
Creative Writing –
Article
(Wt/L1.1.2.3.4)
(Ww/L1.2)
Understand that paragraphs
are one way of organising
information in continuous text,
enabling the main points to be
expanded with supporting
detail
Know and apply some spelling
rules to help attempt to check
spellings
Recall features/correct layout
of an informal and a formal
Learners to listen to PowerPoint
Presentation and discuss content
as a group.
Newspaper activity: Learners to
look through
newspapers/magazines and
identify positive and negative
stories.
Learners to pick three articles of
interest and summarise the stories
for the rest of the group.
Feed back to group and discuss
articles chosen.
PowerPoint Presentation Computers with internet and printer access Pens Scissors Glue sticks Class work books Alphabet drug sheet High lighters Letter writing Task sheet Magazines and newspapers
Peer Assessment Tutor observation Question and Answers Participation in all tasks Correct arrangement of article Article produced All tasks completed
letter
Identify features of an article.
Identify positive and negative
stories in a news paper
Produce article on given
topic/subject writing in
complete sentences, using
paragraphs and using
appropriate language
Match up Headline Task: learners
to match up the headline to the
article and to think of three
headlines for articles given.
Organise drugs alphabetically.
Watch documentary and feedback
ideas to group.
Write article for given topic using
the research carried out and the
information provided in the session.
Type out Article
Learners to produce legible piece
of text using correct grammar,
punctuation, layout and spellings.
Documentary on legal highs (subject can be changed to fit topic chosen for learners to write about) https://www.youtube.com/watch?v=hXGN91alq78
Week 2 Day 3
Am:
Writing styles and
techniques
Punctuation Recap
(Wt/L1.1.2.3.4)
Identify different writing styles
and state their features
Discuss appropriate
language/keywords associated
with different styles
Produce a legible piece of text
State correct uses of different
punctuation markers
Insert missing punctuation
markers into given text
Learners to listen to PowerPoint
Presentation and discuss content
as a group.
Learners to spot and highlight
mistakes made in letter provided X
3
Rewrite out letter
Learners to produce a plan a and
draft for a given letter
Computers with internet access
PowerPoint Presentation
Pens and paper
Worksheets X 3
Class books
Highlighters
Peer Assessment Tutor observation Question and Answers Participation in all tasks All tasks completed Plan, draft and letter produced for letter
Pm:
Writing and email
(Wt/L1.1.2.3.4)
(Ww/L1.2)
Identify features of an email
Respond/reply to an email on
given topic/subject writing in
complete sentences, using
paragraphs and using
appropriate language
Produce a legible piece of text
Learners to listen to PowerPoint
Presentation and discuss content
as a group.
Organise jumbled up email and re
stick back together
Learners to complete worksheets X
3 on the features of emails
Reply to email (devise email) using
appropriate language suitable for
the scenario
Computers with internet access
PowerPoint Presentation
Pens and paper
Worksheets X 3
Class books
Highlighters
Peer Assessment Tutor observation Question and Answers Participation in all tasks All tasks completed Email sent to tutor
Week 2 Day 4
Am:
Prepare for SP&L
(SLlr/L1/1.3.5.6)
(SLc/L1.1.3.4)
(SLd/L1.1.2.3)
Identify and discuss
assessment criteria to be
marked against during
speaking and listening
assessment
Prepare for speaking and
listening assessment on given
topic
Use different types of research
to find out as much information
as possible about given topic
Prepare questions to ask the
group during assessment
Take part in formal speaking
Take part in a discuss about the
features and layout of informal and
formal letters
Complete online writing task (letter
writing) under exam conditions
Learners to prepare for speaking
and listening assessments
Research arguments for and
against given topic
PowerPoint Presentation
Computers with internet and printer
access
Pens and paper
Class work books
DVD – The Common
Computer with DVD Drive
Common worksheet/comprehension
Tutor observation
Peer Assessment
Question and Answers
Pm:
Speaking and
Listening Assessment
1
Formal
(SLlr/L1/1.3.5.6)
(SLc/L1.1.3.4)
(SLd/L1.1.2.3)
and listening assessment
within group
Identify what their thoughts and
opinions are on a given topic
Engage with the group
discussing the topic
Allow the turn taking rights of
others in the group
Ask and answer questions
Use appropriate language
throughout the discussion
Actively participate in discussion
Completed research
Question and Answers
Participation in group
task
Tutor observation
Week 3 Day 1
Am:
Summarising text
Fact and Opinion
(bias)
Comprehension
(Rt/L1.1.2.3)
Summarise piece of text to
highlight purpose and meaning
Identify why we summarise and
the advantages of doing this
State the differences between
fact and opinion
Identify facts and opinions
State definition of the term bias
Identify bias comments from
piece of text
Trace and understand the main
events of continuous
descriptive, explanatory and
persuasive texts
Identify the main points and
Take part in discussion about summarising and how to summarise text Complete group activity on summarising text Worksheet Presentation of persuasive, descriptive, informative and instructional texts Gap fill worksheets Writing exercises Identify bias comments Fact and opinion group task
PP presentation Whiteboard Markers Pens Paper Computers Worksheets Article Fact and opinion laminates
Peer Assessment Tutor observation Question and Answers Participation in all tasks All tasks completed Piece of writing submitted
specific detail, and infer
meaning from images which is
not explicit in the text
Recognise how language and
other textual features are used
to achieve different purposes,
e.g. to instruct, explain,
describe, persuade
Week 3 Day 2
Am: Homophones Plan and draft writing
Judge how much
detail to include
Present information in
a logical sequence
using paragraphs
Use language
suitable for purpose
Write in complete
sentences
Punctuate sentences
correctly
Use correct grammar
Spell correctly words
used most often in
work and daily life
Produce legible text
(Wt/L1.1.3.4)
(Ws/L1.1.2.3)
(Ww/L1.1.2)
Understand the difference between homophones and homographs Understand that words can sound the same but be spelt differently and have a different meaning (homophone) Understand that words can sound the same and be spelt the same but they have a different meaning (homograph) Devise letter using correct
layout, punctuation and
grammar, paragraphs and
appropriate language for
purpose
Produce legible piece of text
Learners to listen to PowerPoint
Presentation and discuss content
as a group.
Learners to list as many different homophones and homographs as they can think off and as a group put them into a correct sentence. Identify the correct homophone/homograph from gap work sheet Workbook Produce piece of writing using correct homophones and homographs throughout. Type out if enough time in session
Computers with internet and printer access Pens and paper Class workbooks Homophone and homograph classification/identification sheet Worksheet
Peer Assessment Tutor observation Question and Answers Participation in all tasks All tasks completed
Pm: Mock Reading Paper
Complete mock reading exam
paper (on line) under exam
conditions
Answer all questions on paper
Take part in a discussion about the
assessment criteria for the reading
exam.
Listen to exam rules and
procedures.
Complete mock exam paper under
exam conditions.
Computers with internet access
Mock exam papers (online and paper
based versions)
Peer Assessment Tutor observation Question and Answers Participation in all tasks All tasks completed
Week 3 Day 3
Am: Homophones
and Homographs
cont. . . . . .
(Ws/L1.2)
Pm:
Mock Writing Paper
Understand the difference between homophones and homographs Understand that words can sound the same but be spelt differently and have a different meaning (homophone) Understand that words can sound the same and be spelt the same but they have a different meaning (homograph) Complete mock writing exam paper (on line) under exam conditions Answer all questions on assessment
Identify the incorrect homophone/homograph from work sheet Workbook
Online test
Take part in a discussion about the
assessment criteria for the reading
exam.
Listen to exam rules and
procedures.
Complete mock exam paper under
exam conditions.
Computers with internet and printer access Pens and paper Class workbooks Homophone and homograph classification/identification sheet Worksheet
Computers with internet access
Mock exam papers (online and paper
based versions)
Peer Assessment Tutor observation Question and Answers Participation in all tasks All tasks completed Peer Assessment Tutor observation Question and Answers Participation in all tasks All tasks completed
Week 3 Day 4
Am:
Prepare for SP&L
Assessment 2
Informal
Pm:
SP&L Assessment 2
Informal
Prepare for speaking and
listening assessment on given
topic
Use different types of research
to find out as much information
as possible about given topic
Prepare questions to ask the
group during assessment
Take part in formal speaking
and listening assessment
within group
Identify what their thoughts and
opinions are on a given topic
Engage with the group
discussing the topic
Allow the turn taking rights of
others in the group
Ask and answer questions
Use appropriate language
throughout the discussion
Learners to prepare for speaking
and listening assessments (topic to
be decided upon depending on
current issues in news)
Research arguments for and
against given topic
Actively participate in discussion
Computers with internet access
PowerPoint Presentation
Pens and paper
Class work books
24 Hours on Death Row
Documentary
Computer with DVD Drive
https://www.youtube.com/watch?v=6
S21FWXTOaM
Tutor observation
Peer Assessment
Question and Answers
Question and Answers
Participation in group
task
Tutor observation
Week 4 day 1
Revision Session Reading tasks
Complete set of activities that incorporate all aspects of the English Reading Curricula which learners have been looking at over the past four weeks
Look at exam questions together as a group and structure correct answers Complete reading comprehension task Complete mock exam paper under exam conditions and go through answers together as a group
Mock exam papers – online and paper based Pens Paper Dictionaries
Peer Assessment Tutor observation Question and Answers Participation in all tasks All tasks completed
Week 4 Day 2
Reading Assessment
Learners will sit their reading assessment under exam conditions
Formal Assessment Exam to be carried out under exam conditions
Week 4 Day 3
Revision Session
Complete set of activities that
incorporate all aspects of the
English Writing Curricula which
learners have been looking at
over the past four weeks
Look at exam questions together as
a group and structure correct
answers
Complete writing task
Complete mock exam paper under
exam conditions and go through
answers together as a group
Mock exam papers – online and paper based Pens Paper Dictionaries
Peer Assessment
Tutor observation
Question and Answers
Participation in all tasks
All tasks completed
Week 4 Day 4
Writing Assessment Learners will sit their writing assessment under exam conditions
Formal Assessment Exam to be carried out under exam conditions
Colour Codes
ICT
Maths (integrated throughout each starter) will also be brought in through comprehensions and class discussions and other natural
places i.e. when discussing current news issues
English throughout each session