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Subject ContentFunctional SkillsEnglish

ContentsIntroduction3Purpose4Functional Skills English - Entry Levels 1 to 35Learning aims and outcomes at Entry Level5Subject Content: Entry Level 16Subject Content: Entry Level 28Subject Content: Entry Level 310Functional Skills English - Level 1 and Level 212Learning aims and outcomes at Entry Level12Subject Content: Level 113Subject Content: Level 215Glossary for use with this Subject Content17Appendix21Expectations for Word Reading Entry Levels 1-321Functional Skills Entry Level 1 - Expectations for both reading and spelling24Functional Skills Entry Level 2 - Expectations for both reading and spelling27Functional Skills Entry Level 3 - Expectations for both reading and spelling312

IntroductionThis document sets out the purpose, learning aims and outcomes, and subject contentfor Functional Skills English at Entry Level, Level 1 and Level 2.Functional Skills English specifications must use the subject content listed for each leveland reflect the learning aims and outcomes set out at each level.In interpreting the content, Awarding Organisations should note that the content at eachlevel of qualification subsumes and builds upon the content at lower levels.‘Speaking, listening and communicating’ within Functional Skills English qualifications isnon-written communication, normally conducted face-to-face, and can also include‘virtual’ communication methods such as telephone or spoken web-based technologies.The terms ‘speaking, listening and communicating’ are intended to be interpreted in abroad, inclusive way and are not intended to create any unnecessary barriers tostudents with speech or hearing impairment.‘Reading’ within Functional Skills English qualifications is defined as the independentunderstanding of written language in specific contexts. This can be demonstratedthrough the use of texts on screen or on paper.‘Writing’ within Functional Skills English qualifications is defined as the independentconstruction of written language to communicate in specific contexts. Text can bewritten on paper or electronically.Teaching methods should be based on the best available evidence for effectivemethods to support students to gain these skills. The structured teaching of phonicsshould be used to teach students at Entry Levels for ‘Reading’ and ‘Writing’.3

PurposeFunctional Skills qualifications should provide reliable evidence of a student’sachievements against demanding content that is relevant to the workplace. They needto provide assessment of students’ underpinning knowledge as well as their ability toapply this in different contexts. They also need to provide a foundation for progressioninto employment or further technical education and develop skills for everyday life. Insome contexts, Functional Skills qualifications will also play a part in the Government’saccountability systems.A key aim for Functional Skills English specifications is that they should enable thestudent to develop confidence and fluency in, and a positive attitude towards, English.Students should be able to demonstrate their competence in English by using it in realworld situations as well as demonstrating a sound grasp of basic English knowledgeand skills.Purpose of Functional Skills English for Entry Levels: a qualification to demonstrate theability at an appropriate level to read, write, speak, listen and communicate in English,and to apply this knowledge and these skills in familiar situations. Achievement of thesequalifications can provide the basis for further study at Levels 1 and 2.Purpose of Functional Skills English for Level 1 and Level 2: a qualification for work,study and life. Achievement of the qualification demonstrates the ability at anappropriate level to read, write, speak, listen and communicate in English, and to applythese skills effectively to a range of purposes in the workplace and in other real lifesituations.4

Functional Skills English – Entry Levels 1 to 3Learning aims and outcomes at Entry LevelFunctional Skills English qualifications at these levels indicate that students should beable to speak, listen, communicate, read and write with increasing clarity, accuracy andeffectiveness at each level. They should be able to: Listen, understand and respond to verbal communication in a range of familiarcontexts; Acquire an understanding of everyday words and their uses and effects, andapply this understanding in different contexts; Read with accuracy straightforward texts encountered in everyday life and work,and develop confidence to read more widely; and Write straightforward texts and documents with clarity and effectiveness, anddemonstrate a sound grasp of spelling, punctuation and grammar.Students should, with some direction and guidance, be able to apply these functionalskills to informal and some formal contexts, in familiar situations.5

Subject Content: Entry Level 1Speaking, Listening and CommunicatingScope of studyText: this should include simple narratives, information and instructions, and shortstatements, explanations, discussions, questions and exchanges.1. Say the names of the letters of the alphabet2. Identify and extract the main information from short statements andexplanations3. Follow single-step instructions, asking for them to be repeated if necessary4. Make requests and ask straightforward questions using appropriate terms andregisters5. Respond to questions about specific information6. Make clear statements about basic information and communicate feelings andopinions on straightforward topics7. Understand and participate in simple discussions or exchanges with anotherperson about a straightforward topicReadingScope of studyText: this should include short, simple texts that inform, describe and narrate.8. Read correctly words designated for Entry Level 1 (see Appendix)9. Read simple sentences containing one clause10. Understand a short piece of text on a simple subjectWritingScope of studyText: this should include short simple texts such as messages and notes.Spelling, punctuation and grammar11. Punctuate simple sentences with a capital letter and a full stop12. Use a capital letter for the personal pronoun ‘I’ and the first letter of propernouns13. Use lower-case letters when there is no reason to use capital letters14. Write the letters of the alphabet in sequence and in both upper and lower case15. Spell correctly words designated for Entry Level 1 (see Appendix)6

Writing composition16. Communicate information in words, phrases and simple sentences7

Subject Content: Entry Level 2Speaking, Listening and CommunicatingScope of studyText: this should include short narratives and explanations and instructions, discussionsand straightforward information and instructions.1.2.3.4.5.Identify and extract the main information and detail from short explanationsMake requests and ask clear questions appropriately in different contextsRespond appropriately to straightforward questionsFollow the gist of discussionsClearly express straightforward information and communicate feelings andopinions on a range of straightforward topics6. Make appropriate contributions to simple group discussions with others about astraightforward topicReadingScope of studyText: this should include short, straightforward texts that instruct, inform, describe andnarrate.7. Read correctly words designated for Entry Level 2 (see Appendix)8. Understand the main points in texts9. Understand organisational markers in short, straightforward texts10. Use effective strategies to find the meaning of words and check their spelling(e.g. a simple dictionary, spell-checker)11. Read and understand sentences with more than one clause12. Use illustrations, images and captions to locate informationWritingScope of studyText: this should include short, straightforward texts such as letters, e-mails and simplenarratives.Spelling, punctuation and grammar13. Use basic punctuation correctly (e.g. full stops, capital letters, question andexclamation marks)14. Form regular plurals8

15. Use the first and second letters to sequence words in alphabetical order16. Spell correctly words designated for Entry Level 2 (see Appendix)Writing composition17. Communicate information using words and phrases appropriate to audienceand purpose18. Complete a form asking for personal information (e.g. first name, surname,address, postcode, age, date of birth)19. Write in compound sentences, using common conjunctions (e.g. or, and, but) toconnect clauses20. Use adjectives and simple linking words in the appropriate way9

Subject Content: Entry Level 3Speaking, Listening and CommunicatingScope of studyText: this should include straightforward narratives, accounts, explanations, discussionsinstructions, information and descriptions.1. Identify and extract relevant information and detail in straightforwardexplanations2. Make requests and ask concise questions using appropriate language indifferent contexts3. Communicate information and opinions clearly on a range of topics4. Respond appropriately to questions on a range of straightforward topics5. Follow and understand the main points of discussions6. Make relevant contributions to group discussions about straightforward topics7. Listen to and respond appropriately to other points of view, respectingconventions of turn-takingReadingScope of studyText: this should include straightforward texts that instruct, describe, narrate andexplain.8. Read correctly words designated for Entry Level 3 (see Appendix)9. Identify, understand and extract the main points and ideas in and from texts10. Identify different purposes of straightforward texts11. Use effective strategies to find the meaning of words (e.g. a dictionary, workingout meaning from context; using knowledge of different word types)12. Understand organisational features and use them to locate relevant information(e.g. contents, index, menus, tabs and links)WritingScope of studyText: this should include straightforward texts such as narratives, instructions,explanations and reports.Spelling, punctuation and grammar10

13. Use a range of punctuation correctly (e.g. full stops, question marks,exclamation marks, commas)14. Form irregular plurals15. Use mostly correct grammar (e.g. subject-verb agreement, consistent use oftense, definite and indefinite articles)16. Use the first, second and third place letters to sequence words in alphabeticalorder17. Spell correctly words designated for Entry Level 3 (see Appendix)Writing composition18. Communicate information, ideas and opinions clearly and in a logical sequence(e.g. chronologically, by task)19. Write text of an appropriate level of detail and of appropriate length (includingwhere this is specified)20. Use appropriate format and structure when writing straightforward texts,including the appropriate use of headings and bullet points21. Write in compound sentences and paragraphs where appropriate22. Use language appropriate for purpose and audience11

Functional Skills English – Level 1 and Level 2Learning aims and outcomes at Levels 1 and 2Functional Skills English qualifications at these levels indicate that students should beable to speak, listen, communicate, read and write clearly, accurately, confidently andwith effectiveness. They should be able to: Listen, understand and make relevant contributions to discussions with others ina range of contexts; Apply their understanding of language to adapt delivery and content to suitaudience and purpose; Read a range of different text types confidently and fluently, applying theirknowledge and understanding of texts to their own writing; Write texts of varying complexity, with accuracy, effectiveness, and correctspelling, punctuation and grammar; and Understand the situations when, and audiences for which, planning, drafting andusing formal language are important, and when they are less important.Students should be able to use these functional skills autonomously, applying them to arange of formal and informal contexts, in the workplace and in real life.A key aspect of developing knowledge and skills in English, at Level 1 and Level 2, is tobe able to communicate with confidence, effectiveness and with an increasing level ofindependence.12

Subject Content: Level 1Speaking, Listening and CommunicatingScope of studyText: this should include narratives, explanations, discussions, instructions, information,descriptions and presentations all of varying lengths.1. Identify relevant information and lines of argument in explanations orpresentations2. Make requests and ask relevant questions to obtain specific information indifferent contexts3. Respond effectively to detailed questions4. Communicate information, ideas and opinions clearly and accurately on arange of topics5. Express opinions and arguments and support them with evidence6. Follow and understand discussions and make contributions relevant to thesituation and the subject7. Use appropriate phrases, registers and adapt contributions to take account ofaudience, purpose and medium8. Respect the turn-taking rights of others during discussions, using appropriatelanguage for interjectionReadingScope of studyText: this should include a range of straightforward texts on a range of topics and ofvarying lengths that instruct, describe, explain and persuade.9. Identify and understand the main points, ideas and details in texts10. Compare information, ideas and opinions in different texts11. Identify meanings in texts and distinguish between fact and opinion12. Recognise that language and other textual features can be varied to suitdifferent audiences and purposes13. Use reference materials and appropriate strategies (e.g. using knowledge ofdifferent word types) for a range of purposes, including to find the meaning ofwords14. Understand organisational and structural features and use them to locaterelevant information (e.g. index, menus, subheadings, paragraphs) in a rangeof straightforward texts15. Infer from images meanings not explicit in the accompanying text16. Recognise vocabulary typically associated with specific types and purposes oftexts (e.g. formal, informal, instructional, descriptive, explanatory andpersuasive)17. Read and understand a range of specialist words in context13

18. Use knowledge of punctuation to aid understanding of straightforward textsWritingScope of studyText: this should include straightforward texts such as narratives, instructions,explanations and reports of varying lengths.Spelling, punctuation and grammar19. Use a range of punctuation correctly (e.g. full stops, question marks,exclamation marks, commas, possessive apostrophes)20. Use correct grammar (e.g. subject-verb agreement, consistent use of differenttenses, definite and indefinite articles)21. Spell words used most often in work, study and daily life, including specialistwordsWriting composition22. Communicate information, ideas and opinions clearly, coherently andaccurately23. Write text of an appropriate level of detail and of appropriate length (includingwhere this is specified) to meet the needs of purpose and audience24. Use format, structure and language appropriate for audience and purpose25. Write consistently and accurately in complex sentences, using paragraphswhere appropriate14

Subject Content: Level 2Speaking, Listening and CommunicatingScope of studyText: this should include extended narratives and information (information may be ontechnical, concrete or abstract topics), discussions, detailed explanations andpresentations, all of varying lengths.1.2.3.4.Identify relevant information from extended explanations or presentationsFollow narratives and lines of argumentRespond effectively to detailed or extended questions and feedbackMake requests and ask detailed and pertinent questions to obtain specificinformation in a range of contexts5. Communicate information, ideas and opinions clearly and effectively, providingfurther detail and development if required6. Express opinions and arguments and support them with relevant andpersuasive evidence7. Use language that is effective, accurate and appropriate to context andsituation8. Make relevant and constructive contributions to move discussion forward9. Adapt contributions to discussions to suit audience, purpose and medium10. Interject and redirect discussion using appropriate language and registerReadingScope of studyText: this should include a range of straightforward and complex texts on a range oftopics and of varying lengths that instruct, describe, explain and persuade.11. Identify the different situations when the main points are sufficient and when itis important to have specific details12. Compare information, ideas and opinions in different texts, including how theyare conveyed13. Identify implicit and inferred meaning in texts14. Understand the relationship between textual features and devices, and howthey can be used to shape meaning for different audiences and purposes15. Use a range of reference materials and appropriate resources (e.g. glossaries,legends/keys) for different purposes, including to find the meanings of words instraightforward and complex sources16. Understand organisational features and use them to locate relevant informationin a range of straightforward and complex sources17. Analyse texts, of different levels of complexity, recognising their use ofvocabulary and identifying levels of formality and bias15

18. Follow an argument, identifying different points of view and distinguishing factfrom opinion19. Identify different styles of writing and writer’s voiceWritingScope of studyText: this should include straightforward and complex texts such as articles, narratives,explanations and reports of varying lengths.Spelling, punctuation and grammar20. Punctuate writing correctly using a wide range of punctuation markers (e.g.colons, commas, inverted commas, apostrophes and quotation marks)21. Use correct grammar (e.g. subject-verb agreement, consistent use of a rangeof tenses, definite and indefinite articles) and modality devices (e.g. to expressprobability or desirability)22. Spell words used in work, study and daily life, including a range of specialistwordsWriting composition23. Communicate information, ideas and opinions clearly, coherently andeffectively24. Write text of an appropriate level of detail and of appropriate length (includingwhere this is specified) to meet the needs of purpose and audience25. Organise writing for different purposes using appropriate format and structure(e.g. standard templates, paragraphs, bullet points, tables)26. Convey clear meaning and establish cohesion using organisational markerseffectively27. Use different language and register (e.g. persuasive techniques, supportingevidence, specialist words), suited to audience and purpose.28. Construct complex sentences consistently and accurately, using paragraphswhere appropriate16

Glossary for use with this Subject ContentAppropriateDescribes a text, word or style that is suitably phrased for itsintended audience and form. ‘Appropriate’ accepts thatdifferent contexts require different treatments and is in thisrespect to be differentiated from ‘correct’, which is moreconcerned with the right grammatical formulation of anexpression.Basic informationIncludes factual information such as personal details, andeveryday situations such as directions, weather etc.ContextThe purpose and audience for which spoken or writtenlanguage is used.FormalFormal language tends to be characterised by moreelaborate grammatical structures and sophisticatedlanguage, and is typically used to convey a more serioustone (e.g. receive rather than get, gratuity rather than tip).FormatThe way in which a text is arranged or presented, e.g. as abook, leaflet, essay, film/animation, audiotape, or the way inwhich it is structured, e.g. the use made of headings,subheadings, diagrams/photographs with captions.GistTh

for Functional Skills English at Entry Level, Level 1 and Level 2. Functional Skills English specifications must use the subject content listed for each level and reflect the learning aims and outcomes set out at each level. In interpreting the content, Aw

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