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Functional Skills Criteria for EnglishEntry 1, Entry 2, Entry 3, Level 1 and Level 2 September 2011Ofqual/11/4950

Functional Skills Criteria for EnglishContentsThe criteria. 2Introduction . 2Speaking, listening and communication . 2Reading. 3Writing . 3Skill standards and assessment weightings . 4Entry 1 . 4Entry 2 . 5Entry 3 . 6Level 1 . 7Level 2 . 8Scheme of assessment . 10Ofqual 20111

Functional Skills Criteria for EnglishThe criteriaIntroduction1.The functional skills qualifications in English assess three components: speaking, listening and communication; reading; writing.2.Functional skills qualifications in English are available at Entry 1, Entry 2, Entry3, level 1 and level 2. The criteria for these qualifications specify therequirements in terms of skill standards and coverage and range at each level.At each level of the qualification, these subsume the previous level’s skillstandards and coverage and range, supporting a progression-based suite ofskills qualifications.3.These criteria should be used in conjunction with the Functional SkillsQualifications Criteria publication, which includes the criteria common to allfunctional skills qualifications, and the controlled assessment regulations for thequalifications: Controlled Assessment Regulations for Functional Skills: Entry 1,Entry 2 and Entry 3 in English, Mathematics and ICT; English Speaking,Listening and Communication at Entry 1, Entry 2, Entry 3, Level 1 and Level 2.Speaking, listening and communication4.Speaking, listening and communication within functional skills qualifications aredefined as non-written communication, normally conducted face to face.5.In exceptional circumstances, assessment may take place remotely, providedthat the medium through which remote assessment takes place meets therequirements specified in the General Conditions of Recognition – ReasonableAdjustments.6.The term ‘speaking, listening and communication’ as used by these standards isintended to be interpreted in a broadly inclusive way and is not intended tocreate any unnecessary barriers to learners with speech or hearing impairment.7.The needs of individual learners will vary, but as guidance the term should beinterpreted as meaning communication, discussion and presentation that: Ofqual 2011can include the use of sign language (e.g. British Sign Language (BSL),sign-supported English) provided this is made accessible to allparticipants in the discussion. (It is recognised that BSL is a language in2

Functional Skills Criteria for Englishits own right and not a form of English. BSL is, however, permitted as analternative to English for the assessment of speaking, listening andcommunication where BSL is the learner’s normal way of communicatingin the contexts described by the standards.) No other languages arepermitted as alternatives to English; can include access to augmentative speech equipment and suchsoftware as constitutes the learner’s normal way of working; does not depend solely on the use of written language or require theindividual/s with whom the learner is communicating to be able to read(as these skills are covered by the requirements for reading and writing).Reading8.‘Reading’ within functional skills qualifications is defined as the independentdecoding and understanding of written language and text in a purposefulcontext.9.‘Text’ is defined as materials that include the use of words that are written,printed, on screen or presented using Braille.10. As a reasonable adjustment, learners who are classed as disabled under theterms of the Disability Discrimination Act (DDA) and use assistive technology astheir normal way of reading can demonstrate that they are able to independentlymeet the requirements of the reading standards through the use of screenreader software.11. A human reader cannot be used to demonstrate the requirements of thestandards as this does not meet the requirement for independence. As a lastresort, an exemption from the reading requirements can be requested forlearners with disabilities who cannot use assistive technology.Writing12. ‘Writing’ within functional skills qualifications is defined as the independentconstruction of written text to communicate in a purposeful context.13. ‘Text’ is defined as materials that include the use of words that are written,printed, on screen or presented using Braille, and that are presented in a waythat is accessible for the intended audience.14. As a reasonable adjustment, learners who are classed as disabled under theterms of the DDA and use assistive technology as their normal way ofOfqual 20113

Functional Skills Criteria for Englishproducing written texts can demonstrate that they are able to independentlymeet the requirements of the writing standards through the use of a computerand appropriate software.15. A human scribe cannot be used to demonstrate the requirements of thestandards, as this does not meet the requirement for independence. As a lastresort, an exemption from the writing requirements can be requested forlearners with disabilities who cannot use assistive technology.Skill standards and assessment weightings16. Functional skills qualifications in English must require learners to demonstratetheir ability in relation to:Entry 1Skill standardSpeaking, listening andcommunicationCoverage and rangea) Understand the main points of shortexplanations;1. Participate in and understand the mainb) Understand and follow instructions;points of simplediscussions/exchanges about familiartopics with another person in a familiar c) Respond appropriately to commentsand requests;situation.d) Make contributions to be understood;e) Ask simple questions to obtainspecific information.Reading2. Read and understand short, simpletexts that explain or recountinformation.Writing3. Write short, simple sentences.a) Read and understand simple, regularwords and sentences;b) Understand short texts on familiartopics and experiences.a) Use written words and phrases topresent information;b) Construct simple sentences using fullstops;c) Spell correctly some personal or veryfamiliar words.Ofqual 20114

Functional Skills Criteria for EnglishEntry 2Skill standardSpeaking, listening andcommunication1. Participate in discussions/exchangesabout familiar topics, making activecontributions, with one or more peoplein familiar situations.Coverage and rangea) Identify the main points of shortexplanations and instructions;b) Make appropriate contributions thatare clearly understood;c) Express simply feelings or opinionsand understand those expressed byothers;d) Communicate information so that themeaning is clear;e) Ask and respond to straightforwardquestions;f) Follow the gist of discussions.Reading2. Read and understand straightforwardtexts that explain, inform or recountinformation.a) Understand the main events inchronological texts;b) Read and understand simpleinstructions and directions;c) Read and understand high frequencywords and words with commonspelling patterns;d) Use knowledge of alphabetical orderto locate information.Writing3. Write short texts with someawareness of the intended audience.a) Use written words and phrases torecord and present information;b) Construct compound sentences usingcommon conjunctions;c) Punctuate correctly, using upper andlower case, full stops and questionmarks;d) Spell correctly all high frequencywords and words with commonspelling patterns.Ofqual 20115

Functional Skills Criteria for EnglishEntry 3Skill standardSpeaking, listening andcommunicationCoverage and range1. Respond appropriately to others andmake some extended contributions infamiliar formal and informaldiscussions and exchanges.b) Use techniques to clarify and confirmunderstanding;a) Follow the main points of discussions;c) Give own point of view and respondappropriately to others’ point of view;d) Use appropriate language in formaldiscussions/exchanges;e) Make relevant contributions, allowingfor and responding to others’ input.Readinga) Understand the main points of texts.2. Read and understand the purposeand content of straightforward textsthat explain, inform and recountinformation.b) Obtain specific information throughdetailed reading;c) Use organisational features to locateinformation;d) Read and understand texts in differentformats using strategies/techniquesappropriate to the task.Writing3. Write texts with some adaptation tothe intended audience.a) Plan, draft and organise writing;b) Sequence writing logically and clearly;c) Use basic grammar includingappropriate verb tense and subject–verb agreement;d) Check work for accuracy, includingspelling.Ofqual 20116

Functional Skills Criteria for EnglishLevel 1Skill standardSpeaking, listening andcommunication1. Take full part in formaland informaldiscussions andexchanges that includeunfamiliar subjects.Coverage and rangeAssessmentweightinga) Make relevant and extendedcontributions to discussions,allowing for and responding toothers’ input;b) Prepare for and contribute to theformal discussion of ideas andopinions;Not applicablec) Make different kinds ofcontributions to discussions;d) Present information/points of viewclearly and in appropriatelanguage.Readinga) Identify the main points and ideasand how they are presented in a2. Read and understand avariety of texts;range ofstraightforward texts.b) Read and understand texts indetail;c) Utilise information contained intexts;Not applicabled) Identify suitable responses totexts;e) In more than one type of text.Writing3. Write a range of textsto communicateinformation, ideas andopinions, using formatsand styles suitable fortheir purpose andaudience.Ofqual 2011a) Write clearly and coherently,including an appropriate level ofdetail;b) Present information in a logicalsequence;55–60%c) Use language, format andstructure suitable for purpose andaudience;7

Functional Skills Criteria for Englishd) Use correct grammar, includingcorrect and consistent use oftense;e) Ensure written work includesgenerally accurate punctuationand spelling and that meaning isclear;40–45%f) In more than one type of text.Level 2Skill standardSpeaking, listening andcommunication1. Make a range ofcontributions todiscussions in a rangeof contexts, includingthose that areunfamiliar, and makeeffective presentations.Coverage and rangeAssessmentweightinga) Consider complex informationand give a relevant, cogentresponse in appropriatelanguage;b) Present information and ideasclearly and persuasively toothers;Not applicablec) Adapt contributions to suitaudience, purpose and situation;d) Make significant contributions todiscussions, taking a range ofroles and helping to movediscussion forward;Reading2. Select, read,understand andcompare texts and usethem to gatherinformation, ideas,arguments andopinions.a) Select and use different types oftexts to obtain and utilise relevantinformation;b) Read and summarise, succinctly,information/ideas from differentsources;Not applicablec) Identify the purposes of texts andcomment on how meaning isconveyed;d) Detect point of view, implicitOfqual 20118

Functional Skills Criteria for Englishmeaning and/or bias;e) Analyse texts in relation toaudience needs and considersuitable responses;f) In three or more texts.Writing3. Write a range of texts,including extendedwritten documents,communicatinginformation, ideas andopinions effectively andpersuasively.a) Present information/ideasconcisely, logically andpersuasively;b) Present information on complexsubjects clearly and concisely;c) Use a range of writing styles fordifferent purposes;55–60%d) Use a range of sentencestructures, including complexsentences, and paragraphs toorganise written communicationeffectively.e) Punctuate written text usingcommas, apostrophes andinverted commas accurately;f) Ensure written work is fit forpurpose and audience, withaccurate spelling and grammarthat support clear meaning in arange of text types.Ofqual 201140–45%9

Functional Skills Criteria for EnglishScheme of assessment17. Specifications for functional skills qualifications in English must allocate aweighting of 100 per cent to external assessment for the components forreading and writing at levels 1 and 2. Internal assessment is required at alllevels for speaking, listening and communication and at Entry levels 1, 2 and 3for reading and writing. All internal assessment must comply with the controlledassessment regulations.18. Assessment must focus on functionality and the effective application ofspeaking, listening and communication, reading and writing skills in purposefulcontexts and scenarios that reflect real-life situations. The assessment of eachcomponent is equally weighted.19. Assessment must assess all the skill standards and each of the coverage andrange statements that comprise the skill standard at the specified level.Assessment can sample the range of contexts in which these skills should beapplied.20. Assessment must enable the separate reporting of achievement across thethree components within the qualification. A formal statement of resultsindicating the levels achieved for the separate components must be issued.Compensation across assessment components is not permitted.21. Where no exemption has been granted, learners must pass the assessment offunctional skills – reading; writing; and speaking, listening and communication –to be awarded the qualification. Learners achieving a pass in each of therequired components will be awarded the qualification at the level of the lowestcomponent achieved.22. Awarding organisations offering functional skills qualifications must recognise,in exceptional cases, achievement of any functional skills English component(i.e. reading; writing; and speaking, listening and communication) issued byanother awarding organisation offering the qualifications. Componentachievement remains valid for the duration of the qualification accreditationperiod.23. Learners are not limited in the number of times that they may re-sit individualassessment components. Individual assessment component achievement mustbe recognised in subsequent re-sit opportunities.24. The duration of the assessment leading to a functional skills qualification inEnglish at Entry levels 1, 2 and 3 should be a minimum of one hour and mustnot exceed two hours. At levels 1 and 2, the duration of the assessment shouldOfqual 201110

Functional Skills Criteria for Englishbe a minimum of two hours and a maximum of three hours, including all threecomponents.25. Assessments must include realistic texts that are suitable for the level.26. Speaking, listening and communication:27.28.26.1The assessment of speaking, listening and communication must be 100per cent open response.26.2Awarding organisations must provide clear guidance for centresregarding arrangements for assessment that consistently measureperformance of the skill standards at the level specified, in line with thecontrolled assessment regulations.Reading:27.1Fixed response assessment is permissible to support the directassessment of reading skills and to minimise the writing demands thatassessments place upon learners, but must not exceed 50 per cent ofthe assessment component at levels 1 and 2.27.2Skill standards that require active engagement with reading materialsand utilisation of information contained in texts must all be assessed byopen-response assessment.Writing:28.1The assessment of writing must be 100 per cent open response.28.2Assessments must measure the quality of outcomes in relation toparticular tasks’ purposes and audiences, and recognise theimportance of accurate spelling, punctuation and grammar in formalcontexts.28.3Between 40 and 45 per cent of marks for writing must be allocatedspecifically for spelling, punctuation and grammar at levels 1 and 2.Ofqual 201111

We wish to make our publications widely accessible. Please contact us if you haveany specific accessibility requirements.First published by the Office of Qualifications and Examinations Regulation in 2011 Crown copyright 2011You may re-use this publication (not including logos) free of charge in any format ormedium, under the terms of the Open Government Licence. To view this licence,visit The National Archives; or write to the Information Policy Team, The NationalArchives, Kew, Richmond, Surrey, TW9 4DU; or email:psi@nationalarchives.gsi.gov.ukThis publication is also available on our website at www.ofqual.gov.ukAny enquiries regarding this publication should be sent to us at:Office of Qualifications and Examinations RegulationSpring Place2nd FloorCoventry Business ParkGlendinning HouseHerald Avenue6 Murray StreetCoventry CV5 6UBBelfast BT1 6DNTelephone 0300 303 3344Textphone 0300 303 3345Helpline 0300 303 3346

Functional Skills Criteria for English Ofqual 2011 10 Scheme of assessment 17. Specifications for functional skills qualifications in English must allocate a weighting of 100 per cent to external assessment for the components fo

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