English Long Term Plans Functional Skills Sixth Form
English Long Term Plans Functional Skills Sixth FormEntry 1E1.1 Say the names of the lettersof the alphabetE1.2 Identify and extract themain information from shortstatements and explanationsReadingAutumn 1E1.8 Read correctly wordsdesignated for Entry Level 1(see Appendix)Entry 2E1.11 Punctuate simplesentences with a capital letterand a full stopLevel 1E2.1 Identify and extract the maininformation and detail from shortexplanationsE3.1 Identify and extractrelevant information and detailin straightforward explanationsIdentify relevant information andlines of argument in explanations orpresentationsReadingE3.2 Make requests and askconcise questions usingappropriate language indifferent contextsMake requests and ask relevantquestions to obtain specificinformation in different contextsReadingReadingE3.8 Read correctly wordsdesignated for Entry Level 3 (seeAppendix)Identify and understand the mainpoints, ideas and details in textsE2.7 Read correctly wordsdesignated for Entry Level 2 (seeAppendix)WritingWritingEntry 3E2.13 Use basic punctuationcorrectly (e.g. full stops, capitalletters, question and exclamationmarks)E3.13 Use a range ofpunctuation correctly (e.g. fullstops, question marks,exclamation marks, commas)E3.14 Form irregular pluralsIdentify relevant information fromextended explanations or presentationsFollow narratives and lines of argumentCompare information, ideas andopinions in different textsWritingLevel 2ReadingIdentify the different situations when themain points are sufficient and when it isimportant to have specific detailsCompare information, ideas and opinionsin different texts, including how they areconveyedWritingWritingUse a range of punctuation correctly(eg full stops, question marks,exclamation marks, commas,possessive apostrophesPunctuate correctly using a wide range ofpunctuations markers ( eg colons,commas, inverted commas, apostrophesand quotation marks)
E1.3 Follow single-stepinstructions, asking for them tobe repeated if necessaryE2.2 Make requests and ask clearquestions appropriately in differentcontextsE3.3 Communicate informationand opinions clearly on a rangeof topicsE1.4 Make requests and askstraightforward questions usingappropriate terms and registersReadingE3.4 Respond appropriately toquestions on a range ofstraightforward topicsAutumn 2ReadingE1.8 Read correctly wordsdesignated for Entry Level 1(see Appendix)WritingE1.12 Use a capital letter for thepersonal pronoun ‘I’ and thefirst letter of proper nounsE2.7 Read correctly wordsdesignated for Entry Level 2 (seeAppendix)E2.8 Understand the main points intextsReadingE3.8 Read correctly wordsdesignated for Entry Level 3 (seeAppendix)Respond effectively to detailedquestionsRespond effectively to detailed orextended questions and feedbackReadingReadingIdentify meanings in texts anddistinguish between fact and opinionIdentify implicit and inferred meaning intextsRecognise that language and othertextual features can be varied to suitdifferent audiences and purposesUnderstand the relationship betweentextual features and devices and howthey can be used to shape meaning fordifferent audiences and purposesWritingWritingE2.14 Form regular pluralsWritingE3.15 Use mostly correctgrammar (e.g. subject-verbagreement, consistent use oftense, definite and indefinitearticles)Use correct grammar ( eg subjectverb agreement, consistent use ofdifferent tenses, definite andindefinite articles)WritingUse correct grammar ( eg subject-verbagreement, consistent use of a range oftenses, definite and indefinite articles)and modality devices (eg to expressprobability or desirability)
E1.5 Respond to questionsabout specific informationE2.3 Respond appropriately tostraightforward questionsE3.5 Follow and understand themain points of discussionsE1.6 Make clear statementsabout basic information andcommunicate feelings andopinions on straightforwardtopicsReadingReadingE2.9 Understand organisationalmarkers in short, straightforward textsE3.9 Identify, understand andextract the main points andideas in and from textsWritingWritingE2.15 Use the first and second lettersto sequence words in alphabeticalorderE3.16 Use the first, second andthird place letters to sequencewords in alphabetical orderReadingE1.9 Read simple sentencescontaining one clauseWritingE3.17 Spell correctly wordsdesignated for Entry Level 3 (seeAppendix)ReadingUse reference materials andappropriate strategies (eg usingknowledge of different work types)for a range of purposes, including tofind the meaning of wordsWritingSpell words used most often in work,study and daily life, includingspecialist wordsCommunicate information, ideas andopinions clearly and effectively, providingfurther detail and development ifrequiredExpress opinions and arguments andsupport them with relevant andpersuasive evidenceReadingUse a range of reference materials andappropriate resources ( eg glossaries,legends/keys) for different purposes,including to find the meanings of wordsin straightforward and complex sourcesWritingSpring 1E1.13 Use lower-case letterswhen there is no reason to usecapital lettersCommunicate information, ideas andopinions clearly and accurately on arange of topicsSpell words used in work, study and dailylife, including a range of specialist wordsLong Term Plans Functional Skills Sixth Form
Entry 1E1.7 Understand andparticipate in simple discussionsor exchanges with anotherperson about a straightforwardtopicSpring 2ReadingEntry 2E2.4 Follow the gist of discussionsReadingE2.10 Use effective strategies to findthe meaning of words and checktheir spelling (e.g. a simpledictionary, spell-checker)E1.9 Read simple sentencescontaining one clauseWritingWritingE1.14 Write the letters of thealphabet in sequence and inboth upper and lower caseE2.16 Spell correctly wordsdesignated for Entry Level 2 (seeAppendix)Entry 3Level 1Level 2E3.6 Make relevant contributionsto group discussions aboutstraightforward topicsExpress opinions and arguments andsupport them with evidenceUse language that is effective, accurateand appropriate to context and situationReadingReadingUnderstand organisational andstructural features and use them tolocate relevant information ( egindex, menus, subheadings,paragraphs) in a range ofstraightforward textsUnderstand organisational features anduse them to locate relevant informationin a range of straightforward andcomplex sourcesWritingWritingWrite text of an appropriate level ofdetail and of appropriate length (including where this is specified) tomeet the needs of purpose andaudienceCommunicate information, ideas andopinions clearly, coherently andeffectivelyReadingE3.10 Identify different purposesof straightforward textsWritingE3.18 Communicateinformation, ideas and opinionsclearly and in a logicalsequence (e.g. chronologically,by task)Write text of an appropriate level ofdetail and of appropriate length (including where this is specified) to meetthe needs of purpose and audience
ConsolidationReadingE1.10 Understand a short pieceof text on a simple subjectWritingSummer 1E1.15 Spell correctly wordsdesignated for Entry Level 1(see Appendix)E2.5 Clearly express straightforwardinformation and communicatefeelings and opinions on a range ofstraightforward topicsReadingE2.11 Read and understandsentences with more than oneclauseWritingE2.17 Communicate informationusing words and phrasesappropriate to audience andpurposeE2.18 Complete a form asking forpersonal information (e.g. first name,surname, address, postcode, age,date of birth)E3.7 Listen to and respondappropriately to other points ofview, respecting conventions ofturn-takingReadingE3.11 Use effective strategies tofind the meaning of words (e.g.a dictionary, working outmeaning from context; usingknowledge of different wordtypes)Follow and understand discussionsand make contributions relevant tothe situation and the subjectReadingReadingInfer from images meanings notexplicit in the accompanying textRecognise vocabulary typicallyassociated with specific types andpurposes of texts ( eg formal,informal, instructional, descriptive,explanatory, and persuasive)WritingWritingE3.19 Write text of anappropriate level of detail andof appropriate length (includingwhere this is specified)Use format, structure and languageappropriate for audience and purposeE3.20 Use appropriate formatand structure when writingstraightforward texts, includingthe appropriate use of headingsand bullet pointsMake relevant and constructivecontributions to move discussion forwardAnalyse texts of different levels ofcomplexity, recognising their use ofvocabulary and identifying levels offormality and biasWritingOrganise writing for different purposesusing appropriate format and structure(eg standard templates, paragraphs,bullet points and tables)Convey clear meaning and establishcohesion using organisational markerseffectively
ConsolidationReadingConsolidationSummer 2WritingE1.16 Communicate informationin words, phrases and simplesentencesE2.6 Make appropriate contributionsto simple group discussions withothers about a straightforward topicConsolidationReadingE3.12 Understand organisationalfeatures and use them to locaterelevant information (e.g.contents, index, menus, tabsand links)E2.12 Use illustrations, images andcaptions to locate informationWritingE2.19 Write in compound sentences,using common conjunctions (e.g. or,and, but) to connect clausesE2.20 Use adjectives and simplelinking words in the appropriate wayReadingWritingE3.21 Write in compoundsentences and paragraphswhere appropriateE3.22 Use language appropriatefor purpose and audienceUse appropriate phrases, registersand adapt contributions to takeaccount of audience, purpose andmediumAdapt contributions to discussions to suitaudience, purpose and mediumInterject and redirect discussion usingappropriate language and register.ReadingReadingRead and understand a range ofspecialist words in contextUse knowledge of punctuation to aidunderstanding of straightforwardtextsFollow an argument, identifying differentpoints of view and distinguishing factfrom opinionWritingFollow an argument, identifying differentpoints of view and distinguishing factfrom opinionWrite consistently and accurately incomplex sentences, using paragraphswhere appropriateWritingUse different language and register (egpersuasive techniques, supportingevidence, specialist words) suited toaudience and purposeConstruct complex sentence consistentlyand accurately, using paragraphs whereappropriate
English Long Term Plans Functional Skills Sixth Form Entry 1 Entry 2 Entry 3 Level 1 Level 2 1 designated for Entry Level 3 (see E1.1 Say the names of the letters of the alphabet E1.2 Identify and extract the main information from short statements and explanations Reading in
into long-term health care benefit plans. Conversely, Medicaid expenses on long-term health care services for residents may be offset by similar amounts (as aforementioned) annually. This is about 5.07-5.78 percent of the Medicaid long-term care appropriations for Nursing Home Careor 2.99-3.40 percent of the total Medicaid Long Term
Decisional Balance Worksheet Good things Not so good things Current Behavior Short Term Long Term Short Term Long Term Change Short Term Long Term Short Term Long Term . Thinking About Drinking Here is an example of someone exploring their ambivalence about alcohol use. Everyone’s decisional balance will look a little different.
Tax-Preferred College Savings Plans: An Introduction to 529 Plans Congressional Research Service 2 Types of 529 Plans: Prepaid and Savings Plans There are two types of 529 plans: "prepaid" plans and "savings" plans. A 529 prepaid plan allows a contributor (i.e., a parent, grandparent, or non-relative) to make lump-sum or periodic payments
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Access to Care When you Need it: Double the primary care providers in each . Comprehensive Plans Long-Term Care Plus Plans Managed Medical Assistance Plans Specialty Plans Dental Plans * Plans awarded an MMA contract through settlement; however will operate as comprehensive plans pursuant to the terms of the settlement. 28. 29.
3.0 MID- AND LONG-TERM IMPLEMENTATION ACTION PLANS . 5 Strategy 1: Continue to acquire/develop sufficient knowledge, technical skills . In these cases, the NRC will work with developers on design-specific licensing project plans and the NRC may accelerate specific near-term and mid-term readiness activities, as needed, to support these .
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small group work, worksheets, and whole-class discussions. Students rotate through each station on some sort of schedule—either fixed or at the teacher’s discretion. Lab Rotation: This rotation model is similar to the one above, but the online learning component takes place in a learning lab that is designed primarily for this purpose.
