Functional Skills English - Pearson Qualifications
Functional SkillsEnglishEntry Level 2SampleAssessmentMaterialsFunctional Skills qualificationsFirst teaching September 2019
Edexcel, BTEC and LCCI qualificationsEdexcel, BTEC and LCCI qualifications are awarded by Pearson, the UK’s largest awarding bodyoffering academic and vocational qualifications that are globally recognised and benchmarked.For further information, please visit our qualifications website at qualifications.pearson.com.Alternatively, you can get in touch with us using the details on our contact us page atqualifications.pearson.com/contactusAbout PearsonPearson is the world's leading learning company, with 35,000 employees in more than 70countries working to help people of all ages to make measurable progress in their lives throughlearning. We put the learner at the centre of everything we do, because wherever learningflourishes, so do people. Find out more about how we can help you and your learners atqualifications.pearson.comReferences to third party material made in this specification are made in good faith. Pearson does notendorse, approve or accept responsibility for the content of materials, which may be subject to change,or any opinions expressed therein. (Material may include textbooks, journals, magazines and otherpublications and websites.)All information in this specification is correct at time of publication.ISBN 978 1 446 96073 8All the material in this publication is copyright Pearson Education Limited 2019
ContentsIntroduction1Speaking, Listening and Communicating – guidance for assessors3Speaking, Listening and Communicating – assessment record form9Reading and Writing – guidance for assessors13Reading – sample assessment17Reading – sample mark scheme29Reading – authentication and record form33Writing – sample assessment35Writing – sample mark scheme43Writing – authentication and record form49
IntroductionThe Pearson Edexcel Functional Skills Qualification in English at Entry Level 2is designed for use in schools, colleges and training providers. It is part of asuite of Functional Skills qualifications offered by Pearson.These sample assessment materials have been developed to support thisqualification and will be used as the benchmark to develop the assessmentstudents will take.Pearson Edexcel Functional Skills Qualification in English at Entry Level 2 – Sample Assessment MaterialsIssue 1 – October 2019 Pearson Education Limited 20191
2Pearson Edexcel Functional Skills Qualification in English at Entry Level 2 – Sample Assessment MaterialsIssue 1 – October 2019 Pearson Education Limited 2019
Pearson Functional Skills EnglishSpeaking, Listening and Communicating: guidance for assessors- Entry Level 2It is important that learners have opportunities to practise speaking and listeningactivities throughout their programme of study. However, it is important to emphasisethat formal assessments must be carried out and a portfolio ‘opportunistic’ style ofassessment is not acceptable.OverviewEach learner must complete two tasks: Task 1 consists of two discrete activities; Task 2 isa discussion.For each task, Pearson has identified which content statements are being assessed.In Task 1, learners need to show they can: understand short explanationsmake requests and ask clear questions.In Task 2, learners need to show they can: make appropriate contributions to discussions, in which they respond toquestions, follow the gist of what is said and clearly communicate information,feelings and opinions.Preparing for assessmentLearner preparationLearners should be made familiar with the format of the assessments (e.g. throughpractice activities) and be told what the discussion topic for Task 2 will be. However,they should not be told exact details of the assessment, e.g. what questions they willbe asked or what they will be instructed to do.Learners do not need to carry out any specific preparation for either task.Task settingCentres must follow the approach shown in the Activity column, and comply with theinformation in the Additional guidance and requirements. They may use or adapt thesuggested contexts or create their own, but must not alter the overall level of demand.Pearson Edexcel Functional Skills Qualification in English at Entry Level 2 – Sample Assessment MaterialsIssue 1 – October 2019 Pearson Education Limited 20193
Administering the assessmentsFormat of the assessmentIn Task 1, centres can assess each learner in a one-to-one situation or in a small groupof two to three learners. In Task 2, there should be two or three learners and theassessor. If only one learner is available, then another person can play the role of asecond learner, ideally a peer or someone at a similar level.Each task should be taken in a single sitting, but Task 1 and Task 2 can be carried out ondifferent occasions. Centres must record the dates when each task was completed.Role of the assessorThe assessor will lead both tasks. In some activities, learners are required to makerequests, ask questions or make statements; in these cases, it is likely that the assessorwill need to prompt the learner, for example by repeating and rewording their ownstatements or phrases or using picture cue cards. However, the assessor is not allowedto tell the learner what to ask or say.Time for tasksThe time needed to complete Task 1 is approximately 8 minutes, assuming that learnersare assessed individually.The time needed to complete Task 2 is approximately 7 minutes.If there is more than one learner for Task 1, the time needed will increase slightly.Timings can also be extended if learners need longer to meet the subject contentstatements, but must never last longer than 20 minutes in total.After the assessmentsRecord sheetsFor each learner, assessors must complete the Assessment Record Sheet for each taskwhich can be found on our website. The assessor must insert a tick against eachcontent statement achieved, and provide a short statement giving examples to supportthis. All content statements must be achieved for the learners to achieve a pass.Pass performance descriptorOn the last page of the Assessment Record Sheet is the summative performancedescriptor, which learners must meet in order to pass:Learners generally demonstrate the requirements for the level: consistently effectively to an appropriate degree for that level.Overall performance across the range of requirements for the level is secure; anyinsufficient demonstration of any individual content statement is balanced by appropriatedemonstration of that same content statement elsewhere.This means that learners need to be meeting each specified criterion on mostoccasions within the task to have achieved it. Occasional weaknesses in performance4Pearson Edexcel Functional Skills Qualification in English at Entry Level 2 – Sample Assessment MaterialsIssue 1 – October 2019 Pearson Education Limited 2019
are acceptable, but these need to be balanced by strengths elsewhere within the task.For example, if most of the information, opinions and feelings are ‘expressed clearly’ inTask 2, then they will have met the requirements of E2.5 within that task.This means that all decisions about whether a learner has met a criterion within a taskmust be made with reference to this statement.ResitsLearners who do not pass the assessment the first time can resit it. Learners must retake a new SLC assessment no earlier than 14 days from taking the original assessment– this means that each of the activities in Task 1 and the discussion in Task 2 must bedifferent from the original assessment.Pearson Edexcel Functional Skills Qualification in English at Entry Level 2 – Sample Assessment MaterialsIssue 1 – October 2019 Pearson Education Limited 20195
6Pearson Edexcel Functional Skills Qualification in English at Entry Level 2 – Sample Assessment MaterialsIssue 1 – October 2019 Pearson Education Limited 2019Subject contentstatementsE2.2 Make requestsand ask clearquestionsappropriately indifferent contextsSubject contentstatementsE2.1 Identify andextract the maininformation anddetail from shortexplanationsThis could be contextualised to fitwith learners’ studies or jobs. Forexample, a learner studying cateringcould be given a recipe to makerequests and ask questions about.Simple pictorial prompts such asmaps, menus, would be suitable forthis activity, e.g. requestingdirections, asking for informationabout food items.2. The assessor and learnerlook at a prompt. The learneruses this to ask the assessorat least two questions.Then the same procedure isused with a different context.Suggested contextsActivityWhile the type of questions that theyneed to ask can be similar (e.g. that ofcustomer asking for information), thecontexts must be different situations orlocations, e.g. in a town centre, at anairport.Learners must ask at least two questionsfor each context. The questions shouldinclude at least one request.Additional requirements and guidanceOther ways that learners could evidencethis content statement could includeanswering the assessor’s questions,ticking true/false statements or circlingthe correct image.The learner may make notes.This could also be contextualised tofit with learners’ studies or jobs. Forexample, a learner studying hair andbeauty might give an explanationabout mixing colours.The learner identifies andextracts the maininformation by stating orwriting down the maininformation.The assessor can read the explanationtwice. The explanation should lastbetween 30 seconds and 1 minute.Everyday contexts such as how tokeep PIN numbers and passwordssafe.1. The assessor gives a shortexplanation comprising shortstatements which includesconnectives to explain thingsin order and includes facts.Additional requirements and guidanceSuggested contextsActivityEntry Level 2 – Task 1Speaking, Listening and Communicating: example tasks
Pearson Edexcel Functional Skills Qualification in English at Entry Level 2 – Sample Assessment MaterialsIssue 1 – October 2019 Pearson Education Limited 20197‘Straightforward’ means that thetopics relate to what learnersoften meet in their work, studiesor other activities. In choosingthem, assessors should ensurethat they provide learners withthe opportunity to communicateinformation, feelings andopinions.Suggested contextsExamples might includediscussions about about places toBy responding to the otherlearner(s) and the assessor, they visit in their local area, localfacilities, food, studies, family orevidence their ability to followfree time.E2.6 Make appropriate the gist of discussions [E2.4].contributions tosimple groupdiscussions withothers about astraightforward topicE2.5 Clearly expressstraightforwardinformation andcommunicate feelingsand opinions on arange ofstraightforward topicsE2.4 Follow the gist ofdiscussionsAssessor-led discussion.E2.3 Respondappropriately tostraightforwardquestionsThe learner responds toquestions asked by the assessoror other learner [E2.3] andmakes appropriatecontributions to the discussion[E2.6], clearly expressingstraightforward information andcommunicating feelings andopinions [E2.5].ActivitySubject contentstatementsEntry Level 2 – Task 2Speaking, Listening and Communicating: example tasksThis task should normally last about 7minutes.There must be at least two topics;however, they can be linked by a commontheme.Additional requirements and guidance
8Pearson Edexcel Functional Skills Qualification in English at Entry Level 2 – Sample Assessment MaterialsIssue 1 – October 2019 Pearson Education Limited 2019
Pearson Functional Skills EnglishSpeaking, Listening and Communicating - Entry Level 2Assessment Record Sheet - Task 1Centre name:Learner name:Centre number:Pearson registration number:Date of assessment:Give details of Activity 1 belowActivity 1:Content statements Evidence of achievement Evidence of achievementE2.1 Identify and extract the maininformation and detail from shortexplanationsGive details of Activity 2 belowActivity 2:Content statementsE2.2 Make requests and ask clearquestions appropriately in differentcontextsGive details of any access arrangements / reasonable adjustments madePearson Edexcel Functional Skills Qualification in English at Entry Level 2 – Sample Assessment MaterialsIssue 1 – October 2019 Pearson Education Limited 20199
Pearson Functional Skills EnglishSpeaking, Listening and Communicating - Entry Level 2Assessment Record Sheet - Task 2Centre name:Learner name:Centre number:Pearson registration number:Date of assessment:Give details of the activity belowActivity:Content statements Evidence of achievementE2.3 Respond appropriately tostraightforward questionsE2.4 Follow the gist of discussionsE2.5 Clearly express straightforwardinformation and communicate feelingsand opinions on a range ofstraightforward topicsE2.6 Make appropriate contributions tosimple group discussions with othersabout a straightforward topicGive details of any access arrangements / reasonable adjustments made10Pearson Edexcel Functional Skills Qualification in English at Entry Level 2 – Sample Assessment MaterialsIssue 1 – October 2019 Pearson Education Limited 2019
Pearson Functional Skills EnglishSpeaking, Listening and Communicating - Entry Level 2Assessment Record Sheet - Tasks 1 and 2Overall summative requirement for Tasks 1 and 2To pass the Speaking, Listening and Communicating assessment, learners must generallydemonstrate the requirements for the level: consistently, effectively, and to an appropriate degree for Entry Level 2.Overall performance across the range of requirements for the level is secure; any insufficientdemonstration of any individual content statement is balanced by appropriate demonstrationof that same content statement elsewhere.Tick the box if the learner has achieved the Speaking, Listening and Communicatingrequirements for Entry Level 2Assessor declarationI confirm that this learner has been assessed according to the instructions provided.Assessor name:Signature:Date:Sampling information (to complete if work is sampled)Internal verifier name:Signature:Date:Pearson standards verifier name:Signature:Date:Pearson Edexcel Functional Skills Qualification in English at Entry Level 2 – Sample Assessment MaterialsIssue 1 – October 2019 Pearson Education Limited 201911
12Pearson Edexcel Functional Skills Qualification in English at Entry Level 2 – Sample Assessment MaterialsIssue 1 – October 2019 Pearson Education Limited 2019
Pearson Functional Skills – English Entry Levels 1, 2 and 3Reading and Writing assessments: guidance for assessorsDetailed information about the administration of the assessments can be found in thePearson Instructions for Conducting Assessments (ICE) document. The information in givenbelow is a supplement to this.Preparing for assessmentChoice of assessmentsEight Reading and four Writing assessments are provided to enable centres to choosetasks appropriate for their learners. Learners must complete one assessment. Theseare replaced every year, and centres must ensure that the assessments that theychoose are live.Learners who are re-sitting the Reading or Writing component must take a differentassessment.Adaptation of Reading assessmentsCentres must not make any changes to the reading assessments. This includes therubrics, texts and questions.Adaptation of Writing assessmentsCentres may adapt the context of the following questions, providing that the level ofdemand, knowledge, skills and understanding required, remains the same: Entry Level 1: Questions 3 and 4 Entry Level 2: Questions 4 and 5 Entry Level 3: Questions 3 and 4The context is always given in the first sentence of the question.For example, in Q4 from the Entry Level 2 Sample Assessment Materials:Your college is planning a day out to Londonmight be changed to:Your school is planning a day out to the seaside.Centres must not adapt the knowledge, skills or understanding that a learner isrequired to demonstrate. This means that the bullet points in the instructions must notbe changed except where they link directly to the context. For example, the bullet pointin Q4 that reads:[Please write four sentences to say] one thing you want to do in Londonwould then need to become: one thing want to do at the seasideNone of the remaining instructions may be changed.Any proposed adaptions must be agreed in advance with your Standards Verifier.Pearson Edexcel Functional Skills Qualification in English at Entry Level 2 – Sample Assessment MaterialsIssue 1 – October 2019 Pearson Education Limited 201913
Preparing the learnersAssessments are summative. This means that they should be taken only when learnersare judged to have the knowledge and skills to achieve.Learners must not be pre-taught topic- or text-specific vocabulary from theassessments. However, centres must ensure that learners are familiar with the types ofquestion and rubrics that they will encounter. In particular, learners will need to befamiliar with the following words.E1 WritingE2 WritingE3 Writingalphabetical orderalphabetical orderalphabetical orderlower casesingularsingularupper casepluralpluralcapital letterssentencessentencesfull stopscompound sentencesheadingsrewriteconjunctionsbullet pointssentencesadjectivescompound sentencescorrect (adj)linking wordsconjunctionsto completecorrect (adj)paragraphs(the) gapto completecorrect (adj)to fill in(the) gapto completeto fill in(the) gapE1 ReadingE2 ReadingE3 Readingtickticktickboxboxboxlineslineslinesuse a dictionaryuse a dictionarywhat does mean?what does mean?numbered pointsreplaced withbullet pointsnumbered pointsheadingsbullet pointsspelled wronglyheadingsmain purpose14Pearson Edexcel Functional Skills Qualification in English at Entry Level 2 – Sample Assessment MaterialsIssue 1 – October 2019 Pearson Education Limited 2019
Administering the assessmentsConditions under which assessments are takenDuring the assessment, learners must be in the direct sight of the supervisor at alltimes. Learners must be given a suitably quiet, undisturbed location, with adequateheating and lighting, in which to complete the assessment. The room normally used by learners can be used for assessment. There is no needto remove posters, displays or materials as long as they do not provide answers tothe assessment questions. If assessment takes place over more than one session, learners’ materials must becollected in at the end of each session, stored securely and handed back at thebeginning of the next session. No feedback can be provided between sessions.GuidanceBefore the start of the Reading and Writing assessments, centre staff should read outthe instructions and guidance on the front page to the learners and ensure that theyunderstand them. Before they begin the Reading assessment, remind learners thatanswers must be found in the relevant texts, not from their general knowledge.After learners have started the Reading assessment, centre staff may read/explain therubrics but must not provide any assistance in understanding the texts or questions.After learners have started the Writing assessment, centre staff can answer learners’questions about what the tasks require (e.g. by paraphrasing), but must not provide anyassistance in relation to what learners should write.DictionariesFor the Reading assessment, learners must have access to dictionaries.Both monolingual and bilingual dictionaries are allowed.For the Writing assessment, learners must not have access to dictionaries or any othermanual or electronic spelling and grammar aids.TimingsAt all Entry Levels, the Reading assessments last 45 minutes and the Writingassessments last 50 minutes.Each component can be spread over two or three sessions for the following reasons: learners have additional needs which makes it difficult for them to complete in asingle session the assessments are taken during normal class times that are not long enough toaccommodate a complete assessment.Where more than
The Pearson Edexcel Functional Skills Qualification in English at Entry Level 2 is designed for use in schools, colleges and training providers. It is part of a suite of Functional Skills qualifications offered by Pearson. These sample assessment materials have been developed to support this
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1 Introducing Pearson Edexcel Functional Skills qualifications 3 What are Functional Skills qualifications? 3 . preparation for assessment and undertaking assessment when .
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