OUTSTANDING TEACHING, LEARNING AND ASSESSMENT TECHNICAL SKILLS NATIONAL PROGRAMME Document Name: Functional Skill Level 2 English Scheme of Work

Created by: Graham Howe

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Start Date End Date Course Title Functional Skills English Level 2 Teacher Awarding Body Aims of the Course

• To provide apprentices with the English skills and abilities they need to take an active and responsible role in their communities, everyday life, the workplace and their apprenticeship programme, and any future educational opportunities that they seek to undertake.

• Enable apprentices to communicate in ways that make

them effective and involved, to operate confidently and to convey their ideas and opinions clearly.

• Encourage apprentices to demonstrate their speaking

and listening, reading and writing skills in a range of contexts and for various purposes.

• Develop and recognise the ability of apprentices to

apply and transfer skills in ways that are appropriate to their situation.

• To prepare apprentices for further study English

courses as necessary. The facilitated online learning programme offers a flexible delivery model, allowing apprentices to work in a way, and at times, to suit their work and other commitments. Including a series of webinars over a 12-week period, with sessions offered day, evening and weekends, this model can adapt to both learner and employer needs. Weekly intervention allows for continuous practice in skills, encouraging retention of information. Although sessions and resources are not dissimilar to previously offered programmes, they are adapted to webinar scenario – not classroom based – to effectively facilitate learning. With level 1 and level 2 groups integrated, the programme encourages group activity, enables peer learning and support; stretching and challenging apprentices.

Differentiation Differentiation of the subject will depend on a number of factors, these factors include a learner’s familiarity with a

situation, its complexity and technical demand, as well as the ability to resolve an issue or complete a necessary activity independently. The level of demand will vary from a simple discussion or exchange about a familiar subject, through to an extended piece of writing that persuasively communicates information and ideas to a diverse audience. Activities and tasks will be presented to incorporate a number of different learning styles with writing support frames and individual activities when needed. Assessment for learning (AfL) can take place using a variety of methods:

• Discussion • Verbal Directed Questions • Multiple Choice questions • End of lesson learner survey • Group work/collaborative tasks • Planned class activities • Individual activities

This SOW is the active online classroom version, and adaptations for face to face learning for those apprentices who are not able to complete online classrooms can be made available.

Equality and Diversity

• All measures will be taken to embed equality and diversity and prevent discrimination as far as possible.

• Measures will be taken to meet all apprentices’ needs, regardless of age, gender or ethnicity

• To make the environment safe, for all apprentices to progress

• To make reasonable adjustments to accommodate apprentices with learning difficulties or disabilities

• Learning materials will be checked for appropriate images and language

• Inappropriate language / behaviour will be challenged

• Celebrate the diversity of achievement. • Specialist equipment will be made available where

possible, or alternative delivery arrangements if needed

• Opportunities will be taken to adapt lesson content to embed and promote the apprentices’

understanding of the 9 protected characteristics in real work examples.

Learning Resources

This scheme of work covers the active online classroom delivery of Functional Skills. All resources will be provided electronically by the teacher, using the conferencing/ online teaching platform of ‘GoTo Classroom’. Resources to support learning and assessment will be available digitally. These might include presentations, documents to promote active learning and collaboration, and assessment. Resources will be sent to the apprentices as necessary, and additional study aids /independent learning will be provided via email or eportfolio to the apprentices. We will make use of a number of collaborative tools to encourage interaction with teaching staff and peers. This will boost motivation as well as enabling fast and efficient communication and teamwork. Tools to be used will be the GoTo Training platform, Google docs and WhatsApp group messaging as well as the LCoAT eportfolio system’

Organisational Related Issues

This Functional Skills Programme (FSP) is a 12-week topic-based programme, on which apprentices will attend each topic class dependent upon their English Diagnostic results. The Functional Skills Programme is one element of a full programme of learning for the apprentices, to support them in achieving their full Apprenticeship framework/standards. Achievements and progression on the FSP will be shared with the apprentices’ own subject coaches and within their eportfolio. The Apprentices’ coaches will then ensure that they are ready to, and undertake, their exam.

Prevent, British Values, Safeguarding and Current Events

Issues surrounding the Prevent Strategy, British Values and Current Events will be evident throughout the programme, through demonstrating diversity, conducting learner surveys, and linking work to topics in current/recent news events, including reported every day risks of radicalisation and safeguarding.

Every Learner Matters

Making a positive contribution to society – apprentices are encouraged to work with others and make positive contributions to the course as well as pass on learning to others.

Being healthy – apprentices are encouraged to adopt a healthy lifestyle, ensuring that time is taken away from the computer to be active. Stay safe - apprentices will be encouraged to use the Internet and our online resources in a safe way that prevents a risk from harm. Achieve economic well-being – apprentices are encouraged to consider ways in which achieving their FS and the full Apprenticeship programme will improve their employment and progression prospects.

Topic Objective/Con

tent

Learning Outcomes Key Learning Activities Resources Assessment Independent Learning Follow Up

1 Reading: Different Texts types

Select and use different types of texts to obtain and utilise relevant information. Apprentices will identify different types of text and their purposes. Apprentices will compare the features of different text types.

1) Apprentices to identify different text types they have come across in group discussion. Compare their ideas with each other, and compare to the teacher’s non-exhaustive list of examples.

2) Purpose of the text. Brief introduction followed by the matching activity.

3) Teaching and Learning examples of Descriptive, Informative, Instructive and Persuasive texts. Group Activity: Apprentices to identify the vocabulary in the text that make it ‘persuasive’.

4) Teaching and Learning: different presentation features of texts. Individual assessment activity.

5) Final progress check (individual assessment) on a piece of text.

6) Review learning and provide apprentices with instructions for independent learning tasks. Welcome any questions at this point.

Slides Google Doc with Persuasive Text task ready for group work “Mr Clean” Advert Homework worksheet

Group discussions and chat box usage to record answers. Matching text type terminology to examples. Group activity- identify persuasive language. Independent progress check. Independent learning task (homework)

Homework S1 on text presentation features.

2 Reading: Summarise Information

Read and summarise succinctly information/ideas from different sources. Apprentices will skim, scan and close read a text to identify the main ideas and content of the text. Apprentices will summarise what a piece of text is saying to them. Apprentices will be able to summarise the information provided in a table format.

1) Teaching and Learning: Identify the purpose of skimming, scanning and close reading. Demonstrate an example of picking out main points from within a text and what these are saying to the reader. 2) Whole class activity: Universal Declaration of Human Rights document. Skim to find out what the document is about. Scan to find the word freedom and what we have freedom to. Close read regarding forcing people to join religions/political parties. Use chat box to complete questions as a class. 3) Group activity: Break out into groups to complete the Caring for your Horse questions via collaborative Google Docs. 4) Teaching and Learning: Reading Information from tables. 5) Mini assessment/ check point: Furniture shop questions to identify information presented with a text including a table. 6) Final points, review learning and assessment preparation.

Slides Caring for your horse on Google Docs Universal Declaration of Human rights Document open for whole class reading. Homework: Fury over new housing.

Group discussions and chat box usage to record answers. Group activity- identify main points of a text. Independent progress check. Independent learning task (homework)

Homework: Fury over new housing document to be emailed to each learner.

3 Reading: Identify the purpose of a text

Identify the purpose of texts and comment on how meaning is conveyed.

1) Teaching and learning: Review of text types and their purpose. Consider how to identify and understand the purpose of a text.

Slides Rydale Rumble activity for

Group discussions and chat box usage to

EU Infographics questions and

Apprentices will demonstrate an understanding of the purpose of a piece of text. Apprentices will consider how writers communicate meaning of a piece of text.

2) Whole class activity: Consider the purpose of the wedding invitation text and the website text in relation to the three points provided to help identify a purpose. 3) Teaching and learning: How writers communicate meaning. 4) Group work: Questions related to the Rydale Rumble article. Group break-out areas. Apprentices to read article as a group and discuss their answers. 5) Final points, review learning and assessment preparation.

the Google Docs Homework: EU Infographics.

record answers. Group activity- identify what an author is communicating. Independent learning task (homework)

answers activity.

4 Reading: Point of view and bias

Detect point of view, implicit meaning and/or bias. Apprentices will read and understand implied meanings given within a text. Apprentices will be able to identify points of view and bias from within a text.

1) Teaching and Learning: learn what is meant by implied meaning. Start to show an awareness of the difference between fact and opinion. 2) Class activity using chat box. Santa and Carphone Warehouse activity. Questions related to the implied meaning within this text. 3) Teaching and Learning: fact and opinion in detail. Include class example question using chat box. 4) Progress check: multiple choice assessment for fact and opinion.

Session 4 slides Fact and Opinion Homework sheet Kate Moss group task for Google Docs

Group discussions and chat box usage to record answers. Group activity- identify POV, bias, fact and opinions.

Fact and opinion reports about own local town/city.

5) Teaching and Learning: P.O.V. and Bias. Class discussion of example with Lib Dem article. 6) Group activities: P.O.V and bias with the Kate Moss article. 7) Final points, review learning and assessment preparation.

Santa Carphone Warehouse document for whole class

Independent progress check. Independent learning task (homework)

5 Reading: Responding to texts

Analyse texts in response to audience needs and consider suitable responses. Apprentices will be able to read a piece of text- summarising its meaning, points of view, bias and other information given. Apprentices will be able to consider a suitable response to the provided texts.

1) Teaching and Learning: Consider suitable responses to texts. Class practice: How scam artists succeed text and questions. Use chat box facility to discuss. 2) Group work: Is it a scam Google Doc question sheet for collaborative discussion work. 3) Class activities- further practice for ‘responding to texts’. 4) Exam prep: ‘Citizen Card’ practice text plus three example questions and guidance notes. Go through answers as a group, using chat box. 5) Independent Learning: full practice text from book with guidance notes, pp34-45 with good and bad example answers.

Session 5 Slides Is it a Scam for Google Docs Citizen Card exam practice Edexcel FS L2 English book p35 Full practice text and guidance for HW.

Group discussions and chat box usage to record answers. Group activity- identify POV, bias, fact and opinions. Exam practice tasks Independent learning task (homework)

Full Reading exam practice text and guidance materials.

6 Writing: Writing to suit a purpose and writing styles

Present information/ideas concisely, logically and persuasively, using a range of writing styles for different purposes. Apprentices will consider their audience. Apprentices will understand the form and style of a range of texts.

1) Teaching and learning: identifying audience and purpose to help plan your writing. Includes class chat box practice. 2) Group work: split into groups to identify audience and purpose of several scenarios. 3) Progress check: self-assessment of formal and informal writing style required for a range of scenarios. 4) Teaching and learning to cover form and style of a range of different text types the apprentices may cover in their exam. 5) Assessment prep and passing of independent learning activities: purpose, audience and writing styles worksheet. ***Email all apprentices the ‘Planning Your Writing’ guidance table as a resource for use at the end of the session. Will aid future sessions and the exam.

Session 6 slides Group work questions into Google Doc. Formal/informal questions into SA quiz Session 6 homework Planning Your Writing guidance

Group discussions and chat box usage to record answers. Group activity- identify audience and purpose Independent progress check. Independent learning task (homework)

Purpose, audience and writing styles worksheet.

7 Writing: Writing styles (continued)

Use a range of writing styles for different purposes. Apprentices will identify the features of formal letters for writing

1) Recap on understanding writing styles and when to use formal or informal language. 2) Teaching and learning: formal letters. Detailed look at features an layout of a formal letter, and how to plan for writing a formal letter.

Session 7 slides Letter writing frame

Group discussions and chat box usage to record answers.

Complete a report planning frame on a subject of choice.

Apprentices will understand the layout of formal letters Apprentices will recognise the features of formal reports Apprentices will look at how to plan a report on a range of topical subjects

3) Group activity: scenario provided to apprentices in groups to plan a letter template to write. 4) Teaching and learning: what connectives are and how to use them. 5) Teaching and learning: writing a report- features, layout and content to consider. 6) Class activity: use the chat box to answer the questions and discuss based on tutor provided questions. 7) Assessment prep and provide independent learning tasks. ***Email all apprentices the connectives sheet for guidance.

Connectives sheet Outdoor Report PDF Letter Writing homework task.

Group activity- complete a letter writing plan Independent learning task (homework)

Complete the letter writing scenario activity sheet.

8 Writing: Presenting persuasive and convincing arguments

Present information on complex subjects clearly and persuasively. Apprentices will be able to identify the features of persuasive writing. Apprentices will be able to make a convincing argument.

*** Apprentices will need pen and paper for this session *** 1) Teaching and learning: features of a persuasive argument, with examples. Plus class activity about persuasive features that they have come across. 2) Group work: Whole group discussion surrounding the ‘making a convincing argument’ around the subject of ‘advertising is bad for you’, followed by group task to continue finding both sides of the argument.

Session 8 slides. Convincing argument table (re: advertising) into the Google Doc for group work.

Class discussion and Q&A, using the chat facility. Group work activity to gather differing sides of an argument.

To complete the persuasive writing task that was started in class.

3) Teaching and learning: catchy openings and success criteria for persuasive writing. 4) Independent task: raise crowd funding for your local school. 5) Assessment prep and provide independent learning task.

Huff post article (link in slides) open and ready to use.

Independent task to write a piece of persuasive writing.

9 Writing: Sentence structure and paragraphs

Use a range of sentence structures, including complex sentences, and paragraphs to organise written communication effectively. Apprentices will demonstrate an understanding of sentence and paragraph structures. Apprentices will be able to write using correct structures of sentences, including complex sentences, and paragraph use.

*** Apprentices will need pen and paper for this session *** 1) Teaching and learning: Paragraphs- layout, structure and PEEL. 2) Group activity: break provided text into appropriate paragraphs. This will be via Google Docs in small groups. 3) Teaching and Learning: Connectives- use and examples of when and where to use connectives. Discuss which connectives are suitable for where. 4) Progress check: Self-assessment activity, multiple-choice on connectives. 5) Teaching and Learning: Sentence structure, verbs and tense. 6) Class activity: use chat box to answer grid on various tenses for verbs. 7) Independent Activity: Job application cover letter activity to combine all skills learned so far. Complete away from class if necessary.

Session 9 slides. Coffee Shops paragraph for group task- move to Google Docs. Add questions (within slides) to multiple-choice in the teaching software. Homework worksheet.

Group discussions and chat box usage to record answers. Group activity- paragraphs Independent progress check. Independent writing activity: cover letter.

Complete cover letter task if needed. Also complete the English Skills worksheet, which will be emailed to apprentices.

8) Assessment preparation and provide independent learning task.

Independent learning task (homework)

10 Writing: Punctuation, spelling and Grammar

Punctuate written text including using commas, apostrophes and inverted commas accurately. Apprentices will identify any SPaG errors within a provided piece of text. Apprentices will correct errors within another piece of text. Apprentices will write a summary based on a provided topic, ensuring that their own SPaG is correct throughout.

*** Apprentices will need pen and paper for this session *** 1) Verbs: Teaching and Learning, class activity with chat box. 2) Punctuation: Teaching and Learning followed by group activity. 3) Using commas: Teaching and Learning followed by independent written work. 4) Using apostrophes: Teaching and Learning and class task using the chat box, followed by multi-choice quiz self-assessment. 5) Using inverted commas: Teaching and Learning followed by chat box class exercise. 6) Assessment preparation and provide independent learning task.

Session 10 slides. Punctuation Group Work- move to Google Docs. Add questions (within slides) to multiple-choice in the teaching software. Homework worksheet.

Group discussions and chat box usage to record answers. Group activity- punctuation Independent progress check. Independent writing activity: using commas. Independent learning task (homework)

GE17 Factual Summary

11 Writing: Project

Ensure that written work is fit for purpose and audience, with accurate spelling and grammar that support clear meaning and a range of text types. Apprentices will choose an appropriate way to respond to a given brief, considering issues that they have covered in their reading and writing classes, and present their ideas in an appropriate format. Apprentices will ensure that their presentation, spelling, punctuation and grammar are correct within their own work. Assessment preparation.

This lesson is a group project lesson, in which apprentices will work in groups to read and respond to a brief (creating and selling a new video game), and then write a range of pieces as part of the design and promotion of the video game.

- Task 1: identify any SPaG errors in the brief and rectify these.

- Task 2: Respond to the brief by email, detailing your ideas for the game.

- Task 3: Create a list of instructions for the game.

- Task 4: Write a letter to a local business, persuading them to come to your launch event. Consider how this business may be benefited. What do you need sponsorship for (e.g. room hire, to pay for advertising, drinks and snacks etc.)

- Task 5: Write an article detailing how the launch event went. What happened? How many products did you sell? What offers did you have? How many customers turned up? Don’t forget to thank your sponsor!

Projects notes- needs to be transferred to Google Docs for the session.

Group discussions. Group reading and writing tasks. Final piece of work.

Practice test

Explain to the apprentices that this project has helped them to prepare for the English Writing Assessment, and a practice test and guidance notes will be emailed to them- either at level 1 or level 2. The apprentices need to complete the test and return to the teacher before the teacher conforms that they are test ready.

12 One to Ones N/A This week, apprentices have the option of attending a 30-minute (more if required) one to one with their FS tutor for exam preparation. The one to one can cover both English and Maths.

N/A N/A N/A