pearson edexcel level 1 awards in english skills (qcf) · 2020-06-06 · level of basic literacy...

Pearson Edexcel Level 1 Awards in English Skills (QCF) Specification

Pearson Edexcel English Skills qualifications First teaching January 2014

Pearson Education Limited is one of the UK’s largest awarding organisations, offering academic and vocational qualifications and testing to schools, colleges, employers and other places of learning, both in the UK and internationally. Qualifications offered include GCSE, AS and A Level, NVQ and our Pearson suite of vocational qualifications, ranging from Entry Level to Pearson BTEC Higher National Diplomas. Pearson Education Limited administers qualifications.

Through initiatives such as onscreen marking and administration, Pearson is leading the way in using technology to modernise educational assessment, and to support teachers and learners.

References to third party material made in this specification are made in good faith. Pearson does not endorse, 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 other publications and websites.)

All information in this specification is correct at time of publication.

Authorised by Martin Stretton Prepared by Karon Nicod

ISBN 978 1 446 90882 2

All the material in this publication is copyright © Pearson Education Limited 2013

This specification contains details of the following Pearson Edexcel Level 1 English Skills (QCF) qualifications: Pearson Edexcel Level 1 Award in Reading and Understanding (QCF) Pearson Edexcel Level 1 Award in Reading and Obtaining Information (QCF) Pearson Edexcel Level 1 Award in Planning and Writing for Audience and Purpose (QCF) Pearson Edexcel Level 1 Award in Spelling, Grammar and Punctuation (QCF) Pearson Edexcel Level 1 Award in Speaking and Listening (QCF)

Contents

Purpose of this specification 1

1 Introducing Pearson Edexcel English Skills (QCF) qualifications 2

What are Pearson Edexcel English Skills (QCF) qualifications? 2

2 Qualification summary and key information 3

QCF Qualification Number and qualification title 6

Objective of the qualifications 6

Progression opportunities through Pearson qualifications 7

Relationship with the Level 1 Adult Core Curriculum for Literacy and the Level 1 Adult National Standards for Literacy 7

Relationship with Functional Skill Units 7

3 Qualification structures 8

Pearson Edexcel Level 1 Award in Reading and Understanding (QCF) 8

Pearson Edexcel Level 1 Award in Reading and Obtaining Information (QCF) 8

Pearson Edexcel Level 1 Award in Planning and Writing for Audience and Purpose (QCF) 8

Pearson Edexcel Level 1 Award in Spelling, Grammar and Punctuation (QCF) 9

Pearson Edexcel Level 1 Award in Speaking and Listening (QCF) 9

4 Assessment 10

5 Recognising prior learning and achievement 11

Recognition of Prior Learning 11

Credit transfer 11

6 Centre resource requirements 12

General resource requirements 12

7 Centre recognition and qualification approval 13

Approvals agreement 13

8 Quality assurance of centres 14

9 Programme delivery 15

10 Access and recruitment 16

11 Access to qualifications for learners with disabilities or specific needs 17

12 Units 18

Unit title 18

Qualification reference number 18

Unit reference number 18

QCF level 18

Credit value 18

Guided learning hours 18

Unit aim 18

Essential resources 18

Learning outcomes 18

Assessment criteria 19

Unit amplification 19

Information for tutors 19

Title: Reading and Understanding 20

Title: Reading and Obtaining Information 25

Title: Planning and Writing for Audience and Purpose 32

Title: Spelling, Grammar and Punctuation 37

Title: Speaking and Listening 44

13 Further information and useful publications 52

14 Professional development and training 53

Annexe A: Level 1 Adult Literacy Core Curriculum and Level 1 National Standards for Adult Literacy Mapping 54

Annexe B: Functional Skills Mapping 65

Purpose of this specification

The purpose of a specification as defined by Ofqual is to set out:

the qualification’s objective

any other qualification that a learner must have completed before taking the qualification

any prior knowledge, skills or understanding that the learner is required to have before taking the qualification

units that a learner must have completed before the qualification will be awarded and any optional routes

any other requirements that a learner must have satisfied before they will be assessed or before the qualification will be awarded

the knowledge, skills and understanding that will be assessed as part of the qualification (giving a clear indication of their coverage and depth)

the method of any assessment and any associated requirements relating to it

the criteria against which the learner’s level of attainment will be measured (such as assessment criteria)

any specimen materials

any specified levels of attainment.

Pearson Edexcel Level 1 Awards in English Skills (QCF) – Specification – Issue 1 – November 2013 © Pearson Education Limited 2013

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1 Introducing Pearson Edexcel English Skills (QCF) qualifications

What are Pearson Edexcel English Skills (QCF) qualifications?

Pearson Edexcel English Skills (QCF) qualifications give learners some of the knowledge, understanding and skills they need to prepare for life and employment. They support career development opportunities for those already in work by providing skills such as reading, writing, speaking and listening. These qualifications can be full-time or part-time courses in schools, colleges, training centres and employers may also offer these qualifications.

This specification gives details of the 5 level 1 Awards in the Pearson Edexcel English Suite of QCF qualifications. For information about these qualifications, additional qualifications in larger sizes and other qualifications in English such as Functional Skills and GCSE, visit www.edexcel.com.

Every unit and qualification in the QCF has a credit value.

The credit value of a unit specifies the number of credits that will be awarded to a learner who has achieved the learning outcomes of the unit.

The credit value of a unit is based on:

one credit for every 10 hours of learning time

learning time – defined as the time taken by learners at the level of the unit, on average, to complete the learning outcomes to the standard determined by the assessment criteria.


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2 Qualification summary and key information

Qualification title Pearson Edexcel Level 1 Award in Reading and Understanding (QCF)

QCF Qualification Number (QN) 601/1929/9

Qualification framework Qualifications and Credit Framework (QCF)

Accreditation start date 01/01/2014

Approved age ranges 16-18 19+

Credit value 2

Assessment Pearson-devised assessment


Grading information The qualification and units are at pass grade.

Entry requirements No prior knowledge, understanding, skills or qualifications are required before learners register for this qualification. However, centres must follow the Pearson Access and Recruitment Policy (see Section 10 Access and recruitment).

Qualification title Pearson Edexcel Level 1 Award in Reading and Obtaining Information (QCF)





Credit value 2






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Qualification title Pearson Edexcel Level 1 Award in Planning and Writing for Audience and Purpose (QCF)





Credit value 3





Qualification title Pearson Edexcel Level 1 Award in Spelling, Grammar and Punctuation (QCF)





Credit value 3






4

Qualification title Pearson Edexcel Level 1 Award in Speaking and Listening (QCF)





Credit value 3






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QCF Qualification Number and qualification title

Centres will need to use the QCF Qualification Number (QN) when they seek public funding for their learners. As well as a QN, each unit within a qualification has a QCF unit reference number (URN).

The qualification title, unit titles and QN will appear on each learner’s final certificate. You should tell your learners this when your centre recruits them and registers them with us. There is more information about certification in our Information Manual, available on our website: www.edexcel.com

Objective of the qualifications

The Pearson Edexcel Level 1 Award in Reading and Understanding (QCF), Pearson Edexcel Level 1 Award in Reading and Obtaining Information (QCF), Pearson Edexcel Level 1 Award in Planning and Writing for Audience and Purpose (QCF), Pearson Edexcel Award in Spelling, Grammar and Punctuation (QCF), and the Pearson Edexcel Level 1 Award in Speaking and Listening (QCF) are for learners who need to develop their English skills for use in everyday life and/or work. The government and employers have called for an increase in the level of basic literacy skills and these Awards have been developed to meet this need.

These qualifications are based on the National Standards for Adult Literacy and the Adult Literacy Core Curriculum.

These qualifications enable learners to progress towards Level 2 qualifications, for example Functional Skills English units or GCSE English. They also give learners the competence and confidence to use their English skills in their studies, employment and life.

Our qualification approach enables tutors to address any knowledge gaps identified during a learner’s initial assessment and helps them achieve a nationally recognised qualification. The learner’s individual requirements can be more closely met with these qualifications than by taking larger English qualifications such as Functional Skills English units or GCSE English. This unit-based approach can motivate learners to build their English language skills for use in their social, educational and/or working life and build their confidence to undertake the Functional Skills English Unit components of Apprenticeships or GCSE English.

These qualifications give learners the opportunity to:

develop their English language knowledge and skills

achieve a nationally recognised Level 1 qualification

develop personal growth and their engagement in learning.

Our single-unit Level 1 Awards can be taken on their own or in combination with other Level 1 English Skills Award units to meet a learner’s personal English knowledge and skills learning and achievement requirements.

The Pearson Edexcel Level 1 Award in Reading and Understanding (QCF) gives learners the knowledge and skills to read and understand straightforward texts independently and with accuracy.

The Pearson Edexcel Level 1 Award in Reading and Obtaining Information (QCF) gives learners the knowledge and skills to be able to understand the main events of straightforward texts used in everyday life.


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The Pearson Edexcel Level 1 Award in Planning and Writing for Audience and Purpose (QCF) gives learners the skills to craft their written communications for their intended audience and purpose.

The Pearson Edexcel Level 1 Award in Spelling, Grammar and Punctuation (QCF) gives learners the skills to convey the intended message in written communication to an audience, using correct spelling, grammar and punctuation.

The Pearson Edexcel Level 1 Award in Speaking and Listening (QCF) gives learners the skills to speak and listen effectively in formal and informal contexts.

Progression opportunities through Pearson qualifications

Learners who have achieved one unit or more of the Pearson Edexcel Level 1 Awards in English Skills (QCF) may take further units from the Pearson Edexcel Level 1 Awards in English as required to meet their learning and achievement needs, progress to Functional Skills English units or, for 16-19 year old learners, they may progress to GCSE English or other English qualifications.

Relationship with the Level 1 Adult Core Curriculum for Literacy and the Level 1 Adult National Standards for Literacy

The qualifications relate to the Level 1 Adult Literacy Core Curriculum and the Level 1 Adult National Standards for Literacy. The mapping document in Annexe A shows the links between the units within this qualification and the Level 1 Adult Literacy Core Curriculum and the Level 1 Adult National Standards for Literacy. Refer to Annexe A: Level 1 Adult Literacy Core Curriculum and Level 1 National Standards for Literacy Mapping for further details.

Relationship with Functional Skill Units

The qualifications are mapped to the Level 1 Functional Skills for Literacy to show potential progression from the Level 1 English Skills suite of units to Functional Skills units. Refer to Annex B: Functional Skills Mapping for further details.


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3 Qualification structures

Pearson Edexcel Level 1 Award in Reading and Understanding (QCF)

The learner will need to meet the requirements outlined in the table below before Pearson can award the qualification.

Minimum number of credits that must be achieved 2

Unit reference number

Mandatory unit title Level Credit value

Guided learning hours

R/505/7757 Reading and Understanding 1 2 20

Pearson Edexcel Level 1 Award in Reading and Obtaining Information (QCF)






F/505/7754 Reading and Obtaining Information

1 2 20

Pearson Edexcel Level 1 Award in Planning and Writing for Audience and Purpose (QCF)






R/505/6656 Planning and Writing for Audience and Purpose

1 3 30


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Pearson Edexcel Level 1 Award in Spelling, Grammar and Punctuation (QCF)






Y/505/6657 Spelling, Grammar and Punctuation

1 3 30

Pearson Edexcel Level 1 Award in Speaking and Listening (QCF)






H/505/6659 Speaking and Listening 1 3 30


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4 Assessment

The table below gives a summary of the assessment methods used in the qualifications.

Units Assessment method

Units 1, 2, 3 and 4 Pearson-devised assessment: paper-based test

Unit 5 Pearson-devised assessment: task

Pearson-devised assessment

To achieve all units, learners must pass a paper-based test (or task for Unit 5: Speaking and Listening). Pearson sets the unit assessment, the centre assessor assesses the test or task, the centre internally verifies the assessments and a Pearson Standards Verifier samples assessment to check centre quality assurance and the maintenance of standards. The test/task writer will use the Unit amplification section as a guide when writing questions or tasks.

Further information, including details of test duration and question types, will be available from our website at www.edexcel.com.


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5 Recognising prior learning and achievement

Recognition of Prior Learning

The Recognition of Prior Learning (RPL) process does not allow the recognition of any unit assessed by a Pearson-devised test or task.

Further guidance is available in the policy document Recognition of Prior Learning Policy which is on our website at www.edexcel.com.

Credit transfer

Credit transfer describes the process of using a credit or credits awarded in the context of a different qualification or awarded by a different awarding organisation towards the achievement requirements of another qualification. All awarding organisations recognise the credits awarded by all other awarding organisations that operate within the QCF.

If learners achieve credits with other awarding organisations, they do not need to retake any assessment for the same units. The centre must keep evidence of credit achievement.


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6 Centre resource requirements

As part of the approval process, centres must make sure that the resources requirements below are in place before offering the qualification.

General resource requirements

Centres must have appropriate physical resources (for example, equipment, IT, learning materials, teaching rooms) to support the delivery and assessment of the qualifications.

Staff involved in the assessment process must have relevant expertise and occupational experience.

There must be systems in place to ensure continuing professional development for staff delivering the qualifications.

Centres must have appropriate health and safety policies in place relating to the use of equipment by learners.

Centres must deliver the qualifications in accordance with current equality legislation. For further details on Pearson’s commitment to the Equality Act 2010, please see Section 10 Access and recruitment and Section 11 Access to qualifications for learners with disabilities or specific needs. For full details on the Equality Act 2010, please go to the Home Office website, www.gov.uk/government/organisations/home-office


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http://www.gov.uk/government/organisations/home-office

7 Centre recognition and qualification approval

Centres that have not previously offered Pearson qualifications need to apply for, and be granted, centre recognition as part of the process for approval to offer individual qualifications.

Centres will need to apply for centre approval.

Guidance on seeking approval to deliver Pearson qualifications is available at www.edexcel.com.

Approvals agreement

All centres are required to enter into an approval agreement that is a formal commitment by the head or principal of a centre to meet all the requirements of the specification and any associated codes, conditions or regulations. Pearson will act to protect the integrity of the awarding of qualifications. If centres do not comply with the agreement, this could result in the suspension of certification or withdrawal of approval.


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8 Quality assurance of centres

Quality assurance is at the heart of vocational qualifications. The centre assesses Pearson qualifications. The centre will use quality assurance to make sure that their managers, internal verifiers and assessors are standardised and supported. Pearson use quality assurance to check that all centres are working to national standards. It gives us the opportunity to identify and provide support, if needed, to safeguard certification. It also allows us to recognise and support good practice.

For the qualifications in this specification, the Pearson quality assurance model will follow the processes listed below:

an annual visit to the centre by a Standards Verifier to review centre-wide quality assurance systems

Lead Internal Verifier support. This involves accessing an on-line training pack for centre Lead Internal Verifiers.

For further details, go to the UK BTEC Quality Assurance Handbook on our website.


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http://www.edexcel.com/quals/BTEC/quality/Pages/documents.aspx

9 Programme delivery

Centres are free to offer the qualifications using any mode of delivery (for example full time, part time, evening only, distance learning) that meets their learners’ needs. Whichever mode of delivery is used, centres must make sure that learners have access to the resources identified in the specification and to the subject specialists delivering the units.

Those planning the programme should aim to enhance the learning experience by:

developing up-to-date and relevant teaching materials that make use of scenarios that are relevant to the learner

giving learners the opportunity to apply their learning in practical activities

including sponsoring employers in the delivery and making full use of the variety of experience of work and life that learners bring to the programme.

Where a unit is externally assessed, it is essential that learners have covered all of the Unit amplification before they are tested.


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10 Access and recruitment

Pearson’s policy regarding access to our qualifications is that:

they should be available to everyone who is capable of reaching the required standards

they should be free from any barriers that restrict access and progression

there should be equal opportunities for all those wishing to access the qualifications.

Centres are required to recruit learners to qualifications with integrity. Where the recruitment process identifies that the learner may not be able to demonstrate attainment and thus gain achievement in all parts of the assessment for the selected qualification, this must be communicated clearly to the learner.

Applicants will need relevant information and advice about the qualification to make sure it meets their needs.

Centres should review the applicant’s prior qualifications and/or experience, considering whether this profile shows that they have the potential to achieve the qualification.

For learners with disabilities and specific needs, this review will need to take account of the support available to the learner during teaching and assessment of the qualification. The review must take account of the information and guidance in Section 11 Access to qualifications for learners with disabilities or specific needs.


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11 Access to qualifications for learners with disabilities or specific needs

Equality and fairness are central to our work. Pearson’s Equality Policy requires all learners to have equal opportunity to access our qualifications and assessments. It also requires our qualifications to be awarded in a way that is fair to every learner.

We are committed to making sure that:

learners with a protected characteristic (as defined by the Equality Act 2010) are not, when they are undertaking one of our qualifications, disadvantaged in comparison to learners who do not share that characteristic

all learners achieve the recognition they deserve from undertaking a qualification and that this achievement can be compared fairly to the achievement of their peers.

Learners taking a qualification may be assessed in British sign language or Irish sign language where it is permitted for the purpose of reasonable adjustments.

Details on how to make adjustments for learners with protected characteristics are given in the policy documents. Access Arrangements, Reasonable Adjustments and Special Considerations: General and Vocational Qualifications.

The documents are on our website at www.edexcel.com/policies


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12 Units

Units have the following sections.

Unit title

The unit title is on the QCF and this form of words will appear on the learner’s Notification of Performance (NOP).

Qualification reference number

Each qualification is assigned a qualification reference number that appears on the Register of Regulated Qualifications.


Each unit is assigned a unit reference number that appears with the unit title on the Register of Regulated Qualifications.

QCF level

All units and qualifications within the QCF have a level assigned to them. There are nine levels of achievement, from Entry to Level 8. The QCF Level Descriptors inform the allocation of the level.

Credit value

When a learner achieves a unit, they gain the specified number of credits.


Guided learning hours are the times when a tutor, trainer or facilitator is present to give specific guidance towards the learning aim for a programme. This definition covers lectures, tutorials and supervised study in, for example, open learning centres and learning workshops. It also includes assessment by staff where learners are present. It does not include time spent by staff marking assignments or homework where the learner is not present.

Unit aim

This gives a summary of what the unit aims to do.

Essential resources

This section lists any specialist resources needed to deliver the unit. The centre will be asked to make sure that these resources are in place when it seeks approval from Pearson to offer the qualification.

Learning outcomes

The learning outcomes of a unit set out what a learner knows, understands or is able to do as the result of a process of learning.


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Assessment criteria

Assessment criteria specify the standard required by the learner to achieve each learning outcome.

Unit amplification

This section clarifies what a learner needs to know to achieve a learning outcome.

Information for tutors

This section gives tutor’s information on delivery and assessment. It contains the following subsections.

Delivery – explains the content’s relationship to the learning outcomes and offers guidance on possible approaches to delivery.

Assessment – gives information about how the unit is assessed. For the qualifications in this Specification, all units are assessed by means of a Pearson-devised test or task and mark scheme.

Suggested resources – lists resource materials that can be used to support the teaching of the unit, for example books, journals and websites.


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20

Title: Reading and Understanding

Qualification reference number:

Unit reference number: R/505/7757

QCF level: 1

Credit value: 2

Guided learning hours: 20

Unit aim In this unit learners will acquire the skills to read straightforward texts of varying length independently and with accuracy.

Learners will have opportunities to develop their reading strategies, i.e. skimming, scanning and reading in detail, to be able to demonstrate their understanding of straightforward texts. Learners will know how language and textual features are used to achieve different purposes, i.e. instruct, explain, inform, describe, persuade. Learners will gain grammatical knowledge, punctuation and vocabulary to help their understanding of a range of straightforward text types.

Learners will find out how to locate and retrieve information from straightforward texts.

Essential resources

There are no special resources needed for this unit, although it is recommended that a range of text types on a variety of topics are available for learner use.

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This unit can be delivered as a standalone programme of learning and practice or opportunities for learning and practice may be drawn from naturally occurring opportunities within the learner’s workplace activities or other parts of their education/training programme.

The learning programme

Learners need access to straightforward text types of varying length. Where these are drawn from the learner’s workplace or other parts of their education/training programme, the texts need to be straightforward and suitable for a Level 1 learner. Texts should be used to support the study of vocabulary, punctuation and grammar. Learners will need to have opportunities to practise skimming, scanning and reading in detail to identify main points and specific information.

Learners will need to know how language and textual features are used to achieve different purposes in texts. They need opportunities to practise reading different text types to identify different textual features. They may be required to identify language features, for example rhetorical devices such as the rule of three or the use of rhetorical questions. Learners may be asked to comment on the usage of layout features, for example images, bulleted lists and subheadings.

Learning outcome specific learning programme details

Learning outcome 1: know how punctuation and grammar are used in straightforward texts

Learners need opportunities to develop their knowledge of the technical aspects of language. They will know how punctuation functions within a text and how grammar supports construction of texts. They will know how subject-verb agreement and tenses function within texts.

Learners will show their knowledge of grammar and punctuation to indicate understanding of vocabulary choices. They will be able to give a reason why a particular form of punctuation has been used. Learners need to review grammar and punctuation in different text types so that they appreciate how grammar and punctuation are used in realistic contexts.

Learners can be encouraged to engage in practical activities such as creating wall displays to show the correct use of parts of speech, grammar and punctuation. Tutors could provide straightforward texts for annotation by learners.

Learning outcome 2: know how vocabulary and word structure are used in straightforward texts

Learners need the skills to develop their knowledge of vocabulary. They need to know why word choices are made according to the text type. They will use strategies to form a definition of a word from a straightforward text containing potentially unfamiliar vocabulary. Learners need to determine the context of a text and know how this influences the text at word and sentence level. Learners will identify the type of vocabulary used, for example are the descriptive words in a text emotive or factual? They need to identify where a given text type would be located in a larger document, for example a policy in an organisation’s induction booklet.

Learners are expected to recognise an increasing range of vocabulary and an awareness of text context will give them opportunities to demonstrate this.


23

Learners will need opportunities to practise the selection of an alternative word from the one provided in the text to demonstrate their knowledge of vocabulary in context. They should also be able to select an appropriate definition of a word or phrase.

Learning outcome 3: be able to use reading strategies to locate and obtain information in straightforward texts

Learners need a variety of straightforward texts, for example timetables, charts and tables as well as continuous prose, to develop their confidence in using textual features to locate required information. Giving learners activities where they have to find information quickly in discussion will help them to navigate previously unseen texts, using skills acquired through practical engagement with texts.

Learners will use different reading strategies to locate information. Skimming and scanning strategies will enable learners to find what they need, but they also need to recognise where reading in detail is required. Learners should be familiar with some of the terminology used when describing reading strategies. This should increase their awareness of how they read differently according to need and increase their confidence as readers. Activities can include skimming text for key words, scanning text to find information, for example the times on a schedule. Exposing learners to a range of texts can empower them as readers. Learners must be able to locate similar or contrasting ideas in different texts. Shorter straightforward texts would be useful for this purpose, for example leaflets or advertisements.

Learners should use a variety of text types as indicated above to develop their competency as readers. Learners may provide their own different text types drawn from real contexts, including from websites, for use in group and individual learning activities.

Assessment

This unit is assessed through a Pearson-devised test and mark scheme. Centres will assess individual learner work using the Pearson mark scheme. To prepare learners for assessment, centres must inform learners that it is important that they attempt to answer all questions.

Suggested resources

Website

www.bbc.co.uk/skillswise

Other

Functional Skillbuilders English Bundle – 3 Level 1 titles, code FSEL1X, Axis Education - www.axiseducation.co.uk

Functional Skillbuilders Reading Level 1, ISBN 978-1-84618-240-2, Axis Education – www.axiseducation.co.uk


24

http://www.bbc.co.uk/skillswise

http://www.axiseducation.co.uk/



25

Title: Reading and Obtaining Information


Unit reference number: L/505/7754

QCF level: 1

Credit value: 2


Unit aim This unit gives learners the knowledge they need to be able to understand the main events of straightforward texts used in everyday life, i.e. at home, in the workplace, in their place of study. Learners will understand how language, is used to support the intended purpose of a text, for example to instruct, explain, describe, inform, persuade. They will also recognise different presentational features in texts such as images, headlines, main headings, sub-headings, bullet points and italics and how they are used.

The unit gives learners an understanding of how organisational and structural features of straightforward texts can help them to locate information. Examples include contents, indices, menus, headings, sub-headings and paragraphs.

Learners will use the following reading strategies: skimming, scanning, reading in detail, to locate information relevant to the task.

Essential resources

Tutors should use a range of texts that are relevant to the learner for example:

Film reviews

Holiday brochures

Job advertisements

Menus

Newspaper articles

Reports

User guides

Web pages.

Learn

ing

ou

tcom

es,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

Id

entify

des

crip

tive

, in

stru

ctiv

e an

d

per

suas

ive

voca

bula

ry in t

exts

□

Voca

bula

ry a

ssoci

ated

with info

rmal

and f

orm

al d

escr

iptive

, in

stru

ctiv

e, e

xpla

nat

ory

and p

ersu

asiv

e te

xts.

□

Tex

ts r

outinel

y use

d in e

very

day

life,

e.g

. new

spap

ers,

holid

ay b

roch

ure

s, c

har

ity

leaf

lets

, re

cipes

.

1.2

O

utlin

e th

e m

ain p

oin

ts o

f st

raig

htf

orw

ard t

exts

□

Sum

min

g u

p t

he

mai

n p

oin

t(s)

of

info

rmal

and f

orm

al

des

crip

tive

, ex

pla

nat

ory

inst

ruct

ive,

info

rmat

ive

and

per

suas

ive

text

s, e

.g.

a new

spap

er p

arag

raph,

how

to u

se a

m

obile

phone,

hote

l bro

chure

, ad

vert

isem

ent.

1

Know

the

mai

n p

oin

ts o

f des

crip

tive

, ex

pla

nat

ory

, in

stru

ctiv

e, info

rmat

ive

and p

ersu

asiv

e te

xts

1.3

Id

entify

im

plie

d m

eanin

g in

stra

ightf

orw

ard t

exts

□

Im

plie

d m

eanin

g in info

rmal

and f

orm

al d

escr

iptive

, ex

pla

nat

ory

, in

form

ativ

e an

d p

ersu

asiv

e te

xts,

e.g

. new

spap

er a

rtic

le,

post

card

fro

m a

holid

ay r

esort

, film

re

view

, m

agaz

ine

adve

rt.

Pear

son E

dex

cel Le

vel 1 A

war

ds

in E

nglis

h S

kills

(Q

CF)

– S

pec

ific

atio

n –

Is

sue

1 –

Nove

mber

2013 ©

Pea

rson E

duca

tion L

imited

2013

26

Pear

son E

dex

cel Le

vel 1 A

war

ds

in E

nglis

h S

kills

(Q

CF)

– S

pec

ific

atio

n –

Is

sue

1 –

Nove

mber

2013 ©

Pea

rson E

duca

tion L

imited

2013

27

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.1

Rec

ognis

e pre

senta

tional

fea

ture

s in

str

aightf

orw

ard t

exts

□

Fe

ature

s an

d f

orm

ats

in info

rmal

and f

orm

al

stra

ightf

orw

ard t

exts

, su

ch a

s hea

din

gs,

sub-h

eadin

g,

bulle

t poin

ts,

ital

ics,

hea

dlin

es,

images

.

□

Str

aightf

orw

ard t

exts

, e.

g.

blo

gs,

tim

etab

les,

fas

t-fo

od

leaf

lets

, re

cipes

.

□

Why

diffe

rent

types

of te

xt u

se d

iffe

rent

pre

senta

tional

fe

ature

s.

2

Under

stan

d h

ow

form

at,

feat

ure

s an

d lan

guag

e ar

e use

d t

o ac

hie

ve a

giv

en

purp

ose

2.2

H

ow

lan

guag

e in

use

d t

o a

chie

ve a

giv

en p

urp

ose

in s

trai

ghtf

orw

ard

text

s

□

Adje

ctiv

es,

fact

and o

pin

ion in d

escr

iptive

and info

rmat

ive

text

s.

□

Imper

ativ

e ve

rbs

and c

onnec

tive

s in

inst

ruct

ional

tex

ts.

□

Opin

ion in p

ersu

asiv

e te

xts.

□

How

com

bin

atio

ns

of la

nguag

e fo

rms

are

use

d t

o a

chie

ve a

giv

en p

urp

ose

in info

rmal

and f

orm

al t

exts

.

3

Under

stan

d h

ow

im

ages

support

info

rmat

ion in

stra

ightf

orw

ard t

exts

3.1

Rec

ognis

e how

im

ages

can

be

use

d t

o su

pport

info

rmat

ion in

stra

ightf

orw

ard t

exts

□

Imag

es,

e.g.

phot

ogra

ph,

sket

ch,

dia

gra

m,

visu

al

inst

ruct

ions.

□

Info

rmat

ion a

n im

age

pro

vides

in info

rmal

and f

orm

al

stra

ightf

orw

ard t

exts

, e.

g.

film

rev

iew

, new

spap

er a

rtic

le,

adve

rt.

□

How

and w

hy

diffe

rent

types

of te

xt u

se im

ages

.

4

Be

able

to loca

te

info

rmat

ion in

stra

ightf

orw

ard t

exts

4.1

U

se o

rgan

isat

ional

and s

truct

ura

l fe

ature

s to

loca

te info

rmat

ion in

stra

ightf

orw

ard t

exts

□

Diffe

rent

feat

ure

s of in

form

al a

nd form

al t

exts

, e.

g.

hea

din

gs,

sub-h

eadin

gs,

bulle

t poin

ts,

num

ber

ing in

stra

ightf

orw

ard t

exts

such

as

tim

etab

les,

char

ts,

men

us,

w

ebsi

tes,

inst

ruct

ion m

anual

s.

□

Str

ateg

ies

to loca

te info

rmat

ion:

skim

min

g,

scan

nin

g a

nd

read

ing in d

etai

l.


Delivery



Learners should be given access to a range of straightforward texts used in everyday life, for example in the learning establishment, at home or in the workplace. To support the learner in developing skills and confidence in reading the tutor could provide examples of straightforward texts, for example letters, newspaper articles, emails, website information, instructional texts, job advertisements . Tutors should give learners opportunities to use texts that reflect the learners’ personal experiences and choice.

Activities should focus on texts that persuade, describe, inform, explain and instruct.

Learners should be encouraged to work with others and to contribute to discussions.


Learning outcome 1: know the main points of descriptive, instructive, informative, explanatory and persuasive texts

Learners need to read different types of straightforward texts, including descriptive, instructive, informative, explanatory and persuasive. Tutors should explain the features of each type of text.

Learners should be taught that the main point(s) in a piece of text is what the text is mostly about. Learners need to be able to distinguish between a main point(s) and a detail. They should be aware that paragraphs or sections will often begin with the main point(s) and that is followed by examples and details that add extra information to the main point(s). Tutors should explain that sometimes the main event does not come first and the whole text may have to be read carefully to establish the main point(s).

Activities and tasks can be presented to incorporate a number of different learning styles with group or individual activities when needed. Tutors should use a range of formal and informal straightforward texts, for example holiday brochures, newspaper articles, reports, timetables, film reviews.

To deliver this learning outcome, tutors can use a variety of tasks, for example:

discussion of types of text

highlighting key words in a piece of text, for example names, places, objects

adding key words to text, for example, adjectives to create persuasive texts

reading a document on bullying and discuss the main points

choosing a holiday from a holiday brochure as a result of reading the text

summarising main points in a health and safety leaflet.


28

The tutor could provide a breakdown of a piece of text to help the learner recognise which language devices in the text convey information, for example imperative verbs, fact, opinion.

Learning outcome 2: understand how format, features and language are used to achieve given purpose

To deliver this learning outcome tutors may use a range of activities, for example discussion, pair work and individual work.

Learners should be made aware that writers use different formats and language in different kinds of informal and formal straightforward texts. They should be encouraged to identify the format, language and presentational features a writer has used to convey information and understand that they help to organise texts.

Tutors may find it useful to concentrate on the different format and language in the following texts.

Descriptive texts: learners should understand that descriptive texts may have the following features:

adjectives, for example old, beautiful, frightened, excited

combine facts and opinions, for example the beach was five minutes from the hotel/the beach was beautiful

details of specific times, dates, people and places.

Learners could be encouraged to:

read a holiday postcard and circle the adjectives that describe the location

read a description of a missing person and underline the facts

identify the opinions in an estate agent’s description of a house

highlight the specific details in a description of a road traffic accident.

Instructional texts: learners should understand that instructional texts may have the following features:

numbers to give the order in which things should be done

bullet points to highlight instructions that do not have to be followed in order

key words (imperative verbs) that denote action, for example push, stir, walk

connectives used to link and sequence, for example first, now, lastly.

Learners may be encouraged to:

circle examples of connectives in a recipe

identify the feature in the recipe that makes it easy for the reader to follow instructions in the correct order

read a set of fire evacuation instructions and highlight the imperative verbs

reorganise a set of poorly-sequenced instructions, for example on how to use a photocopier, to make them more logical.

Persuasive texts: learners should understand that a persuasive text may have the following features:

use of different types of print to make ideas stand out, for example bold, colour, capitals, italics

a heading to emphasise the main message

words that appeal to the reader’s feelings, for example ‘Join us today to raise funds for charity!’

words that express an opinion.


29

Learners can be encouraged to:

read a charity appeal and underline the persuasive features

discuss what the text is trying to persuade the reader to do

circle examples of words that appeal to a reader’s feelings

study an advertisement and underline the opinions

circle the different types of print used in an advertisement.

Learners may also benefit from small-group work, identifying the features of blogs and tweets.

Learning outcome 3: understand how images support information in straightforward texts

Learners should be taught that an image can add understanding to a text. They should be encouraged to study every part of the image, for example heading, content, labels, to work out what information the image is giving them. Questions such as ‘What can I see?’ and ‘What information does that give me?’ should be asked.

To deliver this learning outcome tutors can use a variety of tasks, for example:

matching text to image cards

identifying reasons why certain images are used in certain texts, for example charity leaflets

comparing texts on the same topic with and without an image, for example newspaper articles

group discussion on the impact of similar newspaper articles with and without images

work in pairs to discuss information provided by an image that is not in the text

selecting clip art or other image file to add an image to a text, with discussion of why that particular image was used.

Learning outcome 4: be able to locate information in straightforward texts

Learners will need to be given the opportunity to read a variety of texts and to become familiar with text features such as main heading, sub-heading, paragraphs and numbering. Learners should be encouraged to study main headings and sub-headings and ask ‘What is this text about?’ and ‘What is this part of the text about?’.

Learners should be taught that reading for detail, skimming and scanning techniques are ways of obtaining information from texts. Learners should be given the opportunity to look quickly over texts to find out what they are about and to search texts for key words.

Learners may be encouraged to:

complete a chart on text features to show which text might include which named feature, for example news article/main heading, paragraphs linked to letters, numbering to an instruction

identify key features of an email, a memo, a chart etc

list occasions when skimming or scanning would be used

use skimming to identify main points in a newspaper article, film review, advertisement etc

circle key words in a timed exercise to scan texts, for example weather forecast, train timetable, pizza menu and discuss results.


30

Assessment


Suggested resources

Websites

www.avantibooks.com

www.bbc.co.uk/skillswise

www.ctad.co.uk

www.skillsworshop.com

Other

Functional Skillbuilders English Bundle – 3 Level 1 Titles, code FSEL1X, Axis Education – www.axiseducation.co.uk

Functional Skillbuilders English Reading Level 1 – Axis Education, ISBN 978-1-84618-240-2 – www.axiseducation.co.uk


31

http://www.avantibooks.com/

http://www.bbc.co.uk/skillswise

http://www.ctad.co.uk/

http://www.skillsworshop.com/




32

Title: Planning and Writing for Audience and Purpose


Unit reference number: R/505/6656

QCF level: 1

Credit value: 3


Unit aim This unit gives learners the opportunities to craft their writing, focusing on audience and purpose, for example records, e-mails, letters, forms, narratives, instructions, reports, explanations.

Learners will produce writing in different forms, of varying lengths, according to the task required. Learners will be encouraged to plan and structure their writing, write drafts and review their work before writing the final versions. To produce an appropriate response, learners will need to make judgements about the length and the level of detail necessary to reflect the information, ideas and opinions in order.

Essential resources

There are no special resources needed for this unit. Learners should work with a variety of text types to inform their writing according to audience and purpose.

Learn

ing

ou

tcom

es,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

U

se lan

guag

e ac

cord

ing t

o

audie

nce

and p

urp

ose

in

writt

en c

om

munic

atio

n

□

Voca

bula

ry a

nd w

ord

choic

es f

or

the

audie

nce

and p

urp

ose

req

uired

.

□

Form

al a

nd info

rmal

lan

guag

e ac

cord

ing t

o t

ext

type,

dis

tinguis

hin

g

bet

wee

n info

rmal

writing r

equirem

ents

, e.

g.

bet

wee

n a

n e

mai

l to

frien

ds

and w

riting a

form

al d

ocu

men

t su

ch a

s a

lett

er o

f co

mpla

int.

□

Tone

in lan

guag

e to

suit t

he

purp

ose

of

the

com

munic

atio

n,

e.g.

frie

ndly

, fu

nct

ional

.

□

Tec

hnic

al v

oca

bula

ry for

spec

ific

tex

t ty

pes

.

1.2

Str

uct

ure

writing a

ccord

ing

to c

onve

ntions

for

a w

ritt

en

task

□

Feat

ure

s of te

xt t

ype

required

for

writing t

asks

, e.

g.

reco

rds,

em

ails

, le

tter

s, f

orm

s, n

arra

tive

s, inst

ruct

ions,

rep

ort

s, e

xpla

nat

ions.

□

Str

uct

ure

req

uirem

ents

, e.

g.

layo

ut

of

lett

er,

report

, se

quen

cing o

f id

eas.

□

Conve

ntions

for

diffe

rent

form

s of w

riting,

e.g.

nar

rative

, des

crip

tive

, gra

mm

ar,

punct

uat

ion.

1

Be

able

to u

se

languag

e, d

etai

l,

form

at a

nd

stru

cture

for

w

ritt

en

com

munic

atio

n

1.3

W

rite

for

a giv

en p

urp

ose

and a

udie

nce

□

La

nguag

e use

d f

or

par

ticu

lar

form

and p

urp

ose

, w

ithin

the

conte

xt o

f th

e w

riting.

□

Appro

priat

e det

ail, a

ccord

ing t

o t

he

task

.

□

Sust

ained

writing a

ccord

ing t

o p

urp

ose

/audie

nce

, e.

g.

form

al let

ter,

em

ail to

a f

rien

d.

Pear

son E

dex

cel Le

vel 1 A

war

ds

in E

nglis

h S

kills

(Q

CF)

– S

pec

ific

atio

n –

Is

sue

1 –

Nove

mber

2013 ©

Pea

rson E

duca

tion L

imited

2013

33

Pear

son E

dex

cel Le

vel 1 A

war

ds

in E

nglis

h S

kills

(Q

CF)

– S

pec

ific

atio

n –

Is

sue

1 –

Nove

mber

2013 ©

Pea

rson E

duca

tion L

imited

2013

34

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.1

Pl

an t

he

requirem

ents

of

the

writt

en c

om

munic

atio

n

□

Plan

req

uirem

ents

, e.

g.

writt

en c

om

munic

atio

n a

nd p

urp

ose

re

quirem

ents

, fo

rmat

, a

list

of

poin

ts t

o c

ove

r, s

equen

ce o

f poin

ts.

□

Diffe

rent

way

s to

pla

n w

ritt

en c

omm

unic

atio

n,

e.g.

spid

er d

iagra

ms,

th

inki

ng g

rids

and w

riting fra

mes

.

2

Be

able

to p

lan

and d

raft

a w

ritt

en

com

munic

atio

n

2.2

Pr

oduce

a d

raft

writt

en

com

munic

atio

n t

o m

eet

audie

nce

and p

urp

ose

re

quirem

ents

□

Seq

uen

ce idea

s, e

.g.

par

agra

phs,

hea

din

gs.

□

Appro

priat

e la

nguag

e an

d s

tyle

for

audie

nce

and p

urp

ose

.

3.1

Pr

oofr

ead d

raft

writt

en

com

munic

atio

n f

or

mea

nin

g □

Pr

oofr

eadin

g w

riting f

or a

men

dm

ent

wher

e nec

essa

ry.

□

What

to c

hec

k w

hen

pro

ofr

eadin

g f

or

mea

nin

g,

e.g.

sequen

cing,

use

of

par

agra

phin

g,

hea

din

gs,

appro

priat

enes

s of

languag

e fo

r au

die

nce

and

purp

ose

.

3.2

Pr

oofr

ead d

raft

co

mm

unic

atio

n f

or

accu

racy

□

Mar

k up w

riting t

o s

how

that

pro

ofre

adin

g h

as t

aken

pla

ce,

e.g.

usi

ng a

ke

y, h

ighlig

hting.

□

Iden

tify

and c

ateg

orise

err

ors

into

tec

hnic

al a

ccura

cy,

clar

ity

of

mea

nin

g,

sente

nce

con

stru

ctio

n,

spel

ling,

gra

mm

ar a

nd p

unct

uat

ion.

3

Be

able

to

pro

ofr

ead a

nd

revi

se w

ritt

en

com

munic

atio

n f

or

accu

racy

and

mea

nin

g

3.3

Rev

ise

dra

ft f

or

final

cop

y □

Rev

isio

ns

that

par

tial

ly o

r fu

lly c

orr

ect

erro

rs a

s m

arke

d o

n t

he

dra

ft

vers

ion.

□

Am

endm

ents

to d

raft

in t

erm

s of

re-w

riting s

ente

nce

s, m

odifyi

ng

phra

ses,

mak

ing d

ecis

ions

about

par

agra

phs,

e.g

. w

riting r

epla

cem

ent

sente

nce

s/phra

ses,

ren

um

ber

ing p

arag

raphs

to s

how

seq

uen

cing

dec

isio

ns.


Delivery



Learning outcome 1: be able to use language, detail, format and structure for written communication

Learners need to explore and discuss a range of written communications to gain an understanding of appropriate language choices according to the audience and purpose of the writing task, in preparation for the production of their own written communications. They will need to practise writing for a variety of purposes and audiences.

Learners will need to know that tone can have an impact on the audience’s understanding of the communication, for example is the language used friendly or simply functional to pass on facts? Learners need to be aware of gender bias and audience culture issues to ensure that their communications are inoffensive.

Learners need to know when to use subjective ideas and language and when to be objective. They must know that personal bias should not replace fact-based evidence and how to express an opinion in writing.

It is important that learners demonstrate that they can structure their responses according to the conventions required for the written task undertaken. They need to understand the features and conventions of different text types, for example for formal letters, reports, news articles and leaflets. Learners need opportunities to recognise the use of features and conventions, through annotated text types and by examining a range of text types.

Learners need to be given opportunities to produce written responses that show awareness of purpose and audience. They need to show that they can write giving an appropriate level of detail. One approach is to take a section of writing that has superficial points and ask learners to add more detail. The use of small-group discussion on the topic of how to develop response is recommended. Learners could also look at ‘before’ and ‘after’ the detail has been added to the written communication and make comparisons.

Learning outcome 2: be able to plan and draft a written communication

Learners need to practise planning written communications before drafting their first versions. They should be encouraged to use different ways of planning, for example spider diagrams, thinking grids, writing frames.

The next stage is for learners to start drafting their written work. To make this manageable for learners, ‘model’ an opening paragraph and begin the process by taking learners through a writing task in stages. Learners could be encouraged to work in groups/pairs to draft part of a writing task.

Learners need opportunities to practise using plans to draft their written communication.


35

Sequencing writing with logical paragraphing can be developed through the planning and drafting process. Tutors should encourage learners to review their planning and to number points in the order in which they believe the points should appear in the writing task. The sequence can then be discussed in small groups to provide the learner with further learning experiences of writing for different audiences and purposes.

Learning outcome 3: be able to proofread and revise written communication for accuracy and meaning

Learners need to demonstrate that they are able to proofread and revise writing for accuracy and meaning. They should be given opportunities to review their writing, the writing of their peers, and genuine texts drawn from different sources and for different audiences and purposes.

As part of the writing process learners should proofread the first draft of a written communication to ensure that meaning is clear. They should be encouraged to form an overview of the text, either through a verbal or written summative comment. To help learners to review writing other than their own, they could work in pairs to proofread each other’s work.

Marking up a first draft to demonstrate awareness of errors is an important skill and essential in encouraging learners to write for accuracy and clarity. It can be delivered as a stepped process, for example marking capital letter use, checking the use of full stops, checking spelling, reviewing phrases and vocabulary choices. As learners progress, examples of written communication could be reviewed and errors marked up.

Learners will need to use marking-up techniques to highlight and correct errors. They will then need opportunities to produce their final version. Learners should look at draft and marked-up aspects of their writing alongside their final version to ensure that they have addressed all issues. This will empower them as independent writers and enable them to demonstrate that they can construct literate writing according to audience and purpose.

Assessment


Suggested resources

Websites

www.bbc.co.uk/skilllswise

www.ctad.co.uk

Other

Functional Skillbuilders English Bundle – 3 Level 1 titles, code FSEL1X, Axis Education – www.axiseducation.co.uk

Functional Skillbuilders Writing Level 1, Axis Education, ISBN 978-1-84618-245-7 – www.axiseducation.co.uk


36

http://www.bbc.co.uk/skilllswise





37

Title: Spelling, Grammar and Punctuation


Unit reference number: Y/505/6657

QCF level: 1

Credit value: 3


Unit aim The aim of this unit is to give learners the opportunity to use the correct spelling, grammar and punctuation in written communication. They will learn the correct way to spell words used frequently in everyday life, for example at home, in the workplace, in their place of study. They will also learn how to use appropriate grammar and punctuation to construct sentences. They will be able to convey a message to an intended audience.

Essential resources

There are no special resources needed for this unit, but learners will require a range of worksheets and texts in different formats.

Learn

ing

ou

tcom

es,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

U

se c

onve

ntions

for

spel

ling

pat

tern

s in

word

s □

W

ord

s use

d in e

very

day

life,

i.e

. at

hom

e, in t

he

work

pla

ce,

in s

tudie

s.

□

Spel

ling p

atte

rns

in irr

egula

r plu

rals

, e.

g.

word

s en

din

g in y

and

pre

ceded

by

a co

nso

nan

t, w

ord

s en

din

g in y

and p

rece

ded

by

a vo

wel

, w

ord

s en

din

g in c

h,

sh o

r s.

□

Spel

l tw

o-s

ylla

ble

word

s w

ith d

ouble

conso

nan

ts,

e.g.

sum

mer

, su

ppor

t,

com

mon.

1.2

Id

entify

hom

ophones

to

conve

y in

tended

mea

nin

g

□

Word

s use

d in e

very

day

life,

i.e

. at

hom

e, in t

he

work

pla

ce,

in s

tudie

s

□

Word

s th

at s

ound t

he

sam

e but

hav

e diffe

rent

mea

nin

gs,

e.g

. her

e/hea

r; t

hei

r/th

ere/

they

’re;

to/t

oo/t

wo,

wea

r/w

her

e/w

e’re

, w

het

her

/wea

ther

.

1

Be

able

to s

pel

l fr

equen

tly-

use

d

word

s co

rrec

tly

1.3

Id

entify

word

com

ponen

ts

that

chan

ge

the

mea

nin

g o

f w

ord

s

□

Suff

ixes

, e.

g.

al,

ship

, nes

s, a

ble

, tion.

□

Pref

ixes

, e.

g.

ad,

un,

pre

, re

.

2.1

Id

entify

punct

uat

ion

mar

kers

in t

ext

□

Punct

uat

ion m

arke

rs f

or b

egin

nin

gs

and e

nds

of

sente

nce

s, e

.g.

capital

le

tter

s, f

ull-

stops,

exc

lam

atio

n m

arks

, ques

tion m

arks

.

□

Punct

uat

ion m

arke

rs w

ithin

sen

tence

s, e

.g.

com

mas

, co

lons.

□

Punct

uat

ion u

se in d

iffe

rent

text

form

ats.

2

Be

able

to u

se

punct

uat

ion t

o

conve

y in

tended

m

eanin

g

2.2

Pu

nct

uat

e se

nte

nce

s to

co

nve

y in

tended

mea

nin

g

□

Use

appro

priat

e punct

uat

ion m

arke

rs in s

ente

nce

s an

d t

exts

in d

iffe

rent

form

ats,

e.g

. le

tter

s, a

dve

rtis

emen

ts,

post

ers,

rep

ort

s, lis

ts.

3.1

Id

entify

con

junct

ions

to lin

k se

nte

nce

s □

U

se c

onju

nct

ions

ove

r an

d a

bove

‘an

d,

but’,

e.g.

if,

when

, w

hile

, si

nce

, th

ough.

3

Be

able

to p

roduce

co

mpound

sente

nce

s 3.2

Exp

and s

imple

sen

tence

s in

to c

om

pound s

ente

nce

s □

Cre

ate

com

pound s

ente

nce

s of tw

o o

r m

ore

cla

use

s lin

ked b

y co

nju

nct

ions,

e.g

. if,

when

, w

hile

, si

nce

, th

ough.

Pear

son E

dex

cel Le

vel 1 A

war

ds

in E

nglis

h S

kills

(Q

CF)

– S

pec

ific

atio

n –

Is

sue

1 –

Nove

mber

2013 ©

Pea

rson E

duca

tion L

imited

2013

38

Pear

son E

dex

cel Le

vel 1 A

war

ds

in E

nglis

h S

kills

(Q

CF)

– S

pec

ific

atio

n –

Is

sue

1 –

Nove

mber

2013 ©

Pea

rson E

duca

tion L

imited

2013

39

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.1

U

se s

ubje

ct-v

erb a

gre

emen

t in

tex

t □

Id

entify

subje

ct a

nd v

erb a

nd u

se c

orr

ect

subje

ct-v

erb a

gre

emen

t in

se

nte

nce

s an

d t

exts

in d

iffe

rent

form

ats.

□

Use

subje

ct-v

erb a

gre

emen

t co

nve

ntions

corr

ectly

for

an inte

nded

purp

ose

.

4

Be

able

to u

se

corr

ect

gra

mm

ar

4.2

U

se c

orr

ect

tense

in t

ext

to

conve

y in

tended

mea

nin

g

□

Iden

tify

ver

b t

ense

s, e

.g.

pre

sent,

pas

t, futu

re.

□

Use

diffe

rent

verb

ten

ses

in s

ente

nce

s an

d t

exts

in d

iffe

rent

form

ats,

e.

g.

lett

ers,

adve

rtis

emen

ts,

post

ers,

short

art

icle

s, r

eport

s.


Delivery



Learners should have access to a range of worksheets and texts in different formats. They should be encouraged to contribute to discussions, work with others and use a dictionary. Learners should check their work for spelling, punctuation and grammar to ensure meaning is clear for the intended audience.


Learning outcome 1: be able to spell frequently used words correctly

Through a variety of approaches, learners should be taught to correctly spell words frequently used in everyday life, i.e. at home, in the workplace and in their place of study. They should be encouraged to use spelling strategies and dictionaries to check the spelling in their own writing. Learners should know how to, and be able to, apply a range of methods to help learn and correct spellings.

To deliver this section, tutors can use a range of activities, for example spelling quizzes, word searches, personal dictionaries, discussions, worksheets and texts relating to everyday life. The activities can indicate how to identify spelling patterns, fill in missing words, select the correct homophones, make new words, form lists, highlight and correct spelling errors. Learners may find it stimulating to learn while working with others, for example working in pairs and small groups, as well as individually. Formal and informal texts, in different formats, relating to everyday life should be used, for example advertisements, posters, short articles from magazines and newspapers, emails, letters.

Learners will need to be given opportunities to learn and practise the use of the rules for spelling patterns in words and should know and understand that some words have irregular patterns.

Plurals

Learners will learn when to make words plural and the rules to help spell plurals, for example:

add ‘es’ to most words that end in ‘s’, ‘sh’ or ‘ch’

when there is a consonant before a word ending in ‘y’, change the ‘y’ to ‘i’ before adding ‘es’

when ‘y’ is preceded by a vowel add ‘s’

words ending in ‘f’ or ‘fe’ change to ‘v’ and add ‘es’

irregular plurals that do not follow any of the plural rules, for example child/children, man/men, foot/feet, sheep/sheep, roof/roofs.

Double consonants

Spell two-syllable words containing double consonants, for example summer, support, common.


40

Suffixes and prefixes

Learners should understand that by adding a suffix or a prefix to a word it changes the meaning of that word:

add common suffixes to make new words, for example ‘al’, ‘ful’, ‘ship’, ‘ness’, ‘able’

add prefixes to words, for example ‘ad’, ‘un’, ‘pre’, ‘re’.

Homophones

Learners should understand that there are words that sound the same but they have different meanings, that can affect the clarity of a sentence or text.

Common homophones:

there, their, they’re

here, hear

where, wear, we’re

to, too, two

for, four

you’re, your

whether, weather

saw, sore.

Learning outcome 2: be able to use punctuation to convey intended meaning

Learners will need opportunities to learn and practise using punctuation to convey the intended meaning in sentences and in texts.

Through a variety of approaches, learners should be taught to use different punctuation markers for the beginning and end of sentences, for example capital letters, full stops, exclamation marks, question marks. Learners will be able to use other punctuation markers, for example commas, colons, dashes within sentences, or in writing that is not in sentences.

Formal and informal texts in different formats, relating to everyday life, i.e. at home, in the workplace, in study, should be used in teaching, for example advertisements, posters, notices, short articles from magazines and newspapers, emails, letters.

To deliver this learning outcome, tutors can use a range of activities, for example quizzes, discussions, writing exercises, worksheets, texts relating to everyday life. In small groups, learners can be encouraged to discuss why, and when, different punctuation markers should be used.

Worksheets could be use to:

select the appropriate punctuation mark to complete a range of statements and questions

practise writing correctly punctuated sentences that start with the words ‘what, where, why, when, how’

highlight words that need a capital letter in sentences and texts

identify missing punctuation markers in a variety of texts relating to everyday life

add correct punctuation to short texts written without any punctuation

write sentences on familiar topic, short letters and emails using correct punctuation

check work for correct punctuation.


41

Learning outcome 3: be able to produce compound sentences

Through a variety of approaches, learners should be taught what a compound sentence is and that sentences can be linked with conjunctions to make longer sentences. They should be taught that complete sentences should not be strung together with commas but should be divided into separate sentences or joined with an appropriate conjunction. Learners will need to learn about and practise using conjunctions to convey the intended meaning in sentences and in texts.

Formal and informal texts in different formats that relate to everyday life, i.e. at home, in the workplace, in study, should be used in teaching, for example advertisements, letters, emails, short articles from magazines and newspapers, reports.

To deliver this learning outcome, tutors can use a range of activities, for example discussions, writing exercises, worksheets and texts. Learners may find it stimulating to learn while working with others, and could work in pairs or small groups, as well as individually.

In pairs or small groups, learners could:

make a list of conjunctions

look at and discuss examples of simple and compound sentences

discuss if the sentences should be linked with conjunctions or should be separate sentences

select appropriate conjunctions to link sentences.

Learner worksheets may include opportunities to:

identify which sentences are simple sentences and which are compound sentences

complete sentences using an appropriate conjunction. Learners should be encouraged to use a range of conjunctions for linking sentences not just ‘and, but’, for example ‘when’, ‘while’, ‘because’, ‘since’, ‘although’, ‘unless’

rearrange jumbled sentences and link with conjunctions

write short sentences and make into compound sentences using conjunctions.

Learning outcome 4: be able to use correct grammar

Learners need to be given opportunities to use correct grammar, for example subject-verb agreement and the correct use of tense. Learners will need to have opportunities to learn and practise the use of different tenses, for example present, past, future and the subject-verb agreement to convey the intended meaning in sentences and in texts. Learners should be encouraged to check their work for correct use of grammar.

Formal and informal texts in different formats that relate to everyday life, i.e. at home, in the workplace, in study, should be used in teaching, for example advertisements, letters, emails, short articles from magazines and newspapers, reports.

Tutors can use a range of activities to deliver this learning outcome, for example discussions, writing exercises, worksheets and texts.

Learners could find it stimulating to learn while working with others, for example working in pairs or small groups, as well as individually.

In pairs or small groups, learners should be encouraged to:

discuss examples of sentences with and without subject-verb agreement

discuss tenses in sentences

select appropriate tense for sentences or text.


42

Learners can use worksheets to:

identify the subject in a range of sentences by highlighting the subject

identify the verb in a range of sentences by highlighting the verb

identify what is missing in a range of sentences, for example no subject, no verb, verb is not complete

check that sentences make sense and check for subject-verb agreement

select the correct verb form to agree with the subject, for example is/are; was/were; has/have

select the correct subject to agree with the verb, for example singular or plural subject (noun or pronoun), for example he/they, friend/friends

select the correct tense to complete sentences to convey clear meaning

change the tense in a given text, for example to past or future tense

correct tenses in a given text

write sentences on familiar topics using correct subject-verb agreement and correct tense.

Assessment


Suggested resources

Websites

www.abcproduction.co.uk

www.avantibooks.com

www.bbc.co.uk/skilllswise

www.ctad.co.uk

Other

Functional Skillbuilders English Bundle – 3 Level 1 titles, code FSEL1X, Axis Education – www.axiseducation.co.uk

Functional Skillbuilders Writing level 1 – ISBN 978-1-84618-245-7, Axis Education, www.axiseducation.co.uk


43

http://www.abcproduction.co.uk/

http://www.avantibooks.com/

http://www.bbc.co.uk/skilllswise




44

Title: Speaking and Listening


Unit reference number: H/505/6659

QCF level: 1

Credit value: 3


Unit aim The aim of this unit is to give learners the knowledge, understanding and skills to be able to give information, express ideas and opinions orally, and receive information in formal and informal contexts. Learners will know and be able to judge the relevance of details and learn how to adapt their speech and language to meet the needs of their audience.

Learners will develop the skills required to obtain information from spoken language in familiar and unfamiliar contexts. They will be able to listen for detail and understand spoken language of varying lengths, for example information, narratives, follow explanations and instructions in various familiar and unfamiliar contexts. Learners will be able to identify the relevance of detail and confirm their understanding of spoken language.

Learners will be able to adapt their response to the speaker medium and context. They will learn how to ask appropriate questions to confirm understanding and provide constructive feedback to the speaker.

Learners will be able to prepare for and deliver a talk, and prepare for and take part in a group discussion.

Essential resources

There are no special resources needed for this unit.

Learn

ing

ou

tcom

es,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1

Be

able

to o

bta

in

info

rmat

ion a

nd

idea

s fr

om

ver

bal

co

mm

unic

atio

n

1.1

Id

entify

det

ail w

hen

obta

inin

g info

rmat

ion a

nd

idea

s

□

Rel

evan

t det

ail fr

om

nar

rative

s, e

xpla

nat

ions,

inst

ruct

ions

and

pre

senta

tions

on s

trai

ghtf

orw

ard t

opic

s of

vary

ing len

gth

s in

fac

e-to

-fa

ce a

nd g

roup s

ituat

ions

and in fam

iliar

and u

nfa

mili

ar c

onte

xts,

e.g

. lis

tenin

g f

or

clues

hig

hlig

hting im

port

ant

det

ails

such

as

chan

ges

in

volu

me

of

voic

e, s

tres

s an

d into

nat

ion d

uring a

form

al p

rese

nta

tion

carr

ied o

ut

by

a m

anag

er.

□

Rel

evan

t det

ail dep

enden

t on t

he

purp

ose

of lis

tenin

g,

the

conte

xt a

nd

the

task

, e.

g.

when

lis

tenin

g t

o inst

ruct

ions

on h

ow

to u

se a

pie

ce o

f eq

uip

men

t it is

import

ant

to k

now

the

rele

vant

det

ail to

be

able

to u

se

the

equip

men

t.

□

Adap

ting o

wn a

ppro

ach t

o obta

in r

elev

ant

det

ail fr

om

the

spea

ker

in

form

al a

nd info

rmal

conte

xts,

e.g

. fo

rmal

mee

tings

such

as

in a

n

inte

rvie

w,

during a

n info

rmal

dis

cuss

ion w

ith o

ther

s.

□

Follo

win

g t

he

mai

n p

oin

ts a

nd idea

s w

hen

lis

tenin

g t

o n

arra

tive

s,

expla

nat

ions,

inst

ruct

ions

and p

rese

nta

tions

on s

trai

ghtf

orw

ard t

opic

s of

vary

ing len

gth

in f

amili

ar a

nd u

nfa

mili

ar

conte

xts,

e.g

. id

entify

the

mai

n

poin

ts t

hat

are

rel

evan

t w

hen

lis

tenin

g t

o a

form

al p

rese

nta

tion b

y a

teac

her

, te

am lea

der

or

man

ager

.

Pear

son E

dex

cel Le

vel 1 A

war

ds

in E

nglis

h S

kills

(Q

CF)

– S

pec

ific

atio

n –

Is

sue

1 –

Nove

mber

2013 ©

Pea

rson E

duca

tion L

imited

2013

45

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.2

U

se s

trat

egie

s to

cla

rify

under

stan

din

g

□

Det

erm

inin

g a

ppro

priat

e st

rate

gie

s in

ord

er t

o c

larify

and c

onfirm

under

stan

din

g,

in f

ace-

to-f

ace

and g

roup s

ituat

ions.

□

Vis

ual

and v

erbal

sig

nal

use

to c

onfirm

or

quer

y under

stan

din

g,

e.g.

use

fa

cial

exp

ress

ions,

ver

bal

pro

mpts

or

body

languag

e during a

tea

m

mee

ting t

o s

ignal

the

wis

h t

o a

sk q

ues

tions.

□

Appro

priat

e ty

pes

of

ques

tions

to a

sk,

e.g.

open

and c

lose

d q

ues

tions,

in

ord

er t

o c

larify

and c

onfirm

under

stan

din

g in a

ran

ge

of

form

al a

nd

info

rmal

, fa

mili

ar

and u

nfa

mili

ar c

onte

xts,

e.g

. a

form

al c

onte

xt s

uch

as

atte

ndan

ce a

t a

public

mee

ting,

an info

rmal

conte

xt s

uch

as

pla

nnin

g a

n

end-o

f-te

rm e

vent

par

ty w

ith o

ther

s.

1.3

M

ake

verb

al r

eques

ts t

o obta

in info

rmat

ion

□

Det

erm

inin

g w

hat

an a

ppro

priat

e re

ques

t is

during o

ral co

mm

unic

atio

n

in f

orm

al a

nd info

rmal

, fa

ce-t

o-f

ace

and g

roup c

onte

xts.

□

Mak

ing a

ppro

priat

e re

ques

ts in a

ran

ge

of fo

rmal

and info

rmal

conte

xts.

□

Mak

ing a

ppro

priat

e re

ques

ts in f

amili

ar

and u

nfa

mili

ar c

onte

xts.

Pear

son E

dex

cel Le

vel 1 A

war

ds

in E

nglis

h S

kills

(Q

CF)

– S

pec

ific

atio

n –

Is

sue

1 –

Nove

mber

2013 ©

Pea

rson E

duca

tion L

imited

2013

46

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.1

Id

entify

det

ail fr

om

ver

bal

co

mm

unic

atio

n w

ith o

ther

s □

D

eter

min

ing t

he

appro

priat

e le

vel of

det

ail an

d info

rmat

ion d

uring

info

rmal

and f

orm

al,

face

-to-f

ace

and g

roup c

onte

xts,

e.g

. a

mee

ting

with a

car

eers

advi

sor,

a m

eeting w

ith p

eers

.

2.2

Conve

y re

leva

nt

mea

nin

g

during v

erbal

co

mm

unic

atio

n

□

How

to c

om

munic

ate

mea

nin

g,

rele

vant

leve

l of

det

ail, idea

s an

d

info

rmat

ion in f

orm

al a

nd info

rmal

, fa

ce-t

o-f

ace

and g

roup c

onte

xts,

e.g

. a

mee

ting w

ith a

car

eers

advi

sor,

a m

eeting w

ith p

eers

. □

H

ow

to c

om

munic

ate

info

rmat

ion a

nd idea

s cl

early,

during a

short

tal

k,

in f

orm

al a

nd info

rmal

conte

xts,

e.g

. a

pre

senta

tion t

o a

man

ager

, pre

senting o

ptions

during a

n info

rmal

conve

rsat

ion w

ith p

eers

. □

H

ow

to c

om

munic

ate

opin

ions

and r

easo

ned

agre

emen

t/dis

agre

emen

t in

a

range

of

form

al a

nd info

rmal

conte

xts,

e.g

. th

e m

erits

of

hav

ing a

dre

ss c

ode

at w

ork

with f

rien

ds

and/o

r w

ith m

anag

emen

t.

□

Languag

e use

appro

priat

e to

the

audie

nce

, si

tuat

ion a

nd c

onte

xt,

e.g.

a fo

rmal

conte

xt s

uch

as

in a

n inte

rvie

w r

equirin

g f

orm

al lan

guag

e use

, in

form

al c

onve

rsat

ion w

ith o

ther

s.

□

How

to c

lear

ly s

tate

exp

lanat

ions,

inst

ruct

ions,

acc

ounts

and

des

crip

tions

in f

amili

ar

and u

nfa

mili

ar c

onte

xts,

e.g

. giv

ing inst

ruct

ions

when

dem

onst

rating t

he

use

of

a pie

ce o

f eq

uip

men

t.

2.3

Conve

y re

leva

nt

det

ail

during v

erbal

co

mm

unic

atio

n

□

How

to c

lear

ly s

tate

fac

ts a

nd o

pin

ions,

in f

orm

al a

nd info

rmal

, fa

ce-t

o-fa

ce a

nd g

roup c

onte

xts.

□

H

ow

to c

lear

ly s

tate

fac

ts a

nd o

pin

ions,

in a

ran

ge

of co

nte

xts,

incl

udin

g

fam

iliar

and u

nfa

mili

ar,

e.g.

dis

cuss

ion w

ith a

gro

up o

f co

lleag

ues

, bei

ng

inte

rvie

wed

on t

he

radio

or

in t

he

stre

et.

2

Be

able

to r

espond

to v

erbal

co

mm

unic

atio

n

2.4

Pr

ovi

de

feed

bac

k w

hen

lis

tenin

g t

o o

ther

s □

H

ow

to p

rovi

de

a sp

eake

r w

ith fee

dbac

k so

they

can

mak

e ad

just

men

ts

if n

eces

sary

, e.

g.

the

conte

nt

of

com

munic

atio

n,

tone

of vo

ice,

tim

e co

nst

rain

ts.

□

How

to p

rovi

de

visu

al a

nd o

ral fe

edbac

k to

oth

ers,

in f

ace-

to-f

ace

conte

xts

and o

n t

he

tele

phone,

e.g

. by

usi

ng a

ppro

priat

e fa

cial

ex

pre

ssio

ns

during a

gro

up d

iscu

ssio

n a

bout

an a

rtic

le in a

new

spap

er,

aski

ng a

ppro

priat

e ques

tions

to g

et d

irec

tions

ove

r th

e te

lephone.

Pear

son E

dex

cel Le

vel 1 A

war

ds

in E

nglis

h S

kills

(Q

CF)

– S

pec

ific

atio

n –

Is

sue

1 –

Nove

mber

2013 ©

Pea

rson E

duca

tion L

imited

2013

47

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.1

Pre

sent

info

rmat

ion v

erbal

ly

□

How

to p

lan t

he

pre

senta

tion o

f in

form

atio

n,

e.g.

usi

ng a

writt

en p

lan,

crib

car

ds.

□

Org

anis

atio

n o

f in

form

atio

n in a

logic

al s

equen

ce f

or

audie

nce

and

purp

ose

.

□

Spea

king c

lear

ly t

o p

rese

nt

info

rmat

ion in f

orm

al a

nd info

rmal

, fa

ce-t

o-

face

and g

roup c

onte

xts,

fam

iliar

and u

nfa

mili

ar a

udie

nce

s, e

.g.

use

co

rrec

t sp

eed,

pac

e, t

one

and v

olu

me.

□

Allo

win

g f

or

and r

espon

din

g t

o a

udie

nce

ques

tions.

3

Be

able

to

com

munic

ate

info

rmat

ion a

nd

opin

ions

verb

ally

3.2

Com

munic

ate

opin

ions

verb

ally

□

Pl

annin

g t

o ta

ke p

art

in a

dis

cuss

ion,

e.g.

det

erm

ine

the

purp

ose

of th

e dis

cuss

ion,

info

rmat

ion r

elev

ant

to t

he

dis

cuss

ion.

□

Org

anis

atio

n a

nd lin

king o

f opin

ions

logic

ally

to e

nab

le lis

tener

s to

under

stan

d t

he

mai

n p

oin

ts a

nd idea

s.

□

How

to a

gre

e sh

ared

outc

om

es a

nd c

oncl

usi

ons

to a

dis

cuss

ion.

□

How

to m

ake

contr

ibutions

that

are

rel

evan

t to

the

situ

atio

n a

nd t

he

subje

ct,

e.g.

by

liste

nin

g a

nd w

ork

ing o

ut

when

is

the

bes

t tim

e to

co

ntr

ibute

to a

gro

up d

iscu

ssio

n t

o p

lan a

n e

nd-o

f-ye

ar o

uting.

□

How

to c

ontr

ibute

to d

iscu

ssio

ns

and r

espond a

ppro

priat

ely

to t

he

poin

ts

of

view

of ot

her

s on a

ran

ge

of st

raig

htf

orw

ard t

opic

s, in f

orm

al a

nd

info

rmal

, fa

ce-t

o-f

ace

and g

roup s

ituat

ions,

e.g

. fo

llow

the

mai

n p

oin

ts

during a

n info

rmal

dis

cuss

ion a

s par

t of

a gro

up.

□

Languag

e ap

pro

priat

e to

the

audie

nce

and t

he

conte

xt.

□

Res

pec

ting t

he

turn

-tak

ing r

ights

of oth

ers

during d

iscu

ssio

ns,

e.g

. kn

ow

ing w

hen

to m

ake

your

opin

ion k

now

n a

nd n

ot

shou

ting d

own

oth

ers

in t

he

gro

up.

Pear

son E

dex

cel Le

vel 1 A

war

ds

in E

nglis

h S

kills

(Q

CF)

– S

pec

ific

atio

n –

Is

sue

1 –

Nove

mber

2013 ©

Pea

rson E

duca

tion L

imited

2013

48

Pear

son E

dex

cel Le

vel 1 A

war

ds

in E

nglis

h S

kills

(Q

CF)

– S

pec

ific

atio

n –

Is

sue

1 –

Nove

mber

2013 ©

Pea

rson E

duca

tion L

imited

2013

49

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.3

U

se s

trat

egie

s to

suppor

t ve

rbal

com

munic

atio

n

during d

iscu

ssio

n

□

Cre

atin

g o

pport

unitie

s to

mak

e co

ntr

ibutions

during d

iscu

ssio

ns,

usi

ng

stra

tegie

s su

ch a

s fo

llow

ing u

p a

poin

t m

ake

by

anoth

er p

erso

n,

addin

g

a co

ntr

ibution o

n t

he

sam

e poin

t.

□

Ask

ing q

ues

tions

in a

var

iety

of fo

rms

dep

endin

g o

n t

he

conte

xt a

nd

topic

, e.

g.

open

and c

lose

d q

ues

tions.

□

How

to d

evel

op idea

s an

d iden

tify

the

mai

n p

oin

ts d

uring d

iscu

ssio

ns,

e.

g.

aski

ng q

ues

tions

and intr

oduci

ng n

ew t

opic

s to

dev

elop t

he

dis

cuss

ion.

□

How

to a

nsw

er o

pen

and c

lose

d q

ues

tions,

during o

ral co

mm

unic

atio

n

on w

ork

-rel

ated

or

per

sonal

topic

s, e

.g.

about

a gro

up p

rese

nta

tion,

org

anis

ing a

par

ty,

giv

ing inst

ruct

ions

about

gar

den

ing.


Delivery



Learning outcome 1: be able to obtain information and ideas from verbal communication

Learners will need to be aware of how to listen for and obtain information and ideas from explanations, instructions, narratives and presentations of varying lengths. They will also need to know how to identify the relevant level of detail required when making requests and asking questions, dependent on the situation and the context of the verbal communication. Learners will need opportunities to practise taking part in discussions, for example one-to-one, group, informal, formal, familiar, unfamiliar and be able to pick out the important points, such as when giving and asking for directions.

Learners will need to ask appropriate questions and make requests to get the required information, adapting the level of formality depending on the situation and context. To practise communicating in a formal and unfamiliar situation, learners could to prepare and ask questions of a visiting speaker, for example careers adviser. A tutor/member of staff who has no direct connection with the course could also be asked to take part.

Learning outcome 2: be able to respond to verbal communication

Learners need to be able communicate the relevant level of detail during discussions and be able to judge and adapt the detail required depending on the situation and context. Learners should be given the opportunity to practise taking part in discussions to provide detail, for example a mock interview to give a detailed account of skills and experience.

Learners should carry out a presentation to convey, for example the main points and ideas, using language appropriate to the audience, subject, context and situation, and to adapt the level of formality depending on the situation and context. Learners should practise delivering talks in a formal situation, for example to a manager, in an informal situation as part of a group of peers.

Learners will need to be able to state facts and opinions, and give explanations, instructions, accounts and descriptions during a talk. They will need to be aware of how to sustain the interest of the audience and to adapt to the context and situation. Learners should practise delivering talks, for example to managers, peers, co-workers and develop skills in adapting the delivery style and content.

Learners will need to know how to give feedback to familiar and unfamiliar speakers, both visually and verbally during face-to-face and telephone conversations. Learners should practise giving visual prompts to the speaker to move them on to another subject or give further information on the current subject during group discussions.


50

Learning outcome 3: be able to communicate facts and opinions verbally

Learners will need to be aware of the planning process that is required to prepare for presenting a short talk. They will need to be able to organise and link information and ideas to engage with the audience while developing the main points and ideas. Learners will need to know how to deliver a short talk, adapting to the audience, situation and context. Learners will need to have the opportunity to practise giving talks, for example to their peers in an informal situation and to their managers in a formal situation.

Learners will need to be aware of how to prepare for taking part in discussions, for example the purpose of the discussion, relevant contributions, conclusions and arriving at an agreed outcome. They will need to use appropriate language, adapting to the audience as necessary and understand that an effective discussion involves everyone having a fair chance to contribute. Learners will need to have the opportunity to practise planning and taking part in discussions, using volume and tone as appropriate to the audience.

Learners need to be able to contribute to discussions at the appropriate time and judge when to make contributions depending on the situation and context. Learners will need to have the opportunity to practise using their discussion skills, including knowing when to express their opinion, listening to the opinion of others and not shouting others down.

Learners need to be able to answer open and closed questions, develop ideas and identify main points in order to move a discussion forward. Learners will need to have the opportunity to practise asking and answering questions during informal and formal discussions.

Assessment

This unit is assessed through Pearson-devised tasks and mark scheme. Centres will assess individual learner work using the Pearson mark scheme. To prepare learners for assessment, centres must inform learners that it is important that they attempt all tasks.

Suggested resources

Books

Edexcel ALAN Student Book Literacy Level 1 (Pearson 2006) ISBN 9781846901423

Edexcel ALAN Teacher’s Handbook Literacy Level 1 (Pearson 2006) ISBN 9781846901379

Websites

www.bbc.co.uk/skillswise/english

www.edexcel.com/quals/func-skills/wbl-resources/Pages/english-level-1.aspx

www.excellencegateway.org.uk/literacy

www.skillsworkshop.org


51

http://www.bbc.co.uk/skillswise/english

http://www.edexcel.com/quals/func-skills/wbl-resources/Pages/english-level-1.aspx

http://www.excellencegateway.org.uk/literacy

http://www.skillsworkshop.org/

13 Further information and useful publications

To get in touch with us visit our ‘Contact us’ pages:

Pearson Edexcel: www.edexcel.com/contactus

Pearson BTEC: www.btec.co.uk/contactus

Pearson Work Based Learning: www.pearsonwbl.com/contactus

Books, software and online resources for UK schools and colleges: www.pearsonschools.co.uk/contactus

Other sources of information and publications available include:

Pearson Equality Policy

Edexcel Information Manual (updated annually)

Access Arrangements, Reasonable Adjustments and Special Considerations: General and Vocational Qualifications

Recognition of Prior Learning Policy

Quality Assurance Handbook (updated annually)

Publications on the quality assurance of Pearson qualifications are available on our website at www.edexcel.com/quals/BTEC/quality/Pages/documents.aspx

Our publications catalogue lists all the material available to support our qualifications. To access the catalogue and order publications, please go to www.edexcel.com/resources/Pages/home.aspx

Additional resources

If you need further learning and teaching materials to support planning and delivery for your learners, there is a wide range of Pearson resources available.

Any publisher can seek endorsement for their resources, and, if they are successful, we will list their resources on our website at: www.edexcel.com/resources


52

http://www.edexcel.com/contactus

http://www.edexcel.com/quals/BTEC/Pages/Contactus.aspx

http://www.pearsonwbl.com/contactus

http://www.pearsonschools.co.uk/contactus

http://www.edexcel.com/quals/BTEC/quality/Pages/documents.aspx

http://www.edexcel.com/resources/Pages/home.aspx

http://www.edexcel.com/resources


53

14 Professional development and training

Pearson supports UK and international customers with training related to Pearson qualifications. This support is available through a choice of training options offered in our published training directory, or through customised training at your centre.

The support we offer focuses on a range of issues, including:

planning for the delivery of a new programme

planning for assessment and grading

developing effective assignments

building your team and teamwork skills

developing learner-centred learning and teaching approaches

building functional skills into your programme

building in effective and efficient quality assurance systems.

The national programme of training we offer is on our website at: www.edexcel.com/training. You can request customised training through the website or you can contact one of our advisors in the Training from Pearson UK team via Customer Services to discuss your training needs.

Pearson training and support for the lifetime of the qualifications

Training and networks: our training programme ranges from free introductory events through sector-specific opportunities to detailed training on all aspects of delivery, assignments and assessment. We have designed our new network events programme to allow you to share your experiences, ideas and best practice with other Pearson colleagues in your region. Sign up to the training you need at: www.btec.co.uk/training

Regional support: our team of Curriculum Development Managers and Curriculum Support Consultants, based around the country, are responsible for providing advice and support in centres. They can help you with planning and curriculum developments. If you would like your Curriculum Development Manager to contact you, please get in touch with your regional office on: 0844 463 2535.

Your support team

Whether you want to talk to a sector specialist, browse online or submit your query for an individual response, there’s someone in our support team to help you whenever – and however – you need:

Subject Advisors: find out more about our subject advisor team – immediate, reliable support from a fellow subject expert – at: www.edexcel.com/subjectadvisors

Ask Edexcel: submit your question online to our Ask Edexcel online service www.edexcel.com/ask and we will make sure your query is handled by a subject specialist.

http://www.edexcel.com/resources/training/Pages/home.aspx

http://www.btec.co.uk/training

http://www.edexcel.com/subjectadvisors

http://www.edexcel.com/ask

An

nexe A

: Level 1

Ad

ult

Lit

era

cy C

ore

Cu

rric

ulu

m a

nd

Level 1

Nati

on

al S

tan

dard

s fo

r A

du

lt L

itera

cy M

ap

pin

g

Th

e g

rid

belo

w m

ap

s th

e k

no

wle

dg

e c

overe

d in

th

e P

ears

on

Level

1 A

ward

Sp

eci

ali

st q

uali

fica

tio

ns

in E

ng

lish

Skil

ls

ag

ain

st t

he A

du

lt L

itera

cy C

ore

Cu

rric

ulu

m a

nd

th

e N

ati

on

al

Sta

nd

ard

s fo

r A

du

lt L

itera

cy.

KEY

: A

tic

k in

dic

ate

s w

here

th

e u

nit

ass

ess

men

t cr

iteri

a m

ap

s to

th

e A

du

lt L

itera

cy C

ore

Cu

rric

ulu

m (

Read

ing

) re

qu

irem

en

ts

an

d/

or

the N

ati

on

al S

tan

dard

s fo

r A

du

lt L

itera

cy (

Read

ing

).

Un

it a

nd

Learn

ing

O

utc

om

es

Ad

ult

Lit

era

cy C

ore

Cu

rric

ulu

m:

Read

ing

N

ati

on

al S

tan

dard

s fo

r A

du

lt L

itera

cy:

Read

ing

Tit

le:

Read

ing

an

d

Un

ders

tan

din

g

Com

pre

hen

sion

1.

Follo

w a

nd

under

stand (

Rt/

L1.1

)

2.

Rec

ognis

e purp

ose

(Rt/

L1.2

)

3.

Iden

tify

mai

n

poin

ts a

nd d

etai

l

(Rt/

L1.3

)

4.

Use

org

anis

atio

nal

feat

ure

s (R

t/L1

.4)

5.

Use

rea

din

g

stra

tegie

s (R

t/L1

.5)

Gra

mm

ar a

nd

Punct

uat

ion

6.

Use

know

ledge

of

gra

mm

ar (

Rs/

L1.1

)

7.

Use

know

ledge

of

punct

uation a

nd

capital

isation (

Rs/

L1.2

)

Voca

bula

ry,

Word

Rec

ognitio

n a

nd

Phonic

s 8.

Rec

ognis

e and

under

stand a

ran

ge

of

word

s (R

w/L

1.2

)

9.

Use

ref

eren

ce s

ourc

es

(Rw

/L1.1

)

10.

Apply

rea

din

g

stra

tegie

s (R

w/L

1.3

)

Rea

d a

nd U

nder

stan

d

– s

trai

ghtf

orw

ard

tex

ts o

f

vary

ing len

gth

on a

var

iety

of

topic

s ac

cura

tely

and

indep

enden

tly

Rea

d a

nd O

bta

in

Info

rmat

ion

– f

rom

diffe

rent

sourc

es

LO

1:

Kn

ow

ho

w

pu

nct

uati

on

an

d

gra

mm

ar

are

use

d in

st

raig

htf

orw

ard

texts

1.1

Rec

ognis

e th

e fu

nct

ion o

f punct

uat

ion

within

str

aightf

orw

ard

text

s

Pear

son E

dex

cel Le

vel 1 A

war

ds

in E

nglis

h S

kills

(Q

CF)

– S

pec

ific

atio

n –

Is

sue

1 –

Nove

mber

2013 ©

Pea

rson E

duca

tion L

imited

2013

54

Un

it a

nd

Learn

ing

O

utc

om

es

Ad

ult

Lit

era

cy C

ore

Cu

rric

ulu

m:

Read

ing

N

ati

on

al S

tan

dard

s fo

r A

du

lt L

itera

cy:

Read

ing

1.2

Rec

ognis

e how

gra

mm

ar s

upport

s co

nst

ruct

ion o

f st

raig

htf

orw

ard t

exts

LO

2:

Kn

ow

ho

w

vo

cab

ula

ry a

nd

word

st

ruct

ure

are

use

d in

st

raig

htf

orw

ard

texts

2.1

Iden

tify

voca

bula

ry in

diffe

rent

types

of

stra

ightf

orw

ard t

exts

2.2

Rec

ognis

e th

e im

port

ance

of

word

ch

oic

e ac

cord

ing t

o

conte

xt

LO

3:

Be a

ble

to

use

re

ad

ing

str

ate

gie

s to

lo

cate

an

d o

bta

in

info

rmati

on

in

st

raig

htf

orw

ard

texts

3.1

Use

rea

din

g

stra

tegie

s to

obta

in

info

rmat

ion f

or

a giv

en

purp

ose

Pear

son E

dex

cel Le

vel 1 A

war

ds

in E

nglis

h S

kills

(Q

CF)

– S

pec

ific

atio

n –

Is

sue

1 –

Nove

mber

2013 ©

Pea

rson E

duca

tion L

imited

2013

55

KEY

: A

tic

k in

dic

ate

s w

here

th

e u

nit

ass

ess

men

t cr

iteri

a m

ap

s to

th

e A

du

lt L

itera

cy C

ore

Cu

rric

ulu

m (

Read

ing

) re

qu

irem

en

ts

an

d/

or

the N

ati

on

al S

tan

dard

s fo

r A

du

lt L

itera

cy (

Read

ing

).

Un

it a

nd

Learn

ing

O

utc

om

es

Ad

ult

Lit

era

cy C

ore

Cu

rric

ulu

m:

Read

ing

N

ati

on

al S

tan

dard

s fo

r A

du

lt L

itera

cy:

Read

ing

Tit

le:

Read

ing

an

d

Ob

tain

ing

In

form

ati

on

Com

pre

hen

sion

1.

Follo

w a

nd

under

stand (

Rt/

L1.1

)

2.

Rec

ognis

e purp

ose

(Rt/

L1.2

)

3.

Iden

tify

mai

n

poin

ts a

nd d

etai

l

(Rt/

L1.3

)

4.

Use

org

anis

atio

nal

feat

ure

s (R

t/L1

.4)

5.

Use

rea

din

g

stra

tegie

s (R

t/L1

.5)

Gra

mm

ar a

nd

Punct

uat

ion

6.

Use

know

ledge

of

gra

mm

ar (

Rs/

L1.1

)

7.

Use

know

ledge

of

punct

uation a

nd

capital

isation (

Rs/

L1.2

)

Voca

bula

ry,

Word

Rec

ognitio

n a

nd

Phonic

s 8.

Rec

ognis

e and

under

stand a

ran

ge

of

word

s (R

w/L

1.2

)

9.

Use

ref

eren

ce s

ourc

es

(Rw

/L1.1

)

10.

Apply

rea

din

g

stra

tegie

s (R

w/L

1.3

)

Rea

d a

nd U

nder

stan

d

– s

trai

ghtf

orw

ard

tex

ts o

f

vary

ing len

gth

on a

var

iety

of

topic

s ac

cura

tely

and

indep

enden

tly

Rea

d a

nd O

bta

in

Info

rmat

ion

– f

rom

diffe

rent

sourc

es

LO

1:

Kn

ow

th

e m

ain

p

oin

ts o

f d

esc

rip

tive,

exp

lan

ato

ry,

inst

ruct

ive,

info

rmati

ve a

nd

p

ers

uasi

ve t

exts

1.1

Iden

tify

des

crip

tive

, in

stru

ctiv

e an

d

per

suas

ive

indic

ators

in

text

s

Pear

son E

dex

cel Le

vel 1 A

war

ds

in E

nglis

h S

kills

(Q

CF)

– S

pec

ific

atio

n –

Is

sue

1 –

Nove

mber

2013 ©

Pea

rson E

duca

tion L

imited

2013

56

Un

it a

nd

Learn

ing

O

utc

om

es

Ad

ult

Lit

era

cy C

ore

Cu

rric

ulu

m:

Read

ing

N

ati

on

al S

tan

dard

s fo

r A

du

lt L

itera

cy:

Read

ing

1.2

Outlin

e th

e m

ain

poin

ts o

f st

raig

htf

orw

ard

text

s

1.3

Iden

tify

im

plie

d

mea

nin

g in

stra

ightf

orw

ard t

exts

LO

2:

Un

ders

tan

d h

ow

fo

rmat,

featu

res

an

d

lan

gu

ag

e a

re u

sed

to

ach

ieve a

giv

en

p

urp

ose

2.1

Rec

ognis

e pre

senta

tional

fea

ture

s in

st

raig

htf

orw

ard t

exts

2.2

Rec

ognis

e th

e use

of

languag

e in

st

raig

htf

orw

ard t

exts

LO

3:

Un

ders

tan

d h

ow

im

ag

es

sup

po

rt

info

rmati

on

in

st

raig

htf

orw

ard

texts

3.1

Rec

ognis

e how

im

ages

can

be

use

d t

o

support

info

rmat

ion in

stra

ightf

orw

ard t

exts

Pear

son E

dex

cel Le

vel 1 A

war

ds

in E

nglis

h S

kills

(Q

CF)

– S

pec

ific

atio

n –

Is

sue

1 –

Nove

mber

2013 ©

Pea

rson E

duca

tion L

imited

2013

57

Un

it a

nd

Learn

ing

O

utc

om

es

Ad

ult

Lit

era

cy C

ore

Cu

rric

ulu

m:

Read

ing

N

ati

on

al S

tan

dard

s fo

r A

du

lt L

itera

cy:

Read

ing

LO

4:

Be a

ble

to

lo

cate

in

form

ati

on

in

st

raig

htf

orw

ard

texts

4.1

Use

org

anis

atio

nal

an

d s

truct

ura

l fe

ature

s to

lo

cate

info

rmat

ion in

stra

ightf

orw

ard t

exts

Pear

son E

dex

cel Le

vel 1 A

war

ds

in E

nglis

h S

kills

(Q

CF)

– S

pec

ific

atio

n –

Is

sue

1 –

Nove

mber

2013 ©

Pea

rson E

duca

tion L

imited

2013

58

KEY

: A

tic

k in

dic

ate

s w

here

th

e u

nit

ass

ess

men

t cr

iteri

a m

ap

s to

th

e A

du

lt L

itera

cy C

ore

Cu

rric

ulu

m (

Wri

tin

g)

req

uir

em

en

ts

an

d/

or

the N

ati

on

al S

tan

dard

s fo

r A

du

lt L

itera

cy (

Wri

tin

g).

Un

it a

nd

Learn

ing

O

utc

om

es

Ad

ult

Lit

era

cy C

ore

Cu

rric

ulu

m:

Wri

tin

g

Nati

on

al S

tan

dard

s fo

r A

du

lt L

itera

cy:

Wri

tin

g

Tit

le:

Pla

nn

ing

an

d

Wri

tin

g f

or

Au

die

nce

an

d P

urp

ose

Com

pre

hen

sion

1.

Com

pose

and p

lan

(Wt/

L1.1

, W

t/L1

.2)

2.

Org

anis

e an

d

pre

sent

text

stru

cture

(W

t/L1

.3,

Wt/

L1.5

)

3.

Use

languag

e,

styl

e an

d p

urp

ose

(Wt/

L1.4

)

4.

Pro

ofr

ead

(Wt/

L1.6

)

Gra

mm

ar a

nd

Punct

uat

ion

5.

Apply

gra

mm

ar

(Ws/

L1.1

, W

s/L1

.2)

6.

Apply

punct

uat

ion a

nd

capital

isation (

Ws/

L1.3

)

Spel

ling a

nd

Han

dw

riting

7.

Apply

str

ateg

ies

to

spel

l co

rrec

tly

(Ww

/L1.1

)

8.

Form

han

dw

riting a

nd

legib

le t

ext

(Ww

/L1.2

)

Write

to C

omm

unic

ate

– info

rmation,

idea

s an

d o

pin

ions

clea

rly

usi

ng len

gth

, fo

rmat

and s

tyle

appro

priat

e to

purp

ose

and a

udie

nce

LO

1:

Be a

ble

to

use

la

ng

uag

e,

deta

il,

form

at

an

d s

tru

ctu

re

for

wri

tten

co

mm

un

icati

on

1.1

Use

lan

guag

e ac

cord

ing t

o a

udie

nce

an

d p

urp

ose

in w

ritt

en

com

munic

atio

n

Pear

son E

dex

cel Le

vel 1 A

war

ds

in E

nglis

h S

kills

(Q

CF)

– S

pec

ific

atio

n –

Is

sue

1 –

Nove

mber

2013 ©

Pea

rson E

duca

tion L

imited

2013

59

Un

it a

nd

Learn

ing

O

utc

om

es

Ad

ult

Lit

era

cy C

ore

Cu

rric

ulu

m:

Wri

tin

g

Nati

on

al S

tan

dard

s fo

r A

du

lt L

itera

cy:

Wri

tin

g

1.2

Str

uct

ure

writing

acco

rdin

g t

o c

onve

ntions

for

a w

ritt

en t

ask

1.3

Write

for

a g

iven

purp

ose

and a

udie

nce

LO

2:

Be a

ble

to

pla

n

an

d d

raft

a w

ritt

en

co

mm

un

icati

on

.

2.1

Pla

n t

he

requirem

ents

of

the

writt

en c

om

munic

atio

n

2.2

Pro

duce

a d

raft

w

ritt

en c

om

munic

atio

n t

o

mee

t th

e au

die

nce

and

purp

ose

req

uirem

ents

LO

3:

Be a

ble

to

p

roo

fread

an

d r

evis

e

wri

tten

co

mm

un

icati

on

fo

r acc

ura

cy a

nd

mean

ing

3.1

Pro

ofr

ead d

raft

w

ritt

en c

om

munic

atio

n

for

mea

nin

g

3.2

Pro

ofr

ead d

raft

co

mm

unic

atio

n f

or

accu

racy

3.3

Rev

ise

dra

ft f

or

final

co

py

Pear

son E

dex

cel Le

vel 1 A

war

ds

in E

nglis

h S

kills

(Q

CF)

– S

pec

ific

atio

n –

Is

sue

1 –

Nove

mber

2013 ©

Pea

rson E

duca

tion L

imited

2013

60

KEY

: A

tic

k in

dic

ate

s w

here

th

e u

nit

ass

ess

men

t cr

iteri

a m

ap

s to

th

e A

du

lt L

itera

cy C

ore

Cu

rric

ulu

m (

Wri

tin

g)

req

uir

em

en

ts

an

d/

or

the N

ati

on

al S

tan

dard

s fo

r A

du

lt L

itera

cy (

Wri

tin

g).

Un

it a

nd

Learn

ing

O

utc

om

es

Ad

ult

Lit

era

cy C

ore

Cu

rric

ulu

m:

Wri

tin

g

Nati

on

al S

tan

dard

s fo

r A

du

lt L

itera

cy:

Wri

tin

g

Tit

le:

Sp

ellin

g,

Gra

mm

ar

an

d

Pu

nct

uati

on

Com

pre

hen

sion

1.

Com

pose

and p

lan

(Wt/

L1.1

, W

t/L1

.2)

2.

Org

anis

e an

d

pre

sent

text

stru

cture

(W

t/L1

.3,

Wt/

L1.5

)

3.

Use

languag

e,

styl

e an

d p

urp

ose

(Wt/

L1.4

)

4.

Pro

ofr

ead

(Wt/

L1.6

)

Gra

mm

ar a

nd

Punct

uat

ion

5.

Apply

gra

mm

ar

(Ws/

L1.1

, W

s/L1

.2)

6.

Apply

punct

uat

ion a

nd

capital

isation (

Ws/

L1.3

)

Spel

ling a

nd

Han

dw

riting

7.

Apply

str

ateg

ies

to

spel

l co

rrec

tly

(Ww

/L1.1

)

8.

Form

han

dw

riting a

nd

legib

le t

ext

(Ww

/L1.2

)

Write

to C

omm

unic

ate

– info

rmation,

idea

s an

d o

pin

ions

clea

rly

usi

ng len

gth

, fo

rmat

and s

tyle

appro

priat

e to

purp

ose

and a

udie

nce

LO

1:

Be a

ble

to

sp

ell

freq

uen

tly u

sed

wo

rds

corr

ect

ly

1.1

Use

con

ventions

for

spel

ling p

atte

rns

in w

ord

s

1.2

Iden

tify

hom

ophon

es

to c

onve

y in

tended

m

eanin

g

1.3

Iden

tify

word

co

mponen

ts t

hat

chan

ge

the

mea

nin

g o

f w

ord

s

Pear

son E

dex

cel Le

vel 1 A

war

ds

in E

nglis

h S

kills

(Q

CF)

– S

pec

ific

atio

n –

Is

sue

1 –

Nove

mber

2013 ©

Pea

rson E

duca

tion L

imited

2013

61

Un

it a

nd

Learn

ing

O

utc

om

es

Ad

ult

Lit

era

cy C

ore

Cu

rric

ulu

m:

Wri

tin

g

Nati

on

al S

tan

dard

s fo

r A

du

lt L

itera

cy:

Wri

tin

g

LO

2:

Be a

ble

to

use

p

un

ctu

ati

on

to

co

nvey

inte

nd

ed

mean

ing

2.1

Iden

tify

punct

uat

ion

mar

kers

in t

ext

2.2

Punct

uat

e se

nte

nce

s to

conve

y in

tended

m

eanin

g

LO

3:

Be a

ble

to

p

rod

uce

co

mp

ou

nd

se

nte

nce

s

3.1

Iden

tify

conju

nct

ions

to lin

k se

nte

nce

s

3.2

Exp

and s

imple

se

nte

nce

s in

to c

om

pou

nd

sente

nce

s

LO

4:

Be a

ble

to

use

co

rrect

gra

mm

ar

4.1

Use

subje

ct–ve

rb

agre

emen

t in

tex

t

4.2

Use

corr

ect

tense

in

text

to

conve

y in

tended

m

eanin

g

Pear

son E

dex

cel Le

vel 1 A

war

ds

in E

nglis

h S

kills

(Q

CF)

– S

pec

ific

atio

n –

Is

sue

1 –

Nove

mber

2013 ©

Pea

rson E

duca

tion L

imited

2013

62

KEY

: A

tic

k in

dic

ate

s w

here

th

e u

nit

ass

ess

men

t cr

iteri

a m

ap

s to

th

e A

du

lt L

itera

cy C

ore

Cu

rric

ulu

m (

Sp

eakin

g a

nd

Lis

ten

ing

) re

qu

irem

en

ts a

nd

/o

r th

e N

ati

on

al S

tan

dard

s fo

r A

du

lt L

itera

cy (

Sp

eakin

g a

nd

Lis

ten

ing

).

Un

it a

nd

Learn

ing

O

utc

om

es

Ad

ult

Lit

era

cy C

ore

Cu

rric

ulu

m:

Sp

eakin

g a

nd

Lis

ten

ing

N

ati

on

al S

tan

dard

s fo

r A

du

lt L

itera

cy:

Sp

eakin

g

an

d L

iste

nin

g

Tit

le:

Sp

eakin

g a

nd

Lis

ten

ing

List

en a

nd

Res

pond

1.

List

en f

or

det

ail

(SLl

r/L1

.1,

SLl

r/L1

.2)

2.

Cla

rify

and c

onfirm

(SLl

r/L1

.3,

SLl

r/L1

.4)

3.

Res

pond

(SLl

r/L1

.5,

SLl

r/L1

.6)

Spea

k to

Com

munic

ate

4.

Mak

e re

ques

ts a

nd

ask

ques

tions

(SLc

l/L1

.2)

5.

Spea

k cl

earl

y an

d

appro

priat

ely

(SLc

/L1.1

, SLc

/L1.3

)

6.

Pres

ent

info

rmat

ion

(Slc

/L1.4

)

Engag

e in

D

iscu

ssio

n

7.

Follo

w a

nd

contr

ibute

(SLd

/L1.1

) 8.

Use

appro

priat

e la

nguag

e an

d

stra

tegie

s (S

Ld/L

1.2

, SLd

/L1.3

)

List

en a

nd

Res

pond

– t

o s

poke

n languag

e,

incl

udin

g info

rmat

ion

and n

arra

tive

s, a

nd

follo

w e

xpla

nations

and

inst

ruct

ions

of

vary

ing

length

s, a

dap

ting

resp

onse

to s

pea

ker,

med

ium

and c

onte

nt

Spea

k to

Com

munic

ate

– info

rmation,

idea

s

and o

pin

ions,

adap

ting s

pee

ch

and c

onte

nt

to t

ake

acco

unt

of

the

liste

ner

(s)

and

med

ium

Engag

e in

D

iscu

ssio

n

– w

ith o

ne

or

more

peo

ple

in f

am

iliar

and

unfa

mili

ar s

ituat

ions,

mak

ing c

lear

and

rele

vant

contr

ibutions

that

resp

ond t

o w

hat

oth

ers

say

and

pro

duce

a s

har

ed

under

standin

g a

bout

diffe

rent

topic

s

LO

1:

Be a

ble

to

ob

tain

in

form

ati

on

an

d i

deas

from

verb

al

com

mu

nic

ati

on

1.1

Iden

tify

det

ail w

hen

obta

inin

g info

rmat

ion

and idea

s

1.2

Use

str

ateg

ies

to

clar

ify

under

stan

din

g

1.3

Mak

e ve

rbal

req

ues

ts

to o

bta

in info

rmat

ion

Pear

son E

dex

cel Le

vel 1 A

war

ds

in E

nglis

h S

kills

(Q

CF)

– S

pec

ific

atio

n –

Is

sue

1 –

Nove

mber

2013 ©

Pea

rson E

duca

tion L

imited

2013

63

Pear

son E

dex

cel Le

vel 1 A

war

ds

in E

nglis

h S

kills

(Q

CF)

– S

pec

ific

atio

n –

Is

sue

1 –

Nove

mber

2013 ©

Pea

rson E

duca

tion L

imited

2013

64

Un

it a

nd

Learn

ing

O

utc

om

es

Ad

ult

Lit

era

cy C

ore

Cu

rric

ulu

m:

Sp

eakin

g a

nd

Lis

ten

ing

N

ati

on

al S

tan

dard

s fo

r A

du

lt L

itera

cy:

Sp

eakin

g

an

d L

iste

nin

g

LO

2:

Be a

ble

to

re

spo

nd

to

verb

al

com

mu

nic

ati

on

2.1

Iden

tify

det

ail fr

om

ve

rbal

com

munic

atio

n

with o

ther

s

2.2

Conve

y re

leva

nt

mea

nin

g d

uring v

erbal

co

mm

unic

atio

n

2.3

Conve

y re

leva

nt

det

ail during v

erbal

co

mm

unic

atio

n

2.4

Pro

vide

feed

bac

k w

hen

lis

tenin

g t

o oth

ers

LO

3:

Be a

ble

to

co

mm

un

icate

in

form

ati

on

an

d

op

inio

ns

verb

ally

3.1

Pre

sent

info

rmat

ion

verb

ally

3.2

Com

munic

ate

opin

ions

verb

ally

3.3

Use

str

ateg

ies

to

support

ver

bal

co

mm

unic

atio

n d

uring

dis

cuss

ion

Annexe B: Functional Skills Mapping

Functional Skills standards for Entry Level 3 English

Speaking, listening and communication

1 Respond appropriately to others and make some extended contributions in familiar formal and informal discussions and exchanges

Reading

2 Read and understand the purpose and content of straightforward texts that explain, inform and recount information

Writing

3 Write texts with some adaptation to the intended audience

Functional Skills standards for Level 1 English


1 Take full part in formal and informal discussions and exchanges that include unfamiliar subjects

Reading

2 Read and understand a range of straightforward texts

Writing

3 Write a range of texts to communicate information, ideas and opinions, using formats and styles suitable for their purpose and audience

Functional Skills standards for Level 2 English


1 Make a range of contributions to discussions in a range of contexts, including those that are unfamiliar, and make effective presentations

Reading

2 Select, read, understand and compare texts and use them to gather information, ideas, arguments and opinions

Writing

3 Write a range of texts, including extended written documents, communicating information, ideas and opinions, effectively and persuasively


65

Map

pin

g o

f E

ng

lish

Skil

ls u

nit

s to

Fu

nct

ion

al

Skil

ls

This

tab

le s

how

s w

her

e a

learn

ing

ou

tco

me in a

unit is

of

par

ticu

lar

rele

vance

for

the

lear

ner

s bei

ng p

repar

ed f

or

asse

ssm

ent

in F

unct

ional

Ski

lls in E

nglis

h.

Cen

tres

may

iden

tify

furt

her

opport

unitie

s ar

isin

g in t

hei

r ow

n p

rogra

mm

es in a

dditio

n t

o t

hose

iden

tified

bel

ow

, fo

r ex

ample

, during g

roup w

ork

, re

sear

ch,

emplo

ymen

t-re

late

d a

ctiv

itie

s an

d w

ork

exp

erie

nce

.

Co

vera

ge K

ey:

indic

ates

wher

e th

e unit lea

rnin

g o

utc

ome

offer

s op

port

unitie

s fo

r Fu

nct

ional

Ski

lls d

evel

opm

ent

at t

he

sam

e le

vel.

Fu

nct

ion

al S

kills

co

vera

ge:

En

glish

En

try L

evel 3

Level 1

Level 2

Un

it T

itle

Refe

ren

ce

Learning Outcomes


Reading

Writing


Reading

Writing


Reading

Writing

L1 R

eadin

g a

nd U

nder

stan

din

g

All

L1 R

eadin

g a

nd O

bta

inin

g I

nfo

rmat

ion

All

L1 P

lannin

g a

nd W

riting f

or

Audie

nce

and

Purp

ose

All

L1 S

pel

ling,

Gra

mm

ar a

nd P

unct

uat

ion

All

L1 S

pea

king a

nd L

iste

nin

g

All

Pear

son E

dex

cel Le

vel 1 A

war

ds

in E

nglis

h S

kills

(Q

CF)

– S

pec

ific

atio

n –

Is

sue

1 –

Nove

mber

2013 ©

Pea

rson E

duca

tion L

imited

2013

66

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67

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