Quality Improvement System

Scheme of Work
Academic Year

2010-2011

Faculty and Division

Learning Support and Counselling

SECTION 1

Indicate total number of Schemes of

Work within the programme

Course Title

Functional Skills Level 2

Mode

Subject / Unit Title

English

Subject Unit No

Lecturer

Functional Skill English Teachers

Course Code

Awarding Body

City and Guilds

No of Weeks

30

Duration

1 hour

Room/Venue

Day

1 of 1

Time

Scheme of Work ID
No

Learner pre-requisite (e.g. preceding level of study)

Learners will need to complete a diagnostic assessment to help determine their capability in achieving Level 2 Functional English

Verified by Course Leader

FS/SoW/English L2/AM 2010

H Law

Date

August 2010

Quality Improvement System

Scheme of Work
SECTION 2

Broad aims
(to include progression
opportunitie
s)

This scheme of work is designed for English Functional Skills at Level 2. This will enable learners to gain under-pinning
knowledge to achieve English Functional Skills at level 2. Learners will then become Functional in everyday activities
which require the use of English.

Organisational related
issues
(e.g. placements, links with
other units, employer
engagement, employer
responsiveness etc)

The Functional Skills being offered by the college is seen in the broad sense as a means of providing learners with the
skills and abilities they need to take an active and responsible role in their vocational setting workplace, everyday life
and educational setting. The delivery of the qualification will hopefully provide learners with effective communication
and understanding across the three subject skill areas Reading, Writing, Speaking and Listening. Where possible
resources should be contextualised to increase vocational relevance. Realistic assignments that capture interest linked
within the vocational area will hopefully help sustain interest and develop English skills.

Student related issues

(e.g. group size, student
previous experiences)
Equality and Diversity
(e.g. consideration given to
gender stereotyping in a
traditionally male or female
based occupational area)
Added value
(e.g. residentials, guest
speakers, educational
visits)
Health and safety issues

Learners will all strive to achieve L2 Functional English, however there will be flexibility to lower the level for weaker
students if need be.
Group sizes should be no more than 15.
1 student in this class was deaf and dumb, a teacher will be funded to help him learn in British Sign Language (BSL)
Gender should not be an issue as this qualification is needed across the board; assignments will be set which are
sensitive to all aspects of equality and diversity.

Follow College Health and Safety procedures

FS/SoW/English L2/AM 2010

Quality Improvement System

Scheme of Work
Every Child Matters (ECM)

Please include just the relevant number in appropriate column on the scheme of work
1 Being healthy
2 Stay safe
3 Enjoy and achieve
4 Make a positive contribution
5 Achieving economic well being

FS/SoW/English L2/AM 2010

NoScheme Week

Learning Outcome
(units/modules/elements)
Topic

Key Learning Activity/Method

Key Resources

The learner will be able to ..

Diagnostic Assessment
English

Complete diagnostic assessments

(Computer based)
BKSB

To work through literacy

/assessment
Print out results and discuss
outcomes

Computer or
paper based
assessments
Test results

Cross Reference
e.g.
Adult Literacy
Core Curriculum,
ECM

Ws/L1.1
Ww/L1.1.2
Wt/L2.1.2
ECM 3

Why is Speaking and

Listening important?
Introduction to this section
of course;

Read for research make notes to

present an argument/ findings;
present information and ideas clearly
and persuasively to others

Giving a presentation

Giving a presentation

Continue with work on presentation

Giving a presentation

FS/SoW/English L2/AM 2010

Give Presentation; make significant

contributions to discussions arising
from other presentations

Group discussion and mind

map of types of and impact of
S&L
Individual study and
preparation
Develop PowerPoint slides to
present argument/ideas
Individual study and
preparation
Develop PowerPoint slides to
present argument/ideas
Individual presentations

Inspiration
software;
whiteboard and
projector

SLir/L2.1
SLc1-4
ECM 3,4,5

SLc1-4
Computers - LRC
ECM 3,4,5
Whiteboard and
projector

SLc1-4
ECM 3,4,5

Week NoScheme
5

Learning Outcome
(units/modules/elements)
Topic

Key Learning Activity/Method

Key Resources

The learner will be able to ..

Make significant
contribution to
discussions, taking a
range of roles ...

Introduction to writing
section of course;
writing documents: look at
range of types of
document and purpose
to communicate ideas and
opinions effectively and
persuasively

Proofreading purpose
and elements:
punctuation; subject/verb
agreement; spelling
7

FS/SoW/English L2/AM 2010

Take part in The Great TV Debate

role play activities to contribute to
discussion and make cogent
responses in appropriate language

Whole group discussion

learners given roles and time
to develop their ideas;
discussion then takes place
using proposition: TV is at
best a waste of time and at
worst has a dangerous impact
upon society

Recognise different types of written

documents and their purpose;
recognise format of an informal letter

Create group mind map of

range of types of written
documents; write rough draft
of letter to a friend about first
week of college

Understand purpose of proofreading;

correct pre-written and own work
using checklist developed in group

Paired and group activities:

use range of texts to
proofread for:
spelling;
punctuation
subject/verb/tense
agreement

Character
snapshots to be
allocated; selfevaluation sheets
to consider own
strengths and
weaknesses
Inspirations
software
Whiteboard and
projector

Texts to practise
proofreading
Learners
written pieces;
checklist;
highlighters

Cross Reference
e.g.
Adult Literacy
Core Curriculum,
ECM

SLd/L2.1-5
ECM 3,4,5

Wt/L2.3;4
Ww/L2.1
ECM 3,4,5

Wt/L2.6
Ww/L2.1
ECM 3,4,5

Week NoScheme

Learning Outcome
(units/modules/elements)
Topic

Key Resources

Identify different uses of the comma;

list rules in appropriate format;
recognise features of layout of
instruction sheets

Read a text highlight usage

and discuss rule;
make a list of rules in personal
instruction booklet

Internet news item

using commas for
range of
purposes;
highlighters

Recognise the difference between

indirect and direct speech; understand
the conventions of punctuating
speech; understand the conventions
of quoting from the speech of others

Small group speaking and

listening activity discussion
then transcript using
appropriate punctuation; add
rules to personal instruction
leaflet

Newspaper
articles with
examples of direct
and indirect
speech

Recognise the difference between

singular and plural nouns; recognise
purpose and conventions of
apostrophe of omission and
possessive apostrophe

Group Skillswise activities

spelling plurals; using
apostrophes; add rules to
personal instruction leaflet

www.bbc.co.uk/ski
llswise;
whiteboard and
projector

Recognise that words play different

roles in a sentence; identify words that
have common purpose and form;
identify four key word classes noun,
verb adjective, adverb

Small group activity

categorising groups of words
into word classes

The learner will be able to ..

Cross Reference
e.g.
Adult Literacy
Core Curriculum,
ECM

October Half Term

Punctuate accurately
using commas
8

Punctuate accurately
using inverted commas
9

Punctuate accurately
using apostrophes
10

11

Key Learning Activity/Method

Use a range of sentence

structures including
complex sentences

FS/SoW/English L2/AM 2010

Spelling test on plurals

Grammar game
parts of speech
activity

Ws/L2.4
Ww/L2.1
ECM 3,4,5
Ws/L2.4
Ww/L2.1
ECM 3,4,5

Ws/L2.4
Ww/L2.1
ECM 3,4,5

Ws/L2.1
Ww/L2.1
ECM 3,4,5

Week NoScheme
12

13

Learning Outcome
(units/modules/elements)
Topic

Key Learning Activity/Method

Key Resources

The learner will be able to ..

Use a range of sentence

structures including
complex sentences

Develop range of
appropriate vocabulary;
use dictionary effectively
for examination purposes

i)
ii)

Writing articles
Using
paragraphs

14

Recognise different types of

sentences: simple; compound;
complex
Understand use of connectives
however, although, in spite of etc

Small group clause card

sorting activity and discussion

Recognise meanings of a range of

prefixes; use the dictionary to check
spellings and to find word definitions;
use a Thesaurus to distinguish
between formal and colloquial
language

Group work on prefixes

purpose and definition; paired
activities using reference texts

Write an article , presenting

information on a complex subject
concisely and clearly; develop an
argument using paragraphs effectively

Using exemplar text look at

key aspects of language and
organisation of ideas; make a
plan using set of pre-prepared
notes; write rough draft of
argument; proofread

Exemplar text;
notes for range of
controversial
topics

Identify and put into use the

conventions of formal letters; identify
register of language and tone of
written texts

Compare appropriate and

inappropriate examples of
letters of complaint; write
formal letter swap and
proofread letters in group

Range of letters
for comparison
and discussion

Clause card
activity cards
and answer sheet

Cross Reference
e.g.
Adult Literacy
Core Curriculum,
ECM

Ws/L2.1
Ww/L2.1
ECM 3,4,5

Set of dictionaries
and thesauruses;
alternatively,
access to
computers to use
online reference
texts

Rw/L2.2;3
Ww/L2.1
ECM 3,4,5

Wt/L2.1-6
Ww/L2.1
ECM 3,4,5

Christmas

Writing a formal letter

15

FS/SoW/English L2/AM 2010

Wt/L2.1-6
Ww/L2.1
ECM 3,4,5

Week NoScheme

Learning Outcome
(units/modules/elements)
Topic

Key Resources

The learner will be able to ..

Writing a report

Recognise layout, purpose and

content

Text speak look at

different ways to put a
message across
different conventions
Mock written paper

Identify different methods of

communication; differentiate between
appropriate and inappropriate
language
Experience timed examination

16

17

Key Learning Activity/Method

Cross Reference
e.g.
Adult Literacy
Core Curriculum,
ECM

Using scenario based material

write a report on findings
work in pairs

Range of
scenarios and
finding to report
on

Wt/L2.1-6
Ww/L2.1
ECM 3,4,5

Translate some texts into text

speak; translate some text
messages into formal text

Examples using
different forms of
written language

Rw/L2.3
Ww/L2.1
ECM 3,4,5

Individual study

Past written paper

ECM 3,4,5

18

Tutorial - feedback
19

Why do we read?

Identify strengths and weaknesses in

examination answers

Individual feedback to learners

Identify different types of text and

categorise examples

Create group mind map of

range of types of texts;
discussion on purpose of
reading and when learners
need to read

Read for relevant information; pick out

key points / ideas in newspaper
articles; make a summary of findings

Using range of short texts /

work in pairs one reads and
then tells the other what its
about in 10/20/30 words
S&L activity
Use current authentic
materials to discuss layout
and effect

20

Marked
examination
scripts

ECM 3,4,5

Inspiration
software; white
board and
projector

Rt/L2.2
ECM 3,4,5

Different
newspaper texts;
highlighters

Rt/L2.3;4

February Half Term

21

22

Select and use different

types of texts to obtain
relevant information
Identify purpose of texts
and comment on how
effectively meaning is
conveyed

FS/SoW/English L2/AM 2010

Recognise conventions of
newspapers layout, use of
language; sentence structure; use of
images, text boxes etc; distinguish
between fact and opinion

ECM 3,4,5
Newspapers to
deconstruct;
fact/opinion card
sorting activity

Rt/L2.4-6
ECM 3,4,5

Week NoScheme
23

24

Learning Outcome
(units/modules/elements)
Topic

Key Learning Activity/Method

Key Resources

The learner will be able to ..

Detect point of view,

implicit meaning and/or
bias

Read and actively respond

to different texts
Read and actively respond
to different texts

25

Read and actively respond

to different texts
26

Easter

FS/SoW/English L2/AM 2010

Compare ways writers present

information and put their ideas across;
identify examples of rhetoric, bias,
exaggeration ; distinguish between
implicit and explicit meaning
Pick out key points in a letter of
complaint and devise ways to respond
to complainant
Express personal preference for a
particular outing based on a range of
information leaflets; recognise of
persuasive language in use
Express personal preference for a
particular web site based on
exploration of features used in a
range of pre-determined sites

Read different texts together

highlight and discuss linguistic
devices
Paired activity picking out
key points and making
responses
Read and discuss range of
different information
leaflets/guidebook entries;
pick out key devices used by
writers to persuade the reader
to visit
Paired activity / individual
study using Internet and
handouts

Cross Reference
e.g.
Adult Literacy
Core Curriculum,
ECM

Texts on smart
board to illustrate
points visually

Rt/L2.4;5

Letters of
complaint for
analysis

Rt/L2.3

Tourist leaflets/
guidebooks
authentic
materials where
possible
Computer room or
LRC; list of
appropriate web
sites e.g. news
pages; film review
sites etc;
handouts showing
features to look
out for and
comment on

ECM 3,4,5

ECM 3,4,5
Rt/L2.1
ECM 3,4,5

Rt/L2.1;6;7

ECM 3,4,5

Week NoScheme

Learning Outcome
(units/modules/elements)
Topic

Key Learning Activity/Method

Key Resources

The learner will be able to ..

Examples of:
Govt. guidance
leaflets; college
information
leaflets; NHS
leaflets

Cross Reference
e.g.
Adult Literacy
Core Curriculum,
ECM

Rt/L2.1;6;7

Reading instructional/
advisory texts

Read for information using features

such as tables / graphs / images /
keys/ text boxes etc

Group and paired activities

looking at features, obtaining
information

28

Mock examination

Timed reading examination

Individual study

Past paper
reading section

ECM 3,4,5

29

Individual tutorial feedback

Recognise strengths and weaknesses

Individual discussion

Marked scripts

ECM 3,4,5

30

Exam practice

Sessions should be tailored to

individual needs in the last part of the
course

31

Exam practice

ECM 3,4,5

32

Exam practice

ECM 3,4,5

27

ECM 3,4,5

ECM 3,4,5

May Half Term

NOTE:

Speaking and listening activities will arise quite naturally throughout the course and the tutor should keep track of each time a learner has adhered to
one of the elements in range
of the standards.

Spelling activities should take place in each of the writing sessions a 5 minute word game or single rule to explain and then learn for next time
should be introduced at the beginning of each session; the need for certain words to be covered will become apparent as the tutor becomes familiar

FS/SoW/English L2/AM 2010

with the individual needs of the learners; a short dictation at the start of the first 2or 3 sessions should provide plenty of material for future 5 minute
fixes.
Homophones / homonyms
Single or Double letters /ful/fully?
Silent letters
Irregular plurals
Foreign words used in English
Anagrams / hangman / word search / difficult word of the week/ new word of the week / very big word of the week / etc...

FS/SoW/English L2/AM 2010