Hello, and welcome to this Functional Skills webinar.
My name is Chris Briggs, and I'm the product manager for post 16 English math and digital
skills here at Pearson. And today, we're looking at functional skills, English lessons learnt.
For our session overview, we'll start by looking at entry level functional skills, and then focus
on reading skills in general, before, get into the specifics for level one and level two,
read it. We will then look at writing skills and finished speaking, listening, and communicated.
So let's start with entry level.
And within entry level, we'll start, first of all, with entry level reading.
Now, learners need to be trained to read longer passages, as the texts that we're
using for the functionalist go, since the reform are longer than what were previously used. The,
let us also need to be aware that there will be a variety of text types for them to read. So they
do need to have more experience in reading, longer texts, and lots of texts are different varieties.
Center should be aware that all questions will follow the order of the text,
but the distractors could be anywhere. At E2 and E3, the learners found the
main point and purpose question is difficult, and because of this person,
or putting these questions at the end of a section of questions, as often, the first thing they had
read became the answer, rather than reading the whole passage, and making an informed choice.
Looking at some specific sen, careful reading needs to take place as,
oh distractors. Within the text, although some may include slight variant, we have an example here,
and if you look at the question, you can see all the data actually mentioned in the text itself.
So they do need to be reading quite detailed to ensure they are getting the right answer.
At E2 and E3, there were some problems with the dictionary questions, especially E3,
where the question could best be replaced by. And Lotus did not work out, which was the
correct word, as there wasn't always a synonym it found in the dictionary they were using. So,
the learners do need to have access to a good quality dictionary for these questions.
In terms of entry level writing, the candidates are still making errors in the spelling test
aspect of the writing papers and centers need to focus on the spelling list that we
provide and systematically work through utilizing different spelling strategies
to help learners remembered spellings. Pearson has produced a guide to spelling
strategies if you need some tips on what you can do with your learners.
For E2 and E3. Once again, marc Scheme is more specific in the number of points to be covered
for communication and the amount to be written in terms of sentences and paragraphs, purpose,
audience, and the use of compound sentences. We have here an example of an entry to writing
question. What we can see in bold is what the learners need to be doing.
So they need to write an e-mail. Right. four sentences include at least two compound sentences,
one adjective, one linking word, and then write the e-mail on the next page.
They were often found to be candidates who seem to be unaware of what was needed to be included
to be awarded box, right in an insufficient length response, or not including the points
needed from the rubric. So here we have an entry three question. And again, you
can see in bold, they need to write an article. And they need to write at least eight sentences,
three compound sentences, and two paragraphs. And what we can see from the E2 and E3 sample
questions is, the learners do need to have a bit of knowledge of the meta language of English.
They need to know what a compound sentences they need to know what an adjective is, for example.
So let's move on to reading skills in general. At level 1 level 2, the learners have to be able
to compare texts. And it is something they do find to be quite difficult.
It's not a natural skill, It's not a skill that we actually sort of do regularly in
our own lives. It's not often that you'll have a learner that will read one thing on the internet,
and then saying, OK, I'll try and find another source to see what they think about that as well.
So they do need to have classroom time given over to comparing texts.
one thing you can do is use some of our past papers to actually allow learners
to work with more than one text at once. Not only do we have the past papers from the
reform, but we also have legacy past papers, as well, available on exam wizard. So there
is a wealth of sort of resources there, and you know, then, that you're actually having
resources that are on the same topic, so that they can compare what is being said.
Now, in terms of what the texts are, and the content of the text, you can see on the left-hand
side, the context that we would be talking about here. And it's quite a wide variety of choice here
in there. So learners do need to be quite widely read in the things that they're sort of
going to be reading about. And then what we've got on the other side, on the right-hand side,
there are the possible formats of tags. And again, it's well worth doing some sort of rag
rating system with your learners to see what they've got experience of reading from their
own personal lives, but also to ensure that they have been exposed to all these types of tax before
the assessment itself. There's nothing worse for learner than going into an assessment and
having to read something in the style that never had to read before, they've never read before.
Let's have a look now at 10, specifically, at Level one, region.
The first thing that comes up with Level one region is Question one B, and the learners
are not understanding this question. So, the first question part is very straightforward.
Read the text answered the question Must learners do gain them out from this however few, again,
the Tet for Part B and this asked them to identify the organizational feature that they have used to
retrieved a piece of information for Part A The information will have been presented, for example,
using bold or bullet points amongst other things. And the chief examiner says, Say what you see in
there, and we can look at this particular question here. And the first question is:
When does the sale begin? And we can see begins at 9 0 AM On Thursday. Which organizational feature
helps you find this, where that information is in a text box? So, the answer to that is a text box.
Too many learners lose marks by giving too many or too few answers to multiple choice questions.
They need to ensure that they read the question carefully, to see how many answers they give,
where you can see the question three here. They need to give one answer. Questions 7? 2 answers.
Obviously, a question seven: if they only give one answer, they're not going to get
birthmarks. And in question three, if they givE2 answers, they're not gonna get any marks.
Again, similar to the previous bit, we have the not reading the question carefully.
Question 13: ask candidates to identify two quotations, so, five. There are examples of
either formal or informal language. A number of candidates choosE2 examples
of formal language when they've been asked to identify in formal language.
So, they need to be aware that that question could be asking for formal or informal and ensuring that
they read the question carefully to see what it is they're actually having to pick out.
Next up is not been able to identify the function as a punctuation mark in
the user use, Used as a quotation from the texting Question five.
Now, we do have a guide for punctuation, for the Level one Reading Assessment on our webpage,
but the list of possible punctuation uses usages to be tested our commerce to separate parts of
a sentence or items in a list: apostrophe to indicate a mission or possession brackets to
give additional information and capital letters for proper nouns of emphasis offer abbreviations.
Next one is not been able to explain the meaning of specialist language phrases in Question eight,
use, in their own words, too many candidates reworked the phrase without explaining it.
For instance, they might have to explain car service as when you have your car serviced
in reality, that's not actually helping anybody understand what a car service is.
So they need to practice doing this. And then understand that, taking your car to the carriage,
so they can check everything is working properly. Is a better explanation of what a car services.
Learners also need to give precise answers rather than vague statements.
Now, they're told in the assessment, they don't have to write in full sentences.
But they do need to give the full information. So we've got this question here, which says,
According to take C, what will people who write a review get? Now, the answer is 100 gold coins.
That's what they need to write to get a mark. If they write coins
or gold coins. They are not being precise enough.
Next up, we have language features, and the table below gives the language features that
are typically associated with tax purposes and will be used as to correct answers.
So when, for example, T X P is instructive, the correct answers will bE2.
From command, question and director dress,
and these features will be prominent in the text. For example, if command is an answer,
there are likely to be at least three examples of command in that text.
So let's move on and have a look at Level two, reading.
So the first thing up on the level to read in is the same as what was on the
level of reading, not understanding the organizational feature question.
This is Question seven on the Level two. And generally,
the learners get the first question right. But they don't get the second part,
which is which organizational feature shows this this information will have been presented,
for example, using a text box, a footnote, or a caption amongst other things. And you can
see here that it's bullet points, which will be the answer for this particular question.
Next up is not been able to explain the implicit meaning of phrases in Question
five. Some candidates give the literal meaning of a phrase, rather than explain,
in a simplified, meaning a context. For example, her blood boiled might be wrongly
explained as she got hot, or she had a high temperature, rather than she became angry.
What I've also done here is show you the mark scheme for these questions. So, you can see
what is a suitable answer. I do recommend going through Mark Scheme sometimes with your learners
so they can see what is appropriate what isn't appropriate for them to actually be writing.
Next up is not given a word that replaces the target word
grammatically in Question 12 dictionary question. For example, if candidates were asked to replace
the word invalidated in the phrase, the figures were validated, responds, give it a definition
to check the accuracy of, or in the wrong, grammatical form check would not gainer mark.
Other ANSYS citrus checked, confirmed approved would be accepted.
Now, when you got a word like validated, it tends not to be in the dictionary,
The word validate will be in there, but validated may not be in there.
So, they'll look up the word validate and see that another meaning is check, so they will then
automatically put in, put that in there. But what we're trying to re-iterate here
is for Question 12, it does still need to make grammatical sense.
Next is identifying the aspects of language for question 10, that not record nice language
features, Is candidates might identify language purposes, such as descriptive or persuasive
or past speeches, verb, or a noun. They also use terminology learned for other questions,
such as biased fact and opinion. But these answers do not gain marks.
So they do need to be picky now Language features, as what I'm trying to say here again,
I've put an example of the marque scheme here. What we've got on our webpage is an example off
of this, with a text, where we've highlighted the language feature,
and the example within the text itself. And that's a very useful activity you can
do. You can look at a text with a learner, and underline different language features,
and then get the learners to say what that is an example of. Or you can give them some language
features and ask them to look for those particular language features in the text,
so they get more practice of doing this. Next one is not checking carefully enough,
the option they go for in question 14, which is a multiple choice question,
that requires them to identify a language feature that appears in both text and text be.
Candidates need to make sure they check both texts carefully, to confirm that the feature they choose
is present in each one and not just in one. So, let's move on to the writing skills.
Now, in terms of the right hand, candidates need to address all the bullet points.
Task one will havE3 bullet points and test 2 has 2 bullet points, All of these need to be addressed,
this is obviously at level one and level two, You can see here with this particular one,
you can see it, task one. You can see thE3 bullet points at the bottom.
What we have here then, is attest to, and you can see thE2 bullet points, these bullet points,
provide the scaffolding that the learners need in their writing, is telling them
what they actually should be writing about. And they, they do need to amplify these bullet
points, including ideas that are relevant and expressed in their own words as well.
Candidates do need to proofread. Whilst candidates do not always
recognize their own spelling, punctuation, and grammar errors, some common slips such as the
misuse of the lowercase I for the first person, could be spotted, and corrected by proofreading.
Candidates also need to have a sufficiently sound crespo grammar to allow them to
communicate clearly. Some candidates would benefit from additional grammar teaching.
We have just produced a blog on teaching grammar for functional skills Learners,
which is very useful, and you can access that on our website.
Candidates need to plan on how to structure a task.
For instance, a three bullet point task can be typically addressed in five paragraphs,
an introductory paragraph by paragraph for each bullet point, and then a concluding paragraph.
Decided on the structure in events and sticking to it, ensures that all the
bullet points are covered and the material is structured logically, and coherently.
No learners, at level one, level two,
have to write a longer and shorter text with word count supplied.
Now, in terms of how we are with the word counts, we don't penalize somebody that's under the word
count. Or 70 that's over the word count. But obviously if somebody's writing significantly
under the word count, they're obviously not covering all the points that need to cover. And if
they're right insignificantly over the word count one. I'd be worried about them running out of time
for the second task. If it was the first task and two they do tend to get a tad repetitious.
Now, the formats of writing that are included out there on the left hand side. Again, I do recommend
that you spend time in class with your learner's looking at how these are laid out, giving them
the opportunity to answer questions on these, because, again, in the assessment, that's not
the best time to be asked to write an eyewitness account for the first time in your life.
On the right side of the stimulus materials, and the format we may use, and these,
you know, tying quite well with what is expected in the reading assessment.
So let's move on, finally, to speaking and listening.
In terms of the feedback for speed enlisted, speaking and listening, to test for speaking,
listening, communicate an O at all levels, and not as organic as some presume.
So, please do consider how you would structure and prepare these tasks,
Allow the learners to practice in events,
so that they are used to doing that kind of task. Allowing them to have discussions
in class. If they're going to be assessed on a group discussion, that kind of thing,
learners do tend to do better in assessment when they're assessed with others at a similar level,
and this is even true within the level itself. So, if you have learned is that Level one you
will have learned, is, that have just come up from entry three, and learners, that may well be just
shy of Level two. So you do need to be careful. You do actually put learners together, who are
going to be able to work together and play off each other's strengths in there as well. Finally,
we say that we have exemplars of the paperwork for Level one, Level two on our website and I do
recommend or less is to have a look at that, to ensure that enough is been written. one
of the most common questions I get asked is, How much should I write in my speaking and listening
paperwork? And the answer that I'm always told to tell them is, Enough, OK? We don't need an
essay. We don't need three sides of a four. We just need enough to show that you are aware
of how the learners have hit the standards, so that we can sort of assess from there ourselves.
I'd just like to say thank you very much for watching this webinar today,
and I hope that you have an excellent rest of your day.