Teaching idea

Interesting, and often quite general, teaching ideas.

Adult Numeracy core curriculum (DfES, 2001)

Since the demise of the Excellence Gateway (EG) on September 30 2023, there is no official Government backed website where the old Skills for Life core curricula are available. The EG has (partially) migrated to the Education & Training Foundation (ETF) at https://www.et-foundation.co.uk/ but there is no sign of these classic documents. 

Level
Entry Level 1
Entry Level 2
Entry Level 3
Level 1
Level 2
Maths
Adult numeracy curriculum
ESOL
General ESOL

Adult Literacy core curriculum (DfES, 2001)

Since the demise of the Excellence Gateway (EG) on September 30 2023, there is no official Government backed website where the old Skills for Life core curricula are available. The EG has (partially) migrated to the Education & Training Foundation (ETF) at https://www.et-foundation.co.uk/ but there is no sign of these classic documents. 

Level
Entry Level 1
Entry Level 2
Entry Level 3
Level 1
Level 2
English
Adult literacy curriculum
ESOL
General ESOL

Adult ESOL core curriculum (DfES, 2001)

Since the demise of the Excellence Gateway (EG) on September 30 2023 there is no official Government backed website where the old Skills for Life core curricula are available. The EG has (partially) migrated to the Education & Training Foundation (ETF) at https://www.et-foundation.co.uk/ but there is no sign of these classic documents. 

Level
Entry Level 1
Entry Level 2
Entry Level 3
Level 1
Level 2
ESOL
General ESOL
ESOL Listen and respond (Lr)
ESOL Speaking (S)
ESOL Reading (R)
ESOL Writing (W)
Adult ESOL Curriculum

Young Adult Novels: opening lines and mini tasks (GCSE)

A selection of  reading (inference) tasks and creative writing prompts on the opening lines of Young Adult novels. 

Editor's Notes

Written for GCSE learners. Another highly original and engaging resource from Steph :) 

Covers opening lines from seven YA novels including John Green (Paper Towns), Rin Chupeco (The Never Tilting World) and Tahereh Mafi (Shatter Me).

 

Level
GCSE L1-5
English
GCSE Writing AO5(a) Use tone, style and register for different forms, purposes & audiences
GCSE Reading AO1a Identify/interpret explicit & implicit information & ideas

United by British Values - a story for E3 ESOL

Suitable for ESOL and Functional English this resource was created to encourage discussion and understanding about this sometimes difficult topic in a sympathetic way. Uses a fictional story about a girl called Amina who learns about British Values through her community - with reading questions and a discussion/presentation/writing task.

The tutor can use the suggested lesson tips or go their own way to suit their learners.

Editor's notes

Level
Entry Level 3
English
Functional Skills English
ESOL
ESOL: Reading text focus - comprehension (Rt)
ESOL: Writing - text focus (composition)
General ESOL
ESOL Engage in discussion (Sd)
ESOL Present information
Context
Independent living
History, culture, museums, libraries

Inference - reading into Films and TV series

A collection of 14 screenshots from films and tv series and brief prompt questions. This resource can be used as an introduction to inference as a skill, and scaffolded with further questions. 

Popular films and TV series used such as Barbie, Bridgerton and The Avengers.

Editor's note

Level
Level 1
Level 2
GCSE L1-5
English
FE L1.15 Infer from images meanings not explicit in the accompanying text
FE L2.13 Identify implicit & inferred meaning in texts
GCSE English Reading AO2 Explain & analyse language & structure
Context
Art Film Media Music Radio TV

A Day in The Life of Jane E2-E3 ESOL text types

Created for ESOL Reading E2-3, but also useful for E3 Functional English. This is a multifaceted resource that includes a range of text types all based on the same story.  It was made because learners struggled identifying types of text.  In this resource the documents are all based on a single topic - Jane. 

Level
Entry Level 2
Entry Level 3
English
FE E2.8 Understand the main points in texts
FE E2.9 Understand organisational markers in short, straightforward texts
FE E3.9 Identify, understand & extract main points & ideas in/from texts
FE E3.12 Understand organisational features & use them to locate relevant information
FE E3.10 Identify different purposes of straightforward texts
ESOL
ESOL Rt/E2.1a Use a range of strategies to trace & understand main events
ESOL Rt/E3.1a Understand how meaning is built up in a variety texts of more than one paragraph
ESOL Rt/E2.2a Understand & identify the different purposes of short, straightforward texts
ESOL Rt/E3.2a Distinguish between different purposes of texts at this level
ESOL Rt/E2.1b Use reading strategies to obtain information from texts
ESOL Rt/E3.6a Skim read key textual features (title, heading and illustrations) for different purposes
ESOL Rt/E3.4a Extract the main points and ideas, and predict words from context.
Context
Education and teaching

Drill Music - Can Violent Lyrics Cause Violent Behaviour?

A double lesson Power Point with Level 1 and Level 2 reading and writing questions. The lesson explores the controversy around violent music and the relationship between music and behaviour. You Tube links  add detail and context to the debate in an engaging and thought provoking way. Lesson 1 focuses on the Reading exam with Level 1 and Level 2 questions that can be displayed on the board to reduce printing. Texts A and B explore the two sides of Drill music and its influence on young people.

Level
Level 1
Level 2
English
FS Eng L1.4 Communicate information / ideas / opinions clearly & accurately on range of topics
FS Eng L1.5 Express opinions and arguments and support them with evidence
FS Eng E2.5 Clearly express straightforward information & communicate feelings / opinions
FS Eng L2.6 Express opinions and arguments and support them with relevant and persuasive evidence
FE L1.9 Identify & understand the main points, ideas & details
FE L1.10 Compare information, ideas & opinions in different texts
FE L2.12 Compare information, ideas & opinions in different texts, inc. how they are conveyed
FE L1.11 Identify meanings in texts & distinguish between fact & opinion
FE L1.12 Recognise that language & other textual features can be varied to suit different audiences & purposes
FE L2.13 Identify implicit & inferred meaning in texts
FE L2.14 Understand how textual features/devices can shape meaning for different audiences/purposes
FE L2.18 Follow an argument, identifying different points of view & distinguishing fact from opinion
FE L2.19 Identify different styles of writing & writer’s voice
FE L1.19 Use a range of punctuation correctly (e.g. full stops, question marks, exclamation marks, commas, possessive apostrophes)
FE L2.20 Punctuate writing correctly using a wide range of punctuation markers e.g. colons, commas, inverted commas, apostrophes, quotation marks
FE L1.24 Use format, structure & language appropriate for audience & purpose
FE L2.25 Organise writing for different purposes using appropriate format & structure e.g. standard templates, paragraphs, bullet points, tables
FE L2.27 Use language & register (e.g. persuasive techniques, supporting evidence, specialist words) to suit audience & purpose
Context
Art Film Media Music Radio TV

Speaking and Listening task NCFE spec Entry level 3

Topic: Fitness and giving opinions on a Joe Wicks fitness app after watching a video clip.

Uses NCFE spec for task 1 in listening and speaking exam. Teacher created content following NCFE guidance documents. I hope it is accurate and welcome feedback in case this does not represent the criteria. 

Created for a student who needs a lot of support around speaking and listening. Can be adapted to much freer discussion with more cognitively able students. 

Editor's note

Level
Entry Level 3
English
FE E3.3 Communicate information & opinions clearly on a range of topics
FE E3.4 Respond appropriately to questions on a range of straightforward topics
FE E3.2 Make requests & ask concise questions using appropriate language in different contexts
FE E3.1 Identify & extract relevant information & detail in straightforward explanations
FE E3.5 Follow & understand the main points of discussions
FE E3.6 Make relevant contributions to group discussions about straightforward topics
ESOL
ESOL Listen and respond (Lr)
Context
Sport and fitness

5 Questions to Ask Yourself When Selecting Texts for Beginner EAL Learners

I am absolutely fascinated by this blog written by Lauren Piovesan, the founder of ESL Reads. Despite spending two decades simplifying texts - a task that I enjoy and sometimes find a challenge - I've never really analysed what I'm doing.

Although written for EAL (English as an Additional Language) teachers this is a useful guide for both experienced and new teachers of ESOL, adult literacy (Functional Skills English) and indeed vocational subjects. 

Level
Entry Level 1
Entry Level 2
Entry Level 3
Level 1
English
Functional English reading
Adult Literacy: Reading
Pre-entry
pE Reading
ESOL
ESOL Reading (R)
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