Adult Literacy, Functional English, and GCSE Resources

Displaying 1 - 10 of 20 resources:

Using Speech Marks in Expert Opinions

How to use speech marks specifically for the L2 Functional Skills (FS) English Writing Exams with Edexcel / Pearson. How and why to use expert opinions, and when to use commas.(FS)

Editor's note

Level

Level 2

English

FE L2.20 Punctuate writing correctly using a wide range of punctuation markers e.g. colons, commas, inverted commas, apostrophes, quotation marks

EDS Unit 5 (Being Safe and Responsible Online) with embedded English tasks

Slides designed to support delivery of Gateway's EDSQ (Essential Digital Skills Qualification), Unit 5 (Being Safe and Responsible Online) at Entry Level 3 and Level 1, with embedded Functional Skills English activities at L1 and L2. This set of slides includes skills from sections 3 (Communication) . The slides cover: how to report safety concerns, public Wi-Fi, Health and Safety and other online risks. Also many useful links to YouTube videos and other online learning applications.

Level

Level 1

Level 2

English

FE L1.3 Respond effectively to detailed questions

FS Eng L1.4 Communicate information / ideas / opinions clearly & accurately on range of topics

FE L1.6 Follow / understand discussions & make contributions relevant to situation & subject

FS Eng L2.5 Communicate information/ideas/opinions clearly/effectively with further detail/development if required

FE L1.12 Recognise that language & other textual features can be varied to suit different audiences & purposes

FE L1.17 Read & understand a range of specialist words in context

FE L1.18 Use knowledge of punctuation to aid understanding of texts

FE L1.24 Use format, structure & language appropriate for audience & purpose

FE L2.27 Use language & register (e.g. persuasive techniques, supporting evidence, specialist words) to suit audience & purpose

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

ICT

Essential Digital Skills

EDS: Being safe & responsible online

Protecting privacy - Entry Level

Protecting privacy - Level 1

Protecting data - Entry Level

Protecting data - Level 1

Being responsible online - Entry Level

Being responsible online - Level 1

Digital wellbeing - Entry Level

Digital wellbeing - Level 1

Context

Electrical, Electronics & Technology

Equality and safeguarding

EDS Unit 3 (Communication) with embedded English tasks

Slides designed to support delivery of Gateway's EDSQ (Essential Digital Skills Qualification), Unit 3, at Entry Level and Level 1, with embedded Functional Skills English activities at L1 and L2. This set of slides covers skills from section 3 of the standards (Communication) which covers email, video-calling, etc. The main focus of the slides is communicating via email. Also includes many useful links to Wordwall quizzes and other online learning applications.

Editor's notes

Level

Entry Level 3

Level 1

Level 2

English

FE L1.3 Respond effectively to detailed questions

FS Eng L1.4 Communicate information / ideas / opinions clearly & accurately on range of topics

FE L1.6 Follow / understand discussions & make contributions relevant to situation & subject

FS Eng L2.5 Communicate information/ideas/opinions clearly/effectively with further detail/development if required

FE L1.16 Recognise vocabulary typically associated with specific types and purposes of texts (e.g. formal, informal, instructional, descriptive, explanatory and persuasive)

FE L1.17 Read & understand a range of specialist words in context

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 L1.22 Communicate information, ideas & opinions clearly, coherently & accurately

FE L2.23 Communicate information, ideas and opinions clearly, coherently and effectively

ICT

Essential Digital Skills

EDS: Communicating

Communicating & sharing - Entry Level

Communicating & sharing - Level 1

Context

Electrical, Electronics & Technology

EDS Unit 2 (Creating & editing) with embedded English tasks

Slides designed to support delivery of Gateway's EDSQ (Essential Digital Skills Qualification), Unit 2, at Entry Level and Level 1, with embedded Functional Skills English activities at L1 and L2. This set of slides covers skills from section 2 of the standards (Creating and Editing) with the focus being on creating and editing accessible documents (Entry and L1). Includes link to a Wordwall quiz.

Editor's notes

Level

Entry Level 3

Level 1

Level 2

English

FE L1.6 Follow / understand discussions & make contributions relevant to situation & subject

FS Eng L1.4 Communicate information / ideas / opinions clearly & accurately on range of topics

FS Eng L2.5 Communicate information/ideas/opinions clearly/effectively with further detail/development if required

FE L1.13 Use reference materials & appropriate strategies for a range of purposes, inc. to find word meanings

FE L1.14 Understand organisational / structural features use to locate relevant information

FE L2.16 Understand organisational features & use to locate relevant information in a range of sources

FE L2.15 Use a range of reference materials & resources (e.g. glossaries, legends/keys) for different purposes

FE L1.22 Communicate information, ideas & opinions clearly, coherently & accurately

FE L2.23 Communicate information, ideas and opinions clearly, coherently and effectively

FE L1.23 Write text of appropriate level of detail & length to meet needs of purpose & audience

FE L2.24 Write text of appropriate level of detail & length to meet needs of purpose & audience

ICT

Essential Digital Skills

EDS: Creating & editing

Creating & editing documents - Entry Level

Creating & editing documents - Level 1

Context

Electrical, Electronics & Technology

Introduction to Wordle: embedded digital skills for ESOL & Functional English

Update 24/2/22: written by Paula Fulton and Alexandra Bates, both of Essex ACL.
A fun activity for ESOL learners which draws on the popularity of the online word guessing game, Wordle.

Editor's note

A complete mini-lesson for ESOL or Functional English! Introductory PPT and a detailed and very useful lesson plan. A great way to integrate spelling strategies with basic ICT skills. Includes discussion about the 26 letters but 44 phonemes of the English language.

Level

Entry Level 3

Level 1

English

FE E3.17 Spell correctly words designated for Entry Level 3

FE L1.21 Spell words used most often in work, study and daily life, including specialist words

ESOL

General ESOL

ESOL Ww/E3.1a Apply spelling knowledge to a wide range of common & special-interest words

ESOL Ww/E3.1b Apply knowledge of strategies to aid with spelling

ESOL Ww/L1.1a Apply knowledge about vocabulary to aid accurate spelling

ESOL Ww/L1.1b Use strategies to aid accurate spelling

ICT

Functional Skills ICT: Using ICT

Functional Skills ICT: Finding and selecting information

Functional Skills ICT: Developing, presenting and communicating information

Context

Leisure, Hobbies, Travel & Tourism

Alternative feedback strategies Padlet for Functional English & GCSE

A huge collection of links to resources that can be used to support and feedback on English learning in Further Education (Functional Skills and GCSE)
Categorised by Level (FS E2, E3, L1, L2, GCSE) along with other categories such as R&D. You are invited to add what you can. Compiled and created by Nicola Milton with other contributors.

Editor's note

Level

Entry Level 2

Entry Level 3

Level 1

Level 2

GCSE L1-5

English

Functional English reading

Functional English - writing

General

Staff development

Aims & objectives, ILPs, reflections

Context

Education and teaching

Mobile Phones

One of a series of lessons, exploring the relationship between textual features; comparing information and ideas, analysing a range of straightforward and complex texts on a range of topics; organising own writing to convey clear meaning, establishing cohesion and communicating ideas and opinions clearly, coherently and effectively with a particular focus on spelling, punctuation and grammar; demonstrating role as an active participant in group discussions through val

Level

Level 1

Level 2

English

FS Eng L1.5 Express opinions and arguments and support them with evidence

FE L1.6 Follow / understand discussions & make contributions relevant to situation & subject

FS Eng L2.5 Communicate information/ideas/opinions clearly/effectively with further detail/development if required

FE L1.10 Compare information, ideas & opinions in different texts

FE L1.11 Identify meanings in texts & distinguish between fact & opinion

FE L1.15 Infer from images meanings not explicit in the accompanying text

FE L1.16 Recognise vocabulary typically associated with specific types and purposes of texts (e.g. formal, informal, instructional, descriptive, explanatory and persuasive)

FE L1.17 Read & understand a range of specialist words in context

FE L2.15 Use a range of reference materials & resources (e.g. glossaries, legends/keys) for different purposes

FE L2.18 Follow an argument, identifying different points of view & distinguishing fact from opinion

FE L1.22 Communicate information, ideas & opinions clearly, coherently & accurately

FE L1.23 Write text of appropriate level of detail & length to meet needs of purpose & audience

FE L1.24 Use format, structure & language appropriate for audience & purpose

FE L2.23 Communicate information, ideas and opinions clearly, coherently and effectively

FE L2.24 Write text of appropriate level of detail & length to meet needs of purpose & audience

Context

Electrical, Electronics & Technology

English - Littering and the Environment

Does the UK have a littering problem, and how is this impacting our environment? Slides for L1 and L2 English learners to find out more about the environment and the impact of littering while building their English skills.

Editor's note

Level

Level 1

Level 2

English

FE L1.1 Identify relevant information & lines of argument in explanations & presentations

FE L1.6 Follow / understand discussions & make contributions relevant to situation & subject

FE L2.1 Identify relevant information from extended explanations or presentations

FE L2.2 Follow narratives & lines of argument

FE L1.17 Read & understand a range of specialist words in context

FE L2.14 Understand how textual features/devices can shape meaning for different audiences/purposes

FE L1.24 Use format, structure & language appropriate for audience & purpose

FE L2.27 Use language & register (e.g. persuasive techniques, supporting evidence, specialist words) to suit audience & purpose

Context

Science, Nature & Weather

Alphabet Story Writing

Useful resource which can be used as a little taster of GCSE for FS learners, or as a GCSE activity to challenge repetitive sentence starts, use of adverbs to begin sentences, to explore structure and language in their own writing. A way to get words onto paper and develop a narrative.

Editor's note

Level

Level 2

GCSE L1-5

English

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

FE L2.28 Construct complex sentences consistently & accurately, using paragraphs where appropriate

GCSE Writing AO5(a) Use tone, style and register for different forms, purposes & audiences

GCSE Writing AO5(b) Organise information using structural and grammatical features

GCSE Writing AO6 Vocabulary, sentence structure, spelling, punctuation

Should facial recognition be used to fight crime?

Slide set that explores the use of facial recognition and AI algorithms to look for suspects and find missing people. Resource includes reading for meaning, and encouraging 'the questioning reader'. The resource provides video and text stimuli, encourages learner discussion, and challenges them with a report writing task about bias in facial recognition algorithms.