General Resources

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This reading resource is designed for Functional Skills English learners.  It is aimed at level 1 and level 2, although it may be adapted for Entry level 3 also.  The resource is comprised of two texts that suggest how teenagers and young people can look after their mental health during the coronavirus (COVID-19) outbreak.  Text A is adapted from the UNICEF website, and Text B is an informal email written from one worried friend to another.   The questions are written to model the reformed Edexcel Functional Skills exams, and are aimed to give learners practice in a range of  exam-style rea

T Levels - embedded maths or English
FE L1.9 Identify and understand the main points, ideas and details in texts
FE L1.10 Compare information, ideas and opinions in different texts
FE L1.11 Identify meanings in texts and distinguish between fact and opinion
FE L1.12 Recognise that language and other textual features can be varied to suit different audiences and purposes
FE L1.13 Use reference materials and appropriate strategies (e.g. using knowledge of word types) for a range of purposes, including to find the meaning of words
FE L1.14 Understand organisational and structural features and use them to locate relevant information (e.g. index, menus, subheadings, paragraphs) in a range of straightforward texts
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 L2.11 Identify the different situations when the main points are sufficient and when it is important to have specific details
FE L2.12 Compare information, ideas and opinions in different texts, including how they are conveyed
FE L2.13 Identify implicit and inferred meaning in texts
FE L2.14 Understand the relationship between textual features and devices, and how they can be used to shape meaning for different audiences and purposes
FE L2.17 Analyse texts, of different levels of complexity, recognising their use of vocabulary and identifying levels of formality and bias
FE L2.18 Follow an argument, identifying different points of view and distinguishing fact from opinion
FE L2.19 Identify different styles of writing and writer’s voice
TL - Synthesise information
GCSE Reading A1 (a) Identify and interpret
GCSE Reading A1 (b) Select and synthesise
GCSE Reading A2 Analyse language & structure
GCSE A3 Compare texts
GCSE A4 Evaluate
Generic resources for literacy, numeracy and beyond
Mental health and psychology
News, Politics & Government items

A-Z chart of pictures with the corresponding initial sound. I’ve tried to select pictures which Beginner ESOL adults will recognise.

pE Rw/M6.1
pE Rw/M7.1
pE Rw/M8.1
pE Rw/M8.2
ESOL Rw/E1.3a
ESOL Rw/E1.2a
Dyslexia support

For improving visual figure-ground skills, expressive language development, matching and counting symbols.

pE SLlr/M6.1
pE SLlr/M7.2
pE SLlr/M8.2
pE SLc/M6.1
pE SLc/M7.5
pE SLc/M8.1
pE Rtc/M6.2
pE Rtc/M7.1
pE N1/M6.3
pE N1/M6.4
pE N1/M7.4
Generic resources for literacy, numeracy and beyond