Adult Literacy, Functional English, and GCSE Resources

Displaying 1 - 10 of 829 resources:

A challenging set of reading tasks based on an interesting and complex scientific article from the Guardian. Covers three main area of the L2 Functional English curriculum: reading for detail, language features and tone/style. Also suitable for GCSE and embedded English for T Levels.  

With curriculum mapping. No answer sheet.

Level
L2
GCSE L1-5
T Levels - embedded maths or English
English
FE L2.11 Identify the different situations when the main points are sufficient and when it is important to have specific details
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 L2.19 Identify different styles of writing and writer’s voice
TL - Synthesise information
GCSE Reading A1 (a) Identify and interpret
GCSE Reading A2 Analyse language & structure
Context
Science, Nature & Weather

In a world where social media is everywhere and in our lives day and night the impact of this on people as individuals can be a mixture of positivity and negativity. For a lot of people the impact of the promotion of having the ‘perfect body’ whether you are male / female can have a devastating impact for example bullying, mental health and worst case scenario suicide.  So how can we improve / promote a more positive image using social media and support male / fema

Level
L1
L2
English
L1.4 Communicate information, ideas and opinions clearly and accurately on a range of topics
L1.5 Express opinions and arguments and support them with evidence
L1.6 Follow and understand discussions and make contributions relevant to the situation and the subject
L2.5 Communicate information, ideas and opinions clearly and effectively, providing further detail and development if required
L2.6 Express opinions and arguments and support them with relevant and persuasive evidence
L2.8 Make relevant and constructive contributions to move discussion forward
FE READING understanding and locating information
Writing composition
General
Generic resources for literacy, numeracy and beyond
Context
Mental health and psychology
Voluntary & Charity

I created this resource to try to engage my learners during lockdown. There are two reading tasks based on the same text, which I adapted for level 1 learners by using more basic vocabulary. The reading task can then be followed by the writing a blog task and I have included a step by step sheet to help with the writing task.

Level
L1
L2
GCSE L1-5
English
FE L1.9 Identify and understand the main points, ideas and details in texts
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 L1.12 Recognise that language and other textual features can be varied to suit different audiences and purposes
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
L2.15 Use a range of reference materials and appropriate resources (e.g. glossaries, legends/keys) for different purposes, including to find the meanings of words in straightforward and complex sources
FE L2.19 Identify different styles of writing and writer’s voice
Spelling, punctuation and grammar (SPaG)
Writing composition
GCSE Reading A2 Analyse language & structure
(a) Use tone, style and register for different forms, purposes and audiences
GCSE A6 SPaG
TL - Synthesise information
TL - Create texts for different purposes and audiences
Context
Health and safety
News, Politics & Government items

A topical reading comprehension on Captain Tom's 100th birthday with related writing and SLC (speaking listening and communication) tasks.  There are two versions: one for Entry Level 3 and one for Level 1 (also suitable for L2). Writing tasks include reports and emails (and at Entry 3 - a spelling test). SLC tasks cover short talks with Q&A sessions and discussions. 

Editor's note.

Level
E3
L1
L2
English
FE SL&C Speaking
FE SL&C Active listening
FE SL&C Discussion
Functional English reading
Writing composition
Spelling, punctuation and grammar (SPaG)
FE E3.17 Spell correctly words designated for Entry Level 3
Context
News, Politics & Government items
History

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 a 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 readi

Level
L1
L2
GCSE L1-5
T Levels - embedded maths or English
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
General
Generic resources for literacy, numeracy and beyond
Context
Mental health and psychology
News, Politics & Government items

During the Covid-19 lockdown I started working online in Google Classroom and created this L1-2 writing task (and an accompanying introductory presentation) in Google Docs / Slides. Use the presentation to introduce learners (if needed) to Captain Tom and his remarkable achievement for the NHS (national health service) during the Covid-19 crisis.  Slides also provide links to related news articles (important for background information and also for demonstrating the layout and language features of articles). 

Level
L1
L2
English
FE L1.23 Write text of an appropriate level of detail and of appropriate length (including where this is specified) to meet the needs of purpose and audience
FE L1.24 Use format, structure and language appropriate for audience and purpose
L1.25 Write consistently and accurately in complex sentences, using paragraphs where appropriate
FE L2.24 Write text of an appropriate level of detail and of appropriate length (including where this is specified) to meet the needs of purpose and audience
FE L2.25 Organise writing for different purposes using appropriate format and structure (e.g. standard templates, paragraphs, bullet points, tables)
FE L2.27 Use different language and register (e.g. persuasive techniques, supporting evidence, specialist words), suited to audience and purpose
FE L2.28 Construct complex sentences consistently and accurately, using paragraphs where appropriate
Context
News, Politics & Government items
Voluntary & Charity

Functional Skills Level 2 Reading Task on Convid-19. 

Two texts based on the current Corona virus crisis.

  • Text 1 - opinionated, news article from a professor
  • Text 2 - factual guide from Gov.Uk 

Editor's note

Level
L2
GCSE L1-5
T Levels - embedded maths or English
English
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 L2.14 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
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
Context
Health, Social care, Early years
News, Politics & Government items
Science, Nature & Weather

Update - apologies, when I added this resource on April 1st I forgot to upload the Word document. It is now available below. Maggie 10/4/20

Functional Skills Level 2 (and T Level General English Competencies) writing tasks consisting of writing a report and a letter to apply for a job (both based on the current Covid-19 crisis).

Level
L2
T Levels - embedded maths or English
English
FE L2.25 Organise writing for different purposes using appropriate format and structure (e.g. standard templates, paragraphs, bullet points, tables)
FE L2.27 Use different language and register (e.g. persuasive techniques, supporting evidence, specialist words), suited to audience and purpose
L2.23 Communicate information, ideas and opinions clearly, coherently and effectively
L2.26 Convey clear meaning and establish cohesion using organisational markers effectively
Spelling, punctuation and grammar (SPaG)
T Levels - General English Competencies (GEC)
TL - Create texts for different purposes and audiences
TL - Convey technical information to different audiences
Context
News, Politics & Government items
Health, Social care, Early years

Editor's note (19/3/2020): answer sheet now available (contributors only)

Based on a text about the annual St Patrick's Parade in London. Aimed at L1 /L2 Reformed Functional Skills learners but also includes some Entry Level questions. Unlike formal assessment papers, questions are arranged by topic so that teachers can pick and choose the subjects they want to focus on. Includes: 

Level
E3
L1
L2
English
Functional English reading
E3.10 Identify different purposes of straightforward texts
FE E3.11 Use effective strategies to find the meaning of words (e.g. a dictionary, working out meaning from context; using knowledge of different word types)
FE E3.12 Understand organisational features and use them to locate relevant information (e.g. contents, index, menus, tabs and links)
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 L2.14 Understand the relationship between textual features and devices, and how they can be used to shape meaning for different audiences and purposes
FE L2.18 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
FE E2.14 Form regular plurals
FE E3.14 Form irregular plurals
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
Context
Leisure Travel Tourism

A reading comprehension based on articles taken from Emily Coxhead's The Happy News.  This publication is to "celebrate all that's good in the world" and so it seemed a good time at the start of the year to have the opportunity to talk about the positives, rather than negatives, around us. Questions cover many aspects or the new reformed L1-2 curriculum including: main points & detail, textual and organisation features, interpreting punctuation and understanding vocabulary. I am also planning to use this as the basis of a speaking and listening discussion.

Level
L1
L2
English
FE L1.9 Identify and understand the main points, ideas and details in texts
FE L2.11 Identify the different situations when the main points are sufficient and when it is important to have specific details
FE L1.17 Read and understand a range of specialist words in context
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 L1.18 Use knowledge of punctuation to aid understanding of straightforward texts
Context
News, Politics & Government items
Mental health and psychology