english level 2 guidance to centres...3 prepared by: alicja mackowaik / authorised by: neil peterson...

English Level 2 Guidance to Centres

Year 2019 - 2020

Functional Skills L1 & L2

2 Prepared by: Alicja Mackowaik / Authorised by: Neil Peterson / Version 1.0 - Nov 2019 / DCL1

FS English Level 2 Guidance to Centres

Contents

Introduction ........................................................................................................ 3

Useful Documents .............................................................................................. 4

Purpose of Functional Skills .............................................................................. 5

The Reading Test ................................................................................................ 7

Reading Level 1 Exemplification ..................................................................... 11

Reading Level 1 Sample Marked Learner Work (SMLW) ............................. 37

The Writing Test ............................................................................................... 73

Writing level 1 Exemplification & SMLW ........................................................ 78



Introduction This document is for centres and all those that deliver the Functional Skills English qualification. It gives an overview of the new Sample Assessment Materials for the Pearson Functional Skills English Level 2 Reading and Writing. It includes comments about how the live question papers are likely to be laid out and how the mark scheme will be applied. This aims to support centres in their preparation for assessment. This document should be read together with the Pearson FS English Specification: https://qualifications.pearson.com/content/dam/pdf/Functional-skills/English/2019/specification-and-sample-assessments/pearson-edexcel-functional-skills-in-english-spec-l1-l2.pdf. and the Sample Assessment Materials: https://qualifications.pearson.com/content/dam/pdf/Functional-skills/English/2019/specification-and-sample-assessments/SAM-L2-FS-English-plain.pdf

https://qualifications.pearson.com/content/dam/pdf/Functional-skills/English/2019/specification-and-sample-assessments/pearson-edexcel-functional-skills-in-english-spec-l1-l2.pdfhttps://qualifications.pearson.com/content/dam/pdf/Functional-skills/English/2019/specification-and-sample-assessments/pearson-edexcel-functional-skills-in-english-spec-l1-l2.pdfhttps://qualifications.pearson.com/content/dam/pdf/Functional-skills/English/2019/specification-and-sample-assessments/pearson-edexcel-functional-skills-in-english-spec-l1-l2.pdfhttps://qualifications.pearson.com/content/dam/pdf/Functional-skills/English/2019/specification-and-sample-assessments/SAM-L2-FS-English-plain.pdfhttps://qualifications.pearson.com/content/dam/pdf/Functional-skills/English/2019/specification-and-sample-assessments/SAM-L2-FS-English-plain.pdfhttps://qualifications.pearson.com/content/dam/pdf/Functional-skills/English/2019/specification-and-sample-assessments/SAM-L2-FS-English-plain.pdf



Useful documents Everyone involved in delivering the Functional Skills English Level 2 assessment materials should be familiar with the following documents:

• Subject content functional skills: English, DfE, February 2018. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/682834/Functional_Skills_Subject_Content_English.pdf

• Functional Skills English – Content Mapping

https://qualifications.pearson.com/content/dam/pdf/Functional-skills/reform/Y498a_FS_English_22Nov.pdf

• Subject support

https://qualifications.pearson.com/en/qualifications/edexcel-functional-skills.html

• There is also a presentation which explains the reformed specification at

https://event.on24.com/eventRegistration/console/EventConsoleApollo.jsp?uimode=nextgeneration&eventid=2038840&sessionid=1&key=FDE88979C54F43F50ABA65BA982C9B0B&contenttype=A&eventuserid=305999&playerwidth=1000&playerheight=650&caller=previewLobby&text_language_id=en&format=fhaudio#

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/682834/Functional_Skills_Subject_Content_English.pdfhttps://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/682834/Functional_Skills_Subject_Content_English.pdfhttps://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/682834/Functional_Skills_Subject_Content_English.pdfhttps://qualifications.pearson.com/content/dam/pdf/Functional-skills/reform/Y498a_FS_English_22Nov.pdfhttps://qualifications.pearson.com/content/dam/pdf/Functional-skills/reform/Y498a_FS_English_22Nov.pdfhttps://qualifications.pearson.com/en/qualifications/edexcel-functional-skills.htmlhttps://qualifications.pearson.com/en/qualifications/edexcel-functional-skills.htmlhttps://event.on24.com/eventRegistration/console/EventConsoleApollo.jsp?uimode=nextgeneration&eventid=2038840&sessionid=1&key=FDE88979C54F43F50ABA65BA982C9B0B&contenttype=A&eventuserid=305999&playerwidth=1000&playerheight=650&caller=previewLobby&text_language_id=en&format=fhaudiohttps://event.on24.com/eventRegistration/console/EventConsoleApollo.jsp?uimode=nextgeneration&eventid=2038840&sessionid=1&key=FDE88979C54F43F50ABA65BA982C9B0B&contenttype=A&eventuserid=305999&playerwidth=1000&playerheight=650&caller=previewLobby&text_language_id=en&format=fhaudiohttps://event.on24.com/eventRegistration/console/EventConsoleApollo.jsp?uimode=nextgeneration&eventid=2038840&sessionid=1&key=FDE88979C54F43F50ABA65BA982C9B0B&contenttype=A&eventuserid=305999&playerwidth=1000&playerheight=650&caller=previewLobby&text_language_id=en&format=fhaudiohttps://event.on24.com/eventRegistration/console/EventConsoleApollo.jsp?uimode=nextgeneration&eventid=2038840&sessionid=1&key=FDE88979C54F43F50ABA65BA982C9B0B&contenttype=A&eventuserid=305999&playerwidth=1000&playerheight=650&caller=previewLobby&text_language_id=en&format=fhaudiohttps://event.on24.com/eventRegistration/console/EventConsoleApollo.jsp?uimode=nextgeneration&eventid=2038840&sessionid=1&key=FDE88979C54F43F50ABA65BA982C9B0B&contenttype=A&eventuserid=305999&playerwidth=1000&playerheight=650&caller=previewLobby&text_language_id=en&format=fhaudio



Purpose of Functional Skills The DfE’s Functional Skills Content document very clearly states that Functional Skills has three distinct purposes: Functional Skills qualifications should provide reliable evidence of a student’s achievements against demanding content that is relevant to the workplace. They need to provide assessment of students’ underpinning knowledge as well as their ability to apply this in different contexts. They also need to provide a foundation for progression into employment or further technical education and develop skills for everyday life. Functional Skills are viewed as valuable in terms of employment, of accessing further training or education and as developing skills for life (the learner as consumer; the learner as concerned citizen; the learner as part of the community or the family, etc.). The DfE sums this up as “a qualification for work, study and life”. Learners demonstrate their ability to use English confidently and fluently in real-world situations, given that they will be assessed through the construct of a timed test. ‘Reading’ is defined as the independent understanding of written language in specific contexts demonstrated through the use of texts on screen or on paper. ‘Writing’ is defined as the independent construction of written language to communicate in specific contexts on screen or on paper. It is important to note that some knowledge about language (for example formal and informal language) will also be tested on the Reading Paper. This is not just a skills based test: some knowledge is required.



Within terms of Levels 1 and 2 the learning aims and outcomes for Reading and Writing are: • Read a range of different text types confidently and fluently, applying their knowledge and understanding of texts to their own writing • Write texts of varying complexity, with accuracy, effectiveness, and correct spelling, punctuation and grammar • Understand the situations when, and audiences for which, planning, drafting and using formal language are important, and when they are less important. The DfE document once more emphasises that Functional Skills are not just work-related: • Students should be able to use these functional skills autonomously, applying

them to a range of formal and informal contexts, in the workplace and in real life.



The Reading Test Level 2 Content Standards

The 9 Content Standards on which the candidates will be tested are:

Content Statements 11. Identify the different situations when the main points are sufficient and when it is important to have specific details. 12. Compare information, ideas and opinions in different texts, including how they are conveyed. 13. Identify implicit and inferred meaning in texts. 14. Understand the relationship between textual features and devices, and how they can be used to shape meaning for different audiences and purposes. 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 & complex sources. 16. Understand organisational features and use them to locate relevant information in a range of straightforward and complex sources. 17. Analyse texts, of different levels of complexity, recognising their use of vocabulary and identifying levels of formality and bias. 18. Follow an argument, identifying different points of view and distinguishing fact from opinion. 19. Identify different styles of writing and writer’s voice.



Text purposes and their definitions: The test will include one straightforward text (Text A) and two complex texts (Texts B and C) on linked topics and of varying lengths that instruct, describe, explain or persuade. • Instruct - to tell the reader how to do something, for example acquire a new

skill • Describe - to give details to the reader about an event (often in chronological

order), person, place or object • Explain - to make something clear to the reader by giving relevant

information in logical detail

• Persuade - to attempt to change the reader’s opinion or behaviour Definition of straightforward texts: Subjects and materials that learners often meet in their work, studies or other activities. Content within texts is put across in a direct way with the main points easily identifiable; usually the sentence structures of such texts consist of more than one subject or more than one independent clause (i.e. compound sentences), and learners will be familiar with the vocabulary. The vocabulary of straightforward texts will typically consist of a range of familiar and common words, together with some specialist words. Definition of complex texts: Content within text sometimes include abstract ideas/concepts, it could also be a less familiar topic. Sentence structure may be complex, contain specialist words and some unfamiliar vocabulary, less familiar formats, e.g. text book extracts. The intended readership could be an audience which most learners have not been part of.



The Reading Test The Reformed Reading Test differs in many ways from the previous version. The Test will take 75 minutes. The Test will be marked out of 35. There will be 3 texts and 15 questions. All the questions will be based on the 9 DfE Content Standards. Questions 1 to 4 will be based on Text A – 7 marks Questions 5 to 8 will be based on Text B – 9 marks Questions 9 to 11 will be based on Text C – 7 marks Question 12 to 15 will be based on more than one text – 12 marks All texts in the test will be linked by a common topic / theme. The texts will cover topics such as:

• Accommodation • Apprenticeships • Consumer issues • Health and safety • Healthy living • Improvements to college/workplace • Interests • Issues/opinions • Job search • Leisure activities • Personal finance • Technology • Transport and travel



Possible formats of the texts: • Adverts • Articles • Blogs • Emails • Internet discussions • Leaflets • Letters • Reports • Reviews • Webpages • Web forums

Text Length:

Text A will contain between 250 – 300 words. Text B will contain between 300 – 350 words. Text C will contain between 350 – 400 words. The Test The pages that follow illustrate the Sample Assessment Materials with texts, questions, marked examples and annotations. Each question provides the relevant Content Standard, the SAMs question, the mark scheme answers and (in italics) any relevant notes. These are then followed by three candidates’ papers complete with annotations. The Test is based on these three texts.



The Examiner explains

Content Standard 11

Identify the different situations when the main points are sufficient and when it is important to have specific details.


Content Standard 19

Identify different styles of writing and writer’s voice. Please review Guidance for centres for more information (list of the tone words).


Content Standard 17

Analyse texts, of different levels of complexity, recognising their use of vocabulary and identifying levels of formality. Please note that this question will sometimes ask candidates to identify examples of formal language.




Content Standard 16

Understand organisational features and use them to locate relevant information in a range of straightforward and complex sources.




Content Standard 13

Identify implicit and inferred meaning in texts.


A fact can be verified based on observation or research. It is based on objective reality and is universal. It does not differ from person to person and is not debatable.

An opinion is a judgement or belief about something. It is subjective and based on a personal view or assumption. It differs from person to person and is debatable.


Content Standard 18

Follow an argument, identifying different points of view and distinguishing fact from opinion. Please note that this question will also ask candidates to identify facts from opinions in the future.


Content Standard 16

Understand organisational features and use them to locate relevant information in a range of straightforward and complex sources. Please review Guidance for centres for more information (list of organizational features).




Content Standard 18

Follow an argument, identifying different points of view and distinguishing fact from opinion.


This question tests learners’ ability to follow an argument. Each part of the question will ask for two suggestions/ ideas/ opinions/ problems/ solutions from the text. The two halves of the question will be on a related theme. Learners will need to read the question carefully and ensure the information they are selecting is relevant.




Content Standard 13

Identify implicit and inferred meaning in texts.


Content Standard 14

Understand the relationship between textual features and devices, and how they can be used to shape meaning for different audiences and purposes.




Content Standard 17

Analyse texts, of different levels of complexity, recognising their use of vocabulary and identifying levels of formality and bias.




Content Standard 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.




Content Standard 12

Compare information, ideas and opinions in different texts, including how they are conveyed.

Candidates will need to do more than simply quote from the text to identify a similarity, e.g. by writing something like: ‘Both texts say that a good CV is important.’




Content Standard 12

Compare [how] information, ideas and opinions [are conveyed] in different texts.


Content Standard 11

Identify the different situations when the main points are sufficient and when it is important to have specific details.



Annotation for Reading SAMW02/01

Question Annotation Text A Q1

Content Standard 11 Identify the different situations when the main points are sufficient and when it is important to have specific details. Q: Your friend wants some information about finding a job. Using Text A, identify two groups of people who can inform your friend about finding a job.

2 marks MS: Award 1 mark for each correct answer, up to a maximum of 2 marks: • careers advisers (1) • family (1) This has been designed to be a straightforward question to help candidates feel a level of confidence at the start of the test. It will always test learners’ ability to find specific information in the text.

Q2 Content Standard 19 Identify different styles of writing and writer’s voice.

Q: Which word best describes the style of Text A? A advisory B narrative C sarcastic D humorous

1 mark MS: A – advisory This is a new question as style/writer’s voice wasn’t tested in Legacy Functional Skills. See addendum at end of reading section for a list of the tone words candidates need to know. These should be taught to learners.

Q3 Content Standard 17 Analyse texts, of different levels of complexity, recognising their use of vocabulary and identifying levels of formality and bias Q: Which two of these quotations from Text A are examples of informal language?



A the initial stage B which role to pursue C always a good move D secure the right position E so that you’re all set

2 marks MS: C – always a good move

E – so that you’re all set Future examples of this question will also test formal language. This is a new type of question and learners will need to practise distinguishing between formal and informal language.

Q4 Content Standard 16 Understand organisational features and use them to locate relevant information in a range of straightforward and complex sources. Q: You have been asked to add subheadings to each paragraph in Text A. Number each subheading from 1 to 6 to show which best matches each paragraph. Three have been done for you. Subheading Paragraph

number Preparation counts

6

Getting started Support available

3

Job hunting Time for experience

Need some inspiration?

1

2 marks MS: Paragraph number to match subheading:



Subheading Paragraph number

Preparation counts

6

Getting started 2 Support available

3

Job hunting 5 Time for experience

4

Need some inspiration?

1

• Award 1 mark if one is correct. • Award 2 marks if two or three are correct

This question will always test subheadings. The question could also ask for threesubheadings from five, with two given. Learners need to be able to work out the main ideas in a paragraph and find the subheading that matches this.

Text B Q5

Content Standard 13 Identify implicit and inferred meaning in texts. Q: What does each of these quotations from Text B suggest about technology? ‘a digital divide’ ‘future-proof their career paths’

2 marks MS: Award 1 mark for each explanation, up to a maximum of 2 marks.



Quotation Explanation ‘a digital divide’

• a difference in IT understanding

• a generation gap in computer knowledge

• a split caused by technology

‘future-proof their career paths’

• avoid becoming out of date/obsolete at work

• keeping up to date with technology

• remain relevant in the workplace

Accept other explanations that show understanding of the target phrases. Do not accept quotations or the same explanation for both phrases. This question is similar to Q2 on the Legacy FS paper. Learners are required to explain the phrases in their own words and cannot gain marks by simply quoting from the text.

Q6 Content Standard 18 Follow an argument, identifying different points of view and distinguishing fact from opinion. Q: Text B includes both facts and opinions. Which one of these statements is an opinion? A Three quarters of parents in the study talk to their children about their school day. B Some parents encourage their children to use technology as a way to develop skills. C The average child in the UK knows more about technology than anything else. D Many children use computers, tablets, mobile phones and other gadgets every day.

1 mark



MS: C – The average child in the UK knows more about technology than anything else. This is another new style of question. Please note that this question will also ask candidates to identify facts from opinions in the future.

Definition of a fact:

A fact can be verified based on observation or research. It is based on objective reality and is universal. It does not differ from person to person and is not debatable.

Definition of an opinion:

An opinion is a judgement or belief about something. It is subjective and based on a personal view or assumption. It differs from person to person and is debatable.

Q7 Content Standard 16 Understand organisational features and use them to locate relevant information in a range of straightforward and complex sources. Q: (a) Who provides advice for parents in Text B? (b) Which organisational feature is used to present this advice?

(1 mark) MS: 7 (a) The NSPCC / Tony Stower / The Head of Child Safety Online 7 (b) text box 7(a) will always ask for a specific piece of information from the text and 7(b) will ask how it is presented. Other organisational features that may be tested are bullet-point lists and numbering, captions to photographs and illustrations, speech bubbles, webpage menus, tables and footnotes. The mark for 7(b) can be awarded if 7(a) is incorrect and vice versa.



Q8 Content Standard 18 Follow an argument, identifying different points of view and distinguishing fact from opinion Q: (a) Using Text B, identify two problems parents have supporting their children with technology. (b) Using Text B, identify two suggestions to help parents support their children with technology.

4 marks

MS: Award 1 mark for each problem parents have supporting their children with technology, up to a maximum of 2 marks: • lack confidence (1) • don’t have the time (1) • may not have the skills (1)

Accept other appropriate wording. Award 1 mark for each suggestion to help parents support their children with technology, up to a maximum of 2 marks: • explore children’s online world (1) • use online safety tools (1) Accept other appropriate wording and other appropriate answers based on the text. This question tests learners’ ability to follow an argument. Each part of the question will ask for two suggestions/ideas/opinions/problems/solutions from the text. The two halves of the question will be on a related theme. Learners will need to read the question carefully and ensure the information they are selecting is relevant.



Text C Q9

Content Standard 13 Identify implicit and inferred meaning in texts Q: Using Text C, give two quotations that suggest there is a lot to learn if you want to work in IT.

2 marks MS: Award 1 mark for each quotation that suggests there is a lot to learn if you want to work in IT, up to a maximum of 2 marks. • ‘Working with computers all the time made it obvious to me how much I didn’t

know’ (1) • ‘taking evening courses in programming and web design’ (1) • ‘I am constantly developing my knowledge’ (1) • ‘work very, very hard to develop your skills and knowledge’ (1) This question is similar to Q9 on the existing FS paper. It will always ask for two quotations, testing knowledge of implied or implicit meaning.

Q10 Content Statement 14 Understand the relationship between textual features and devices, and how they can be used to shape meaning for different audiences and purposes Q: Using Text C, identify two language features used to persuade the audience to consider a career in IT. Give an example to support each answer.

4 marks MS: Award 1 mark for each valid language feature identified, up to a maximum of 2 marks. Award 1 mark for each valid and linked example, up to a maximum of 2 marks.



• direct address (1), e.g. ‘Thank you’ (1) • positive language (1), e.g. ‘love’, ‘enthusiastic’ (1) • rule of three (1), e.g. ‘interesting, challenging and

rewarding’ (1) • hyperbole/exaggeration (1), e.g. ‘endless’, ‘constantly’ (1) • numbers/figures/percentages/statistics (1), e.g. ‘1.5 million

people’ (1) • colloquial/informal language (1), e.g. ‘taking the plunge’

(1) • first person/use of ‘I’, ‘my’/personal experience (1), e.g.

‘I never really considered’, ‘What I find inspiring’ (1) • repetition (1), e.g. ‘very, very hard’ (1) Accept other valid language features. Do not accept layout features. This question is similar to Q7 on the Legacy Functional Skills paper. However, centres and candidates need to be aware that layout features (e.g. subheadings, use of bullet points etc.) will no longer be accepted. Please see addendum at the end of the Reading sections for a list of possible features.

Q11 Content statement 17 Analyse texts, of different levels of complexity, recognising their use of vocabulary and identifying levels of formality and bias. Q: Which one of these quotations from Text C shows that the writer has a positive view about careers in technology? A more than 1.5 million people employed in IT B You will find the work interesting, challenging and rewarding C I was the most computer-literate person in my workplace D You just need to be enthusiastic about technology

1 mark

MS: B – You will find the work interesting, challenging and rewarding This question could also ask candidates to identify a negative view. It requires learners to be able to recognise bias.



Multiple text questions Q12

Content statement 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 Q: You may use a dictionary to answer this question. (a) ‘showcase yourself to potential employers’ Give one word or phrase to replace ‘potential’ that keeps the meaning of this quotation from Text A the same. (b) ‘remuneration is usually quite generous’ Give one word or phrase to replace ‘remuneration’ that keeps the meaning of this quotation from Text C the same.

2 marks Award 1 mark for any reasonable word or phrase to replace ‘potential’ that does not change the meaning of the sentence, e.g.: • possible • prospective • likely • future • those who might be your Award 1 mark for any reasonable word or phrase to replace ‘remuneration’ that does not change the meaning of the sentence, e.g.: • pay • salary • wage • money you earn Learners must have a dictionary during the test to help with this question. Some words will have more than one meaning and so learners will need to pick the appropriate one from the dictionary. This question will always test words from two different texts.



Q13 Content statement 12 Compare information, ideas and opinions in different texts, including how they are conveyed. Q: Compare similar ideas from Text A and Text C about what you need to get started in a career. In your answer you should: • give two similarities from these texts about what you need to get started in a

career • give one quotation from Text A and one quotation from Text C to support each

similarity. 6 marks

MS: Award 1 mark for each relevant similarity between Text A and Text C, up to a maximum of 2 marks. Relevant similarities may include:

• passion / enthusiasm • experience • a good CV • hard work

Award 1 mark for a relevant linked quotation from each text supporting each similarity identified, up to a maximum of 4 marks. This is similar to Q10 on the Legacy FS paper. It has been reworked to make it clearer to candidates how many similarities they need to find and also the number of examples required. There will always be two marks for identifying similarities and up to four marks for quotations from each text that support each similarity. Candidates will need to do more than simply quote from the text to identify a similarity, e.g. by writing something like: ‘Both texts say that a good CV is important.’

Q14

Content statement 12 Compare information, ideas and opinions in different texts, including how they are conveyed. Q: Which one of these statements about the language used in Text A and Text B is correct? A Both use quotations to reinforce their argument. B Both use direct address to target the audience. C Both use humour to appeal to the reader. D Both use statistics to support their points.

1 mark



MS: D – Both use statistics to support their points For this question candidates will need to check that features are in both texts. Some features will be in one, but not the other.

15 Content statement 11 Identify the different situations when the main points are sufficient and when it is important to have specific details. Q: Your friend wants information about different job roles in IT. Identify one job role from each of the three texts. 1 mark MS: Award 1 mark for one piece of evidence from each of the three texts, up to a maximum of 3 marks: Award 1 mark for one job role from each of the three texts, up to a maximum of 3 marks: Text A • ‘programmers’ • ‘ games developers’ • ‘data inputters’ Text B • ‘vloggers’ • ‘animators’ • ‘software developers’ Text C • ‘IT Helpdesk’ • ‘web designer’ This is similar to Q12 on the Legacy FS paper and will always ask for one piece of evidence from each text.



Level 2 Reading: Addendum Tone words tested for Q2

admiring amused

angry apologetic

chatty

cheerful

concerned

conversational

critical

depressing

disappointed

enthusiastic

excited

friendly

humorous

impartial

impersonal

irritated

knowledgeable

optimistic

patronising

pessimistic

sad

sarcastic

serious

sincere

thoughtful

urgent

worried

Possible Language Features for Q7

abbreviation acronym alliteration cliché

colloquial/informal language

command / imperative contrast direct address

exclamation emotive/positive/negative language

exaggeration/hyperbole

first person

metaphor question/

rhetorical question

quotation repetition

rule of three sibilance simile slogan

statistics



Text booklet



Script 1: Example of a fail



Section A

Question Annotation Q1 2 marks

‘Careers adviser’ - Correct answer for first mark. ‘Family’ - Correct answer for second mark.


Multiple Choice Question (MCQ) Not attempted.




Multiple Response Question (MRQ) Only one incorrect answer.


All 3 subheadings correct.



Section B

Question Annotation Q5 1 mark

The response in the first answer space explains the word ‘divide’, but does not link this to technology. No mark awarded. The second phrase ‘Extremely important to succeed in the future of their career’ is clumsy, but does convey the idea of technology being important for future career success. 1 mark awarded.


MCQ – incorrect answer.




7(a): ‘Tony Stower‘ correctly identified. 7(b): No organisational feature identified.


8(a): 2 correct answers – ‘parents may not have skill’ and ‘they don’t have time’. 8(b): 1 correct answer – ‘take time to explore their child’s online world with them’. The other suggestion explains why it is important for parents to support children, not a way to help parents.



Section C


Not attempted


Not attempted




MCQ – correct answer.



Section D


‘Achieve’ is not an appropriate synonym for ‘potential’. ‘A gift’ is closer, but still not quite right for ‘remuneration’, which relates more to pay/salary.




One appropriate quotation is selected from Text A: ‘You choose an employment sector that you are passionate about’. The other quotations are not relevant. 1 mark is awarded for 1 relevant quotation.






Not attempted



Script 2: Example of a pass



Section A


‘Careers adviser’ - Correct answer for first mark. ‘Family’ - Correct answer for second mark.


Multiple Choice Question (MCQ) Incorrect answer.




Multiple Response Question (MRQ) Both answers incorrect.





Section B


‘Divide’ between those that can and those that can’t reuses divide and does not explain the target phrase. The second phrase is not attempted






7(a): ‘Tony Stower‘ is correctly identified. 7(b): ‘A box’ is close enough to ‘text box’ and can be awarded.




8(a): 1 correct answer – ‘Parents lacking confidence’. The other answer refers to issues with children using technology, not why it may be difficult for parents to support them. 8(b): 2 incorrect answers – the candidate appears to have used her own knowledge, rather than suggestions from the text.



Section C


Both answers are correct.


The first feature identified (3rd person) is incorrect and so no mark can be awarded for the feature or the example. The second feature (1st person) is correct and the example is also correct. 2 marks awarded.





Section D


‘Possible’ is an appropriate synonym for ‘potential’. ‘Pay’ is an appropriate synonym for ‘remuneration’.




The reference to being in the 3rd person cannot be rewarded as this question is looking for similar ideas and not language features. An appropriate similarity is identified: ‘CVs and making it better’. An appropriate quotation is selected from each text to support this similarity. Thus 1 mark is awarded for identifying a similarity and two marks for supporting quotations.






An appropriate job role is identified from each text: Text A: ‘Game developer’ Text B: ‘Vlogger’ Text C: ‘IT Helpdesk’ Three marks are awarded.



Script 3: Example of a pass



Section A


‘Asking people for ideas’ - Incorrect answer as ‘people’ is too vague. ‘A careers advisor’ - Correct answer for second mark.


Multiple Choice Question (MCQ) Incorrect answer.




Multiple Response Question (MRQ) ‘which role to pursue’ is incorrect ‘always a good move’ is correct



Section B


‘Children are good with technology and adults are not’ implies a divide and can be awarded. ‘Improve chances of getting a job’ shows the benefits of technology for work and can be awarded.






7(a): ‘The Internet’ is incorrect. 7(b):’Text box’ is correct and so the second mark can be awarded.


8(a): 2 correct answers – ‘They have no confidence’ and ‘They don’t have time’. 8(b): 1 correct answer – ‘use online safety tools’.



Section C


The first answer is correct. The second answer cannot be accepted as it refers to the benefits of working in IT, rather than the fact there is a lot to learn.




The first feature identified (rule of three) is correct and a correct example is given. The second feature (emotive words) is rewarded as being in line with positive language. The example given is correct.




‘Future’ is an appropriate synonym for ‘potential’ and so the first mark is awarded. ‘Wages’ can also be accepted as an appropriate synonym for ‘remuneration’.




The learner does not identify any appropriate similarities. Two appropriate quotations are given from Text B and one from Text C. Candidates who give quotations without identifying similarities can only be awarded two marks.





Section D


An appropriate job role is identified from each text: Text A: ‘Games developers’ Text B: ‘Software developers’ Text C: ‘Web designer’



The Writing Test Content Standards

The seven Content Standards by which the candidates will be assessed are:

Spelling, punctuation and grammar 20. Punctuate writing correctly using a wide range of punctuation markers (e.g. colons, commas, inverted commas, apostrophes and quotation marks) 21. Use correct grammar (e.g. subject-verb agreement, consistent use of a range of tenses, definite and indefinite articles) and modality devices (e.g. to express probability or desirability) 22. Spell words used in work, study and daily life, including a range of specialist words Writing composition 23. Communicate information, ideas and opinions clearly, coherently and effectively 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 25. Organise writing for different purposes using appropriate format and structure (e.g. standard templates, paragraphs, bullet points, tables) 26. Convey clear meaning and establish cohesion using organisational markers effectively 27. Use different language and register (e.g. persuasive techniques, supporting evidence, specialist words), suited to audience and purpose. 28. Construct complex sentences consistently and accurately, using paragraphs where appropriate



The Writing Test will continue to require candidates to respond to two different tasks. The Test will take 60 minutes and the total mark will be 36. This will be divided as below: Longer Task 1: Composition = 12 SPG = 9 Shorter Task 2: Composition = 9 SPG = 6 In addition there will be a suggestion that the Longer Task should be between 250 to 300 words long and the Shorter Task between 200 and 250. These are only suggestions and no candidates will be penalised for writing more or less. The following are the formats of writing that may be included in a Level 2 Test:

• articles • emails • eye-witness accounts • diary entries • formal letters • formal reports • information/advice sheet • newsletters • online product or service feedback/review • reviews • webpage entries, eg blog, forum.



Different types of writing formats for Functional Skills Writing Level 2

Articles

Purpose: Purposes could include giving information about a topic, expressing an opinion or persuading the reader of a particular point of view.

Format features: An appropriate heading/headline.

Level of formality: This will depend on purpose and audience, e.g. an article written on a personal topic is likely to be less formal than an article written on a local issue.

Emails

Purpose: Purposes could include applying for a course, giving advice or news to a friend or relative, or making a complaint.

Format features: Usually it won’t be necessary to put in To/From and a subject line as this will be provided in the writing frame. The email should begin with an appropriate greeting and end with an appropriate close.

Level of formality: An informal approach would be appropriate for an email to a friend or relative although candidates should still write in full sentences and use correct spellings. A more formal approach would be needed for a work related topic.

Eye-witness accounts

Purpose: To give a narrative account of an event.

Format features: The candidate should include their name and the date of the event.

Level of formality: An eye witness account will require a formal style of writing.

Diary entries

Purpose: This will depend on the task, but is likely to include narrative accounts of things that the candidate has done or seen.

Format features: The candidate should include the date of the entry or entries.

Level of formality: Generally informal, although a work related diary task could require a greater degree of formality. Where an informal style is used candidates should still write in full sentences and use correct spellings.



Letters

Purpose: Possible purposes could include applications and expressing opinions on local issues.

Format features: The candidate should include their address (this can be made up) and the address of the recipient. An appropriate salutation and matching close should also be included.

Level of formality: A formal letter will require a formal style of writing. Please note that candidates will not be asked to write informal letters.

Reports

Purpose: To give information on a given topic.

Format features: A report should include headings for the different sections.

Level of formality: A report will require a formal approach.

Online feedback forms Purpose: To give a detailed opinion or make a complaint, e.g. about a purchased item, or a leisure experience.

Format features: Boxes may be provided for the candidate to write their name and email address.

There are no other format features required.

Level of formality: An informal style will generally be appropriate, but a more formal style may be appropriate for a complaint. Where an informal style is used candidates should still write in full sentences and use correct spellings.

Reviews

Purpose: To give a detailed opinion, e.g. of a purchased item, or a leisure experience.

Format features: This will depend on the task, but it would be generally be good practice to include a title saying what is being reviewed.

Level of formality: A review will usually work best with an informal approach, depending on the audience it is being written for. Where an informal style is used candidates should still write in full sentences and use correct spellings.



Webpage entries, e.g. blog/forum

Purpose: Will depend on the task but could include a blog entry giving information/opinions on a particular topic or a web forum entry giving advice to others.

Format features: This will depend on the type of webpage entry required and formatting features may be provided for the candidate.

Level of formality: A webpage entry will usually work best with an informal approach, depending on the audience it is being written for. Where an informal style is used candidates should still write in full sentences and use correct spellings.

Each paper will have one task with an authentic stimulus and one task with a direct instruction to the candidate. For example, SAMS Task with an authentic stimulus:



Should we ban cars and lorries from the town centre?

Recently I attended a public meeting about a proposal to ban cars and lorries from the town centre.

In this article I will talk about the advantages and disadvantages of the proposal.

The town centre is famous for its businesses and for the shops on offer. Preventing people from travelling to the town by car will cause problems for people trying to get to work or to the shops. This will have an impact on local businesses as staff will frequently be late for work and local shops will see their takings decrease.


The candidate uses an appropriate heading.

Content statement 25: Organise writing for different purposes using appropriate format and structure. Within the response this statement is further addressed by the effective use of paragraphs to consider different aspects of the argument.


The candidate clearly explains what the article will be about.

Content statement 23: Communicate information, ideas and opinions clearly, coherently and effectively.


Complex sentences used.

Content statement 28: Construct complex sentences consistently and accurately, using paragraphs where appropriate.



However, there will be benefits for pedestrians and cyclists as it will be safer for them because fewer cars will mean fewer accidents. The air will also be cleaner to breathe for everyone and there will be less environmental pollution. People will also be able to save money if they leave their cars at home and cycle or walk to work instead. Finally, there will also be less traffic congestion and we all know that this is a major problem at the moment.

I believe that the proposal should go ahead as the advantages outweigh the disadvantages and that we should take actions to make sure that local people and businesses don’t suffer. I would suggest offering more regular bus services and reducing fares so that everyone can afford to take the bus. The council should also introduce more bike lanes and walking routes and consider bringing in a bike hire scheme.


The candidate uses organisational markers such as ‘however’ and ‘finally’.

Content statement 26: Convey clear meaning and establish cohesion using organisational markers effectively.


The candidate uses appropriate language and register, e.g. ‘accidents’ and ‘environmental.’

Content statement 27: Use different language and register suited to audience and purpose.



We could also improve the town centre by introducing more seating areas and by bringing back the Friday food market. This would encourage more people to come into the town and find out what it has to offer.


The response is 283 words long. It isn’t necessary for candidates to count words, but they should practise writing responses that meet the suggested word count.

Content statement 24: Write text of an appropriate level of detail and of appropriate length to meet the needs of purpose and audience.



Chris

Hi Sam, that’s brilliant news that you’ll be joining my course! I’m really enjoying it and I’m sure you will as well.

When do you start?

I’m sure that you found out the basics about the course at your interview, but what I really like about it is that we’re assessed as we go along and so we don’t have to do any exams. The tutors are friendly and happy to answer any questions that you might ask and there’s a great bunch of students who help each other out as well.


The candidate uses a range of punctuation correctly

Content statement 20: Punctuate writing correctly using a wide range of punctuation markers.



The key thing to be successful on the course is to be enthusiastic and to ask for help when you need it. It’s fine to make mistakes as long as you learn from them. There are also lots of resources on the internet that you can use to study in your own time and you should set some time aside every day to do this.

There’s no need to be nervous as you wouldn’t have got on the course if the tutors didn’t think you were up to it. Just believe in yourself and I promise you’ll have a great time on the course as well as getting the qualification you need.


The candidate makes correct use of grammar and appropriate use of modality devices.

Content statement 21: Use correct grammar and modality devices.


The candidate correctly spells a wide range of words including specialist education words such as ‘qualification’ and ‘assessed’.

Content statement 22: Spell words used in work, study and daily life, including a range of specialist words.



The Mark Scheme Longer Task Composition Mark Grid A: Composition (12 marks) 0 • No rewardable material.

1–4

• Communicates straightforward information, ideas and opinions with some clarity for purpose and audience.

• Organises writing using appropriate format and structure, including some use of paragraphs and cohesion, e.g. using organisational markers to some extent.

• Uses a range of sentences, including complex sentences, with some accuracy.

• Uses language and register, including some range of vocabulary, appropriate to purpose and audience.

5–8

• Communicates information, ideas and opinions reasonably clearly with an appropriate level of detail for purpose and audience to an appropriate length.

• Organises writing using appropriate format and structure, including generally accurate use of paragraphs, and mostly maintaining cohesion, e.g. using organisational markers.

• Uses a range of sentences, including complex sentences, with general accuracy.

• Uses language and register, including a wide range of vocabulary, appropriate to purpose and audience.

9–12

• Communicates information, ideas and opinions with consistent clarity, using detail effectively for purpose and audience to an appropriate length.

• Organises writing using appropriate format and structure, including effective use of paragraphs, and sustaining cohesion, e.g. using organisational markers.

• Uses a range of sentences, including complex sentences, accurately and effectively.

• Uses language and register, including an extensive range of vocabulary, appropriate to purpose and audience.



Longer Task Spelling, Punctuation and Grammar

Mark Grid B: Spelling, punctuation and grammar (9 marks) 0 • No rewardable material.

1–3

• Some use of correct grammar (e.g. subject-verb agreement, consistent use of a range of tenses, definite and indefinite articles) and modality devices (e.g. to express probability or desirability).

• Some correct use of a range of punctuation (e.g. colons, commas, inverted commas, apostrophes and quotation marks).

• Spelling of words used in work, study and daily life, including a range of specialist words, is sometimes accurate.

4–6

• Generally correct use of grammar (e.g. subject-verb agreement, consistent use of a range of tenses, definite and indefinite articles) and modality devices (e.g. to express probability or desirability).

• Generally correct use of a range of punctuation (e.g. colons, commas, inverted commas, apostrophes and quotation marks).

• Spelling of a range of words used in work, study and daily life, including a range of specialist words, is generally accurate.

7–9

• Consistently correct use of grammar, with occasional lapses (e.g. subject-verb agreement, consistent use of a range of tenses, definite and indefinite articles) and modality devices (e.g. to express probability or desirability).

• Consistently correct use of a wide range of punctuation (e.g. colons, commas, inverted commas, apostrophes and quotation marks) with occasional lapses.

• Spelling of a wide range of words used in work, study and daily life, including a range of specialist words, is consistently accurate, with occasional lapses.



Shorter Task Composition Mark Grid A: Composition (9 marks)

0 • No rewardable material.

1–3

• Communicates straightforward information, ideas and opinions with some clarity for purpose and audience.

• Organises writing using appropriate format and structure, including some use of paragraphs and cohesion, e.g. using organisational markers to some extent.

• Uses a range of sentences, including complex sentences, with some accuracy.

• Uses language and register, including some range of vocabulary, appropriate to purpose and audience.

4–6

• Communicates information, ideas and opinions reasonably clearly with an appropriate level of detail for purpose and audience to an appropriate length.

• Organises writing using appropriate format and structure, including generally accurate use of paragraphs, and mostly maintaining cohesion, e.g. using organisational markers.

• Uses a range of sentences, including complex sentences, with general accuracy.

• Uses language and register, including a wide range of vocabulary, appropriate to purpose and audience.

7–9

• Communicates information, ideas and opinions with consistent clarity, using detail effectively for purpose and audience to an appropriate length.

• Organises writing using appropriate format and structure, including effective use of paragraphs, and sustaining cohesion, e.g. using organisational markers.

• Uses a range of sentences, including complex sentences, accurately and effectively.

• Uses language and register, including an extensive range of vocabulary, appropriate to purpose and audience.



Shorter Task Spelling, Punctuation and Grammar

Marking A candidate’s composition may be appropriate for Level 2, but spelling, punctuation and grammar may have weaknesses; or a candidate may have reasonably secure spelling, punctuation and grammar but be less successful in composition. Thus markers will apply both marking grids independently.

When awarding a mark for composition (Grid A), markers will use the first bullet point in each band in the mark scheme to decide on the overall level of achievement. The other three bullet points will be used to refine that judgment to determine where best to place the response within the band.

When awarding a mark for spelling, punctuation and grammar (Grid B), markers will make a ‘best fit’ judgement using the descriptors.

Mark Grid B: Spelling, punctuation and grammar (6 marks)

0 • No rewardable material.

1–2

• Some use of correct grammar (e.g. subject-verb agreement, consistent use of a range of tenses, definite and indefinite articles) and modality devices (e.g. to express probability or desirability).

• Some correct use of a range of punctuation (e.g. colons, commas, inverted commas, apostrophes and quotation marks).

• Spelling of words used in work, study and daily life, including a range of specialist words, is sometimes accurate.

3–4

• Generally correct use of grammar (e.g. subject-verb agreement, consistent use of a range of tenses, definite and indefinite articles) and modality devices (e.g. to express probability or desirability).

• Generally correct use of a range of punctuation (e.g. colons, commas, inverted commas, apostrophes and quotation marks).

• Spelling of a range of words, used in work, study and daily life, including a range of specialist words, is generally accurate.

5–6

• Consistently correct use of grammar (e.g. subject-verb agreement, consistent use of a range of tenses, definite and indefinite articles) and modality devices (e.g. to express probability or desirability), with occasional lapses.

• Consistently correct use of a wide range of punctuation (e.g. colons, commas, inverted commas, apostrophes and quotation marks) with occasional lapses.

• Spelling of a wide range of words, used in work, study and daily life, including a range of specialist words, is consistently accurate, with occasional lapses.



ContentsIntroduction 2Useful Documents 4Purpose of Functional Skills 5The Reading Test 7Reading Level 1 Exemplification 11Reading Level 1 Sample Marked Learner Work (SMLW) 27The Writing Test 73Writing level 1 Exemplification & SMLW 78