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Functional skills in English
Introduction
Functional skills help young people to take a more active and responsible role in their communities, to be more alert and responsive to changes in technology, to communicate effectively and be literate in the broadest sense. The functional skills standards require learners to be able to make sense of their world and to develop their own perspectives. The key concepts of competence and critical understanding underpin these aims.
Functional skills in the English programme of study
The English programme of study for key stage 4 embeds the level 2 functional skills standards.
In addition, the key processes and range and content sections of the programme of study reflect the functional English standards at level 2 and build on the embedding of the level 1 standards in the key stage 3 programme of study (this is summarised in Links with functional skills). The curriculum opportunities section of the programme of study requires that pupils speak, listen and write for contexts beyond the classroom, which ensures that there are relevant contexts in which to test the functional element.
Links with functional skills
| Level 2 functional skill standard: make a range of contributions to discussions and make effective presentations in a wide range of contexts | Key stage 4 programme of study: speaking and listening |
|---|---|
| Listen to complex information and give a relevant, cogent response in appropriate language | Listen to complex information and respond critically, constructively and cogently in order to clarify points and challenge ideas (key processes) |
| Present information and ideas clearly and persuasively to others | Present information clearly and persuasively to others, selecting the most appropriate way to structure and organise their speech for clarity and effect (key processes) |
| Adapt contributions in discussions to suit audience, purpose and situation | Select from strategies to adapt speaking and listening flexibly in different circumstances (key processes) |
| Make significant contributions to discussions, taking a range of roles and helping to move discussion forward to reach decisions | Take different roles in organising, planning and sustaining discussion in a range of formal and informal contexts (key processes). Work purposefully in groups, negotiating and building on the contributions of others to complete tasks or reach consensus (key processes) |
| Level 2 functional skill standard: compare, select, read and understand texts and use them to gather information, ideas, arguments and opinions | Key stage 4 programme of study: reading |
| Select and use different types of text to obtain relevant information | Select, compare, summarise and synthesise information from different texts and use it to form their own ideas, arguments and opinions (key processes |
| Read and summarise succinctly information/ideas from different sources | Select, compare, summarise and synthesise information from different texts and use it to form their own ideas, arguments and opinions (key processes) |
| Identify the purposes of texts and comment on how effectively meaning is conveyed | Identify the purposes of texts, analysing and evaluating how writers structure and organise ideas to shape meaning for particular audiences and readers (key processes) |
| Detect point of view, implicit meaning and/or bias | Reflect on the origin and purpose of texts and assess their usefulness, recognising bias, opinion, implicit meaning and abuse of evidence (key processes) |
| Read and actively respond to different texts | Respond to and act upon texts they have read (curriculum opportunities) |
| All the above skills should be applied in the context of a wide range of texts for different purposes, on paper and on screen | The range of non-fiction and non-literary texts should include purposes such as to instruct, inform, explain, describe, analyse, review, discuss and persuade (range and content) On paper and on screen where appropriate (explanatory notes) |
| Level 2 functional skill standard: write documents, including extended writing pieces, communicating information, ideas and opinions, effectively and persuasively. | Key stage 4 programme of study: writing |
| Present information/ideas concisely, logically and persuasively | Present information and ideas on complex subjects concisely, logically and persuasively (key processes) |
| Present information on complex subjects concisely and clearly | Present information and ideas on complex subjects concisely, logically and persuasively (key processes) |
| Use a range of different styles of writing for different purposes | Write fluently, adapting style and language to a wide range of forms, contexts and purposes (key processes) |
| Use a range of sentence structures, including complex sentences | Use the grammatical features of written standard English accurately to structure a wide range of sentence types for particular purposes and effect (key processes) |
| Punctuate accurately using commas, apostrophes and inverted commas | Use the full range of punctuation marks accurately and for deliberate effect (key processes) |
| Ensure written work has accurate grammar, punctuation and spelling and that meaning is clear | Use the grammatical features of written standard English accurately to structure a wide range of sentence types for particular purposes and effects (key processes). Spell correctly, including words that do not conform to regular pattern and words that are sometimes confused in use (key processes) |
| All the above skills should be applied in a wide range of documents, on paper and on screen | Use a range of ways to structure whole texts to give clarity and emphasis (key processes) |
Planning for functional skills
The key concept of competence in English emphasises the need for students to be adaptable and apply their understanding in a widening range of contexts within the classroom and beyond. This is also at the heart of functional skills. In this way, functional skills are much more than a set of technical competencies in English. They involve students being able to select, apply and evaluate a range of skills to tackle tasks and problems.
When planning opportunities for students to develop and understand functional skills you should consider whether you have:
provided opportunities for the different skills you are focusing on in reading, writing and speaking and listening to be developed in combination
ensured students understand they are learning skills that they will use and apply in a variety of contexts
given students the chance to select the skills they need for a particular task
provided opportunities for students to apply these skills for real purposes and contexts beyond the classroom.
Contexts appropriate for the development of functional skills include:
work and education
community, citizenship and environment
media and communications
family, home and social issues.
For example, a sequence of activities that required students to work in small groups to produce advertising material would offer rich opportunities to develop and demonstrate a range of speaking and listening skills in a functional context, and would also draw on the creative skills associated with problem solving. The work would involve the following sequence of activities:
By researching literature for primary school students and parents and identifying gaps pupils could demonstrate the ability to read and understand texts and take appropriate action.
By working collaboratively to develop the materials and conducting interviews with year 6 pupils to identify what they should include, students would need to demonstrate the ability to make relevant contributions to discussions, responding appropriately to others.
By producing materials for an external audience students would need to demonstrate the ability to write clearly and coherently including an appropriate level of detail, use language, format and structure suitable for purpose and audience and ensure written work includes accurate grammar, punctuation and spelling and that meaning is clear.
working in groups, students are challenged to design a healthy food product that would appeal equally to children and their health conscious parents
in considering how to develop parallel radio advertising campaigns that would target both audiences, students analyse and evaluate the language of a range of radio advertising
having planned and recorded their two adverts, groups then make their pitch to have their campaign selected in a formal presentation to a panel of judges made up of unfamiliar adults. In such a presentation they will have to justify their choice of language and style for each advertisement.
Further dimensions to such work might include interviewing someone working in the media or advertising sector as well as developing written outcomes, such as a comparative study of the language used in radio advertising.
Such a sequence of work would make demands on students’ speaking and listening skills in a wide range of contexts, both formal and informal, drawing on unfamiliar audiences. It would provide opportunities to make assessments of contributions to discussion, problem solving and decision-making, as well as having the potential to assess students’ ability to make clear and persuasive presentations.
Last updated 23 December 2008.
