Functional Skills English Exemplar Curriculum Level 2 · writing letters, reports and emails accurately and effectively (Writing). Introduction and Preparation Before this project

In association with:

Functional Skills English

Exemplar Curriculum

Level 2

January 2017

Draft 1 for Review

Not for circulation or distribution

Developed on behalf of the Education and Training Foundation by Pye Tait

Consulting in association with the Learning and Work Institute.

Functional Skills English Exemplar Curriculum – Level 2

January 2017 1st DRAFT NOT FOR CIRCULATION OR DISTRIBUTION Page 2 of 49

Contents

The Exemplar Curriculum .................................................................................................................... 3

Key to symbols .................................................................................................................................... 4

Level 2 – Citizen and community ........................................................................................................ 5

Superfast Broadband is Coming! .................................................................................................... 5

Level 2 – Citizen and community ...................................................................................................... 11

Democracy in the 21st Century - Lesson........................................................................................ 11

Level 2 – Work, paid and unpaid....................................................................................................... 14

Complaints, complaints, complaints! ............................................................................................ 14

Level 2 – Work, paid and unpaid....................................................................................................... 17

Where now? .................................................................................................................................. 17

Level 2 – Domestic and everyday life ................................................................................................ 22

I need entertainment! ................................................................................................................... 22

Level 2 – Domestic and everyday life ................................................................................................ 29

Your finances ................................................................................................................................. 29

Level 2 – Education and training ....................................................................................................... 33

Give us a job! ................................................................................................................................. 33

Level 2 – Education and training ....................................................................................................... 39

Education around the world ......................................................................................................... 39

Level 2 – Leisure ................................................................................................................................ 42

Sponsor my club! .......................................................................................................................... 42

Level 2 – Leisure ................................................................................................................................ 47

Making friends - Lesson ................................................................................................................ 47



The Exemplar Curriculum

The exemplar curriculum for Functional Skills English qualifications is a set of integrated skills

activities to support teaching and learning. The exemplar curriculum has been written by subject

experts experienced in the delivery of these qualifications to a range of learners and in a range of

learning contexts.

The content is intended to be:

Engaging and to build learner confidence;

Appropriate for a range of learners (e.g. 16-19 learners, apprentices, adult returners,

learners in prisons, ESOL);

Appropriate for a range of teaching contexts (Further Education Colleges, Adult and

Community Learning, offender learning);

Appropriate for and applicable to a range of teaching methods including high- and low-tech

environments.

The exemplar curriculum is based on the revised Subject Content for Functional Skills English and

each activity has been mapped to the content to ensure coverage of the three skills areas of:

speaking, listening and communicating; reading; writing.

The exemplar curriculum may also be used with the revised National Adult Standards for Literacy,

from which the Subject Content has been derived.

The activities contained in this exemplar curriculum are intended to give a flavour of the type of

tasks and teaching techniques that can be used with learners at the respective level. A number of

other resources are signposted throughout this document and, for some of the activities, a range of

stimulus material, handouts etc. are provided in a separate annex.

Learning does not always start at entry level and learners will progress at different rates. Therefore,

the length of time teachers chooses to spend on any one task, or group of tasks, within an activity

will vary depending on the learner, or learners, they teach. The teacher should draw on their own

knowledge of their learners when deciding how much time is appropriate. Most of the activities do

not indicate the length of time that should be spend on them, as one teacher may wish to spend

more or less time on particular tasks that another teacher.



Key to symbols

Throughout this document there maybe opportunities to adapt or tailor particular activities,

strategies or tasks to different contexts. There are also instances where the activities provide good

opportunities for integrating maths skills. Where these opportunities occur, these are highlighted

using the following symbols:

∞ = to denote links to Mathematics

= to denote adaptable activities/tasks

There may also be instances where consideration will need to be given to SEND learners and some

adaptation of activities might be required. These are identified by the following symbol:

= to denote SEND considerations apply



Level 2 – Citizen and community

Superfast Broadband is Coming!

Introduction Superfast broadband is being rolled out nationally. But is it being rolled out fairly? This project is designed to enable learners to take part in a discussion, give a presentation, carry out their own research/reading and to produce a number of documents (eg a letter, a report and an email). This project as a whole could be carried out in a one day-long session but ideally should be carried out over 2 to 3 sessions. It should give learners the opportunity to practise and apply the skill areas listed below and in the Appendix. Teaching Focus This project will enable learners to practice and apply all aspects of the Functional English Level 2 Subject Content. In particular it will enable learners to practice and apply the skills of

giving an effective presentation, including the use of visual aids and non-verbal communication (SLC)

comparing information, ideas and opinions in different texts and understanding the purpose of a range of documents and how that purpose is conveyed (Reading)

writing letters, reports and emails accurately and effectively (Writing).

Introduction and Preparation Before this project is introduced, learners should have been through a process of developing the necessary skills from the English Level 2 Subject Content. This project will then offer learners the opportunity to practice and apply these skills. Introduce the scenario/context of the project. Learners should be made aware that the activity will be expected to use their English skills to focus on the introduction of superfast broadband nationally, the potential differences in the speed and effectiveness of this roll out and the effect this could have on users of superfast broadband in different areas. Task 1 - DISCUSSION The focus of this discussion is on the roll out (or non-roll out) of Superfast broadband in your area / your business / your community etc and how it is used. This is to help learners see how Superfast broadband is being rolled out in their communities before going on to consider how Superfast broadband is being rolled out nationally and whether it is being rolled out fairly. You could give the following prompts.



Has Superfast broadband been rolled out in your area?

What sort of speeds are people getting? Can people download an upload documents, games or movies quickly or do they have to wait for ages? Are there unexplained breaks which interrupt the flow of the programme or game?

What sort of thing do they (the learners) use broadband for o at work? o at home? o for anything else in the community?

Have they, or anyone they know, been affected by broadband speeds (could be good eg can now stream programmes live without pauses or could be bad eg keep losing connection)?

Is this an issue for you as an individual or the whole community? These prompts can obviously be individualised, and might need some further explanation if learners are not familiar with the concept of broadband or speed. The focus might also need to be different depending on whether this project is being carried out in an area with good or bad broadband. Therefore, the prompts above are merely suggestions which can be individualised to meet the needs of learners. Task 2 - READING At the end of the discussion it is important to move learners forward to the next task. Summarise (or get one of the group to summarise) the key points which came out of the discussion in terms of local broadband availability, speed and use (including problems or benefits). In order to consider the roll out of broadband nationally and whether this is happening fairly for all areas, learners will now have to carry out some research so they can compare what is happening in their own area with what is happening in others’. Learners should carry out their own research. They could do this using some of the resources listed. There are also two documents included in the Resources section below which could form the basis of this research for those learners whose broadband access is not good or for those in the secure estate who may have no/limited access to the internet. Please feel free to add any of your own resources which you think will be of use to your particular learners. Put together questions testing learners’ understanding of the two documents and encouraging them to demonstrate L2 Reading skills (eg of comparison, bias etc). For example:

What is the purpose of Document 1?


Which of the two documents shows least/most bias? How do you know this?

List 3 words or phrases used by Elijah which demonstrate how strongly he feels about the issue of superfast broadband



Having read both documents, how fair do you think the national roll out of Superfast broadband is?

Following this, encourage learners to carry out wider research using the web links given (and any other sites they find of use) to prepare for Task 3. Task 3 – PRESENTATION Each learner should by now have researched the progress of Superfast broadband nationally and have gathered a basic understanding of broadband roll-out’ – which could include what benefits people have gained from it and/or what problems there have been for those, for example, in rural areas who do not have access to Superfast broadband, as well as an understanding of how their own community has benefitted or experienced problems. Talk with each learner to agree an appropriate presentation they will give to the group on a subject related to the roll out of Superfast broadband. Try to encourage each learner to focus on a slightly different aspect of the topic so that each learner can broaden their knowledge of the roll out by watching and listening to others’ presentations. Each presentation should last 3-5 minutes. Encourage learners to use visual aids (eg powerpoint slides, handouts, objects, etc) to support their presentation and make it as interesting as possible while getting across the facts they wish to include. Allow a few minutes for discussion / Q&A at the end of each presentation. Task 4 - WRITING Depending on the needs of the learners and what writing skills they are ready to practice and apply, they should be asked to carry out one or more of the following tasks.

a) Write a formal letter to your MP either asking for roll out of Superfast

broadband to be faster in your area, outlining the problems which have been

experienced and asking for his/her help.

b) Write a formal report for your local Council comparing the progress of the roll-

out in your community with that made nationally.

c) Write an email to BT (or your own local broadband supplier) requesting an

update on progress in your area, outlining any particular problems or benefits the

community has so far experienced.

Remind candidates of

the importance of purpose and audience

the benefits of planning and/or drafting what they want to write

how the document they are writing should be formatted



the need for an appropriate tone

the need for accuracy eg of spelling, punctuation and grammar.

Remember that the tasks above should be contextualised to meet the needs of your learners and reflect the community in which they live and/or work. Learners need not necessarily complete all tasks if any are not appropriate to them, Resources Document 1 (to be presented as an article in a community newsletter)

SUPERFAST BROADBAND – UPDATE

At the Parish Council meeting on 8

November, Ben Walker, Marketing &

Engagement Officer for Connecting

Shropshire gave a presentation on how

Superfast Broadband is being introduced

in the county, and provided a detailed

account on progress.

He explained that Superfast Broadband is

being introduced in several phases with

the first two phases, contracted to BT, to

build and maintain the fibre broadband

network. The timetable aims for all

premises in Shropshire to have access to

Superfast Broadband by 2020.

Referring specifically to our area, Mr

Walker explained that we are currently

on exchange lines and a ‘network

rearrangement’ is required following

installation of the roadside fibre cabinet

in the next village.

He also stated that although a few

properties in the Parish already had been

upgraded with Superfast Broadband,

around 70 properties in the next village and

up to 15 further properties here (at the

south of the village) would be connected to

the cabinet in the ‘near future’ but no

definite timescales were given.

Mr Walker presented a map that identified

where other premises in the village would

be upgraded in the coming months, but

admitted it would not be until March 2018

before all 33 properties in our village would

be upgraded.

Mr Walker will keep the Council advised of

progress by communicating information on

developments to its Clerk. Updates on

progress can also be found at www.connectingshropshire.co.uk/when-and-where/



Document 2 (to be presented as an email)

To Mo Singh - Clerk of the Council

From Jo Brunt

Subject Superfast Broadband

Date 20 November 2018

Mo

I just received the latest ‘update’ from our Council. It’s ridiculous! This chap comes

along from goodness knows where and tells us how some people are already on super-

fast broadband in the village and how all of us are going to be on there soon.

What a load of rubbish!

You know as well as I do that nobody in the village has super-fast broadband and most

of us are on ‘super-slow’ or non-existent.

My download speed is about 1 and my upload only about 0.5. Even the broadband

providers don’t believe you and then laugh if you ask to get any sort of service other

than using pigeons! And if you remember, last year, I was without phone and

broadband for about 10 days. I used to go out of the village to ring them on my mobile

only for them to tell me they’d send me an email with updates on when it would be

fixed. Email? With no phone, no broadband and no mobile signal!

Why don’t the Council try to put pressure on BT and even our MP to actually get some

sort of decent service. All that happens is that the big towns (London, Birmingham and

so on) get faster and faster while we’re still stuck in the dark ages!

Sorry about the rant but I really do hope the Council starts to get its act together and

do something!

Regards

Jo



Other / additional resources

Official website of the superfast rollout - https://www.gov.uk/gosuperfast

Article on progress of roll out - https://www.theguardian.com › Business › BT

Webpage for roll out in one area (Worcestershire) - www.superfastworcestershire.com/ Note – there are similar websites based on each County in England

Website on Scottish rollout - https://www.scotlandsuperfast.com/

Comparison site - broadband-checker.uswitch.com

Comparison site - https://www.homeandwork.openreach.co.uk/when-can-i-get-fibre.aspx

Comparison site - www.ispreview.co.uk/index.php/tag/fibre-optic

Article on roll out in one town - https://www.scotlandsuperfast.com/.../fibre-showcase-brings-a-broadband-boost-for-jedburgh

http://www.superfastworcestershire.com/



Level 2 – Citizen and community

Democracy in the 21st Century - Lesson

These tasks will support learners to develop their critical reading skills and to consider

what democracy means today. They will consider what it means to be an ‘active’ or

‘responsible’ citizen and discuss how and why it is important to fact check the information

that appears in both new and traditional forms of the media.

Teaching focus

R12: Compare information, ideas and opinions in different texts, including how

they are conveyed

R13: Identify implicit and inferred meaning in texts

R14: Understand the relationship between textual features and devices, and how

they can be used to shape meaning for different audiences and purposes

W21: 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

W22: Organise writing for different purposes using appropriate format and

structure (e.g. standard templates, paragraphs, bullet points, tables)

W24: Use different language and register (e.g. persuasive techniques, supporting

evidence, specialist words), suited to audience and purpose.

Introduction and preparation

Learners will need have a good understanding of identifying presentation and language

techniques before attempting these tasks. They should be familiar with persuasive

language techniques such as emotive language, rhetorical question and alliteration.

5 minute starter activity: Identify and explain the use of emotive language in the

following headlines. Use directed Q&A to check learning.

Chancer cheats system! Workers swarm

headquarters pleading

for change!



Research activity

What does it mean to be an ‘active’ or a ‘responsible’ citizen? In pairs, ask learners to

research democracy in the 21st century. (This can be a guided task for Level 1 learners,

who could be given extracts from relevant websites). Research organisations that

campaign for political and social change. These could include grassroots movements

outside of traditional politics that encourage people to engage with campaigns through

social media. How do these organisations inspire people to be active participants in

political change? Consider how people make judgments about who to support/what to

believe. Can they trust everything that is shared on social media? What does it mean to

be a ‘responsible citizen’ in this context?

Use Q&A to check understanding by asking learners to explain what they have found out.

Have these campaigns been successful? How have the organisations involved engaged the

public? Have they found any examples of people being misled by a social media

campaign?

Reading for information

Source a ‘fake’ news article from a newspaper or the Internet. Why is it believable? As a

group, analyse the language and presentation techniques used that convince the reader

that the writer has authority and should be believed. Ask the group to highlight and

annotate the features as you discuss them. To check learning further, present the group

with the table below and ask learners to individually complete the grid with at least three

examples from the text.

Language or presentation feature: Effect on the audience:

Article writing

Using the techniques identified in the previous task, ask the learners to create their own

‘fake’ news report. To support learners to do this, agree a ‘fake’ storyline as a group.

Identify the key ‘fake’ facts and display them on the whiteboard. Using this plan, ask

learners to draft an article using the persuasive language techniques the group identified



earlier in the lesson. For example, by creating an eye-catching headline using alliteration

or emotive language.

Encourage the learners to peer assess their drafts, checking each other’s work carefully

for spelling, punctuation and grammar errors. Using this feedback, ask them to produce a

final draft. Assess the work produced formally, giving feedback on how well the learners

have used the techniques they have identified and address areas for development.

Supporting learners at Level One:

To differentiate for learners at Level One, ask them to create a leaflet advising others how

to make judgments when using the internet. Encourage peer assessment by asking

learners to swap their work to be proofread for SPAG errors. You could produce a writing

frame to support this task.

Resources

Greenpeace have a number of ‘Resource toolkits’ that may be useful for first research

activity: http://www.greenpeace.org/international/en/campaigns/oceans/toolkits/

The Association for Citizenship Teaching may also contain some useful resource material

to further develop ideas on democracy: http://www.teachingcitizenship.org.uk/resources

http://www.greenpeace.org/international/en/campaigns/oceans/toolkits/

http://www.teachingcitizenship.org.uk/resources



Level 2 – Work, paid and unpaid

Complaints, complaints, complaints!

Most learners aiming for Level 2 will be aware of the processes and skills needed to initiate and make complaints to a company and/or an organisation. However, many are not aware of the corresponding processes and skills used by companies and organisations to deal with those complaints. In their working life, learners may well have to deal with these situations and their ability to communicate effectively is crucial. This lesson is based on introducing leaners to modern, often digital, means of monitoring complaints used by companies and organisations. Following a discussion on the effectiveness of these methods, learners are then required to respond to a particular type of complaint in a formal, practical manner.

Teaching focus

Identifying relevant information, ideas and opinions from a presentation and/or a

variety of reference material

Through group discussion, communicating information, ideas and opinions in an

effective manner to reach a consensus

Writing text(s) using accepted conventions and register for a specific purpose and

audience.


Introduce the context of the lesson by asking learners for examples of when they have made a complaint. How did they do it? Then explain that companies and organisations deal with complaints from customers and service users in a variety of ways. These are becoming more and more involved with social media and digital technology. Learners need to be aware that they will be considering how to deal with complaints from a company point of view, rather than those making the complaint.

Sub-task 1 Give out Text A, an email from a line manager about complaints received. Learners should listen to the podcast contained within Text B OR, where access to IT is difficult or impossible, give out the transcript of the podcast in Text B. Tell them they have 5 minutes to make brief notes from the podcast/handout in preparation for a discussion about effective ways of responding to complaints in comparison to traditional method mentioned in Text A.



Note: Level 2 learners should be able to identify relevant information from presentations and follow lines of argument. They should also be able to skim and scan text to extract main points and purpose of texts. They should concentrate on the first and last sentences in paragraphs as well as any sub-headings to elicit these. Detailed reading can be returned to later. They should also be capable of comparing across different texts and identifying inferred meaning. If the podcast is used it should be played through first and then repeated for learners to then take notes and extract information. Sub-task 2 Each group (3 to 5 learners) discuss the issues of, ‘What makes for good customer service?’ and, ‘What methods would work best for my company/organisation to deal with complaints?’ Note: although the tutor may need to initiate the discussion, Level 2 learners should be proficient in expressing opinions and views, following arguments, adapting contributions and redirecting discussions. A realistic time limit should be set before the discussion begins and time checks given. The group should work towards reaching a consensus which should be recorded in some way. Videoing of the discussion, if acceptable to those taking part, is a useful tool to help learners develop their skills of speaking and listening. It would enable feedback on contributions of individual learners to be made more explicit. Audio recording can also be useful but does not allow learners to consider their non-verbal communication skills (eg eye contact, gestures, physical mannerisms etc) Sub-task 3 Bearing in mind the outcome of sub-task 2, give each learner a ‘complaint’ to deal with related, wherever possible, to the vocational area of that learner. The learner then has to produce a brief report for their line manager detailing what action should be taken, together with reasons, and the method of response to be employed. The report could be produced electronically or be hand written. Note: learners at Level 2 should be aware of the conventions of report writing and the need to adopt a suitable register. They should also be accurate in spelling, punctuation and grammar to Level 2 standards. Extension Activity – if learners require practice at writing formal letters, they could be asked to write a response to the complainant on behalf of the company/organisation. Remember that the sub-tasks above could be adapted for different vocational contexts to meet the needs of your learners.



Resources

Text A (to be presented as an email) ∞

To Members of Staff

From Carrie Briggs

Subject Dealing with complaints

Date 5 August

All Staff,

As you are all aware, we take any complaints received very seriously. We respond to all

complaints within 5 working days and hope to resolve any issues within 3 weeks.

Normal practice is for our Customer Service Department to contact the complainant by

formal letter, a system we have used for the past 25 years. However, over the past 18

months we are finding that complaints are being made in a variety of ways.

From our records it appears that only a third of complaints are received by letter with a

further 30% via email. What is most troubling is the fact that the remaining complaints

originate in social media, particularly through Twitter, Facebook and Trip Advisor. This

means that our good name is being tarnished in the public eye and our Customer

Service Department is now having to monitor social media for any obvious complaints.

In addition, it is often difficult to contact those making negative comments about us.

We would welcome any suggestions from members of staff on how best we should

handle this situation and, most importantly, how we should respond to this new

phenomenon.

Regards,

Carrie Briggs (Marketing Manager)

Text B

This is a Blog from ‘Client Heartbeat’ which contains a podcast and a transcript: http://blog.clientheartbeat.com/monitor-customer-complaints/ (Copy of transcript can be supplied if required)

http://blog.clientheartbeat.com/monitor-customer-complaints/



Level 2 – Work, paid and unpaid

Where now?

The traditional routes into work are changing and many people now experience more

than one career path in their lifetime. It’s important that learners understand that there

are now many routes into employment and many ways to improve their CV and build

their skills. This project can be adapted to suit a vocational area.

Teaching focus

SLC1: Identify relevant information from extended explanations or presentations

SLC4: Make requests and ask detailed and pertinent questions to obtain specific

information in a range of contexts

SLC7: Use language that is effective, accurate and appropriate to context and

situation

W20: Communicate information, ideas and opinions clearly, coherently and

effectively






There is a strong focus throughout this project on speaking, listening and communication

skills. Prepare the learners by agreeing some ground rules if using the question and

answer sessions. Equally, if using PowerPoint or alternative presentation software,

learners should be familiar with the technology and should already be able to create an

effective presentation.

Guest speakers

Speaking to people with real life experience is a great way to help learners explore the

advantages of their chosen field and to identify any barriers they may need to overcome.

Source a series of guest speakers to deliver Question and Answer sessions. These could

include: an employer who works with apprentices, a former apprentice, a local small

business, a community volunteer, a teacher who supports students on Traineeships or



Supported Internships or someone who runs/works with a social enterprise. For those

teaching in a vocational context, choose a speaker or speakers that are relevant to the

sector.

The learners should be given time to research the speaker/profession in advance and

prepare questions to ask. Encourage the learners to make legible notes while they listen

as they may need to use these notes later.

If sourcing speakers proves difficult or is not possible in your teaching context, learners

could access talks on the Internet such as:

Social Enterprise: The Real Food Project (Adam Smith)

https://www.youtube.com/watch?v=HcwCt_8pXb4

Volunteering for personal and professional development (Tuan Nguyen)

https://www.youtube.com/watch?v=xJ7_0d_etKg

Getting the job of your dreams (Zain Asher)

https://www.youtube.com/watch?v=BT2XlI8oeh0

∞If using recorded talks rather than live speakers, create some comprehension

questions that the learners can note the answers to as they listen, such as the ones

below:

What problem did Adam Smith identify? (Note down the statistics if you can)

Describe what ‘Pay as you feel’ means?

How does the concept of ‘Pay as you feel’ help him resource his company?

Why does he think ‘the system is corrupt’?

Using the context, what do you think ‘altruistically’ means?

How has his company helped to change the world?

In your opinion, why is Adam enterprising?






As a group, discuss the answers to the questions to check that everyone has understood

the key points.

Research task

After watching the presentations and taking part in the Q&A sessions or

contributing to the discussions, the learners should identify someone who inspires

them. Using the Internet, ask learners to research their person, identifying what they

have done that is inspirational. If computers are unavailable, pre-print some suitable web

pages for them to use in class. What problems or challenges did they overcome? What

steps did they need to take to develop their skills? How did they keep focused and

motivated? Encourage the learners to make notes in their own words to avoid plagiarism.

If working in a specific vocational sector, encourage the learners to select a vocationally

relevant inspirational person to research.

Article writing

Using the notes that they have made in the task above, ask the learners to create a

magazine article, written to motivate others to reach their goals. They should use their

inspirational person to support their argument and to explain why it is important to plan

for your future and to work towards your goals.

To support planning ask the learners to consider the purpose, audience, language and

layout features that they will need to demonstrate for this task. Use Q&A to elicit these

responses so that everyone is clear about what is needed to create a successful article.

When ready to start, ask the learners to plan and draft their articles before swapping with

a partner to proofread their work.

When the final drafts are complete, assess the work formally against the Level Two

standards providing developmental and personal feedback.

Presentations

Using all the information they have gathered, ask the learners to identify a personal

progression route. Where possible, this should be vocationally relevant to their current

course of study. Where would they like to be in five or ten years’ time? What steps are

needed to reach that goal? What barriers will they need to overcome? Ask learners to

create a presentation explaining to others what they will need to do to reach their goal in

the future. If available, support IT development by asking the learners to produce the

presentation electronically.



Encourage the audience to develop their listening skills by asking them to raise any

questions at the end. Ask the learners to provide peer feedback and encourage the

presenter to reflect on their speaking skills and identify any areas for development.

Provide the learners with informal verbal feedback as well as formal written feedback at

the end.

At Level 1 this activity could be assessed as a discussion. To support learners with

anxiety to build their confidence, arrange for them to give their presentation in front of a

small group or just one other trusted peer.

Letter writing

What happens when things don’t go as planned? Prepare several fictional scenarios to

present to the students (such as the one below). For example, someone who is made

redundant in their 40s, someone who wants to change their career, someone with little

work experience. The scenarios should provide some information about each person’s

background and skills. As a group, discuss the scenarios and answer any questions to

ensure the learners are clear. Ask them to each identify a person they wish to focus on.

Ask learners to plan and write a letter to them, explaining what they could do now and

providing advice for the future.

Example scenario

Umar left school at 16 with poor GCSE results. He began working as a driver’s mate,

delivering car parts all over the country. The work involved long hours and he had to work

weekends. Umar enjoyed meeting the customers and felt that over the years he

developed good working relationships with them. As a driver’s mate, he was responsible

for phoning the customers and loading and unloading the van. When Umar and his

partner decided to have a family, he left his job to look after the children. They are now at

school during the day and he would like to return to work. He knows however, that he

cannot go back to his previous career as he wants to be home at the weekends so that he

can spend time with his family. He would like a job working with people but he is worried

that he doesn’t have the qualifications for this. What should he do?

Learners should use a layout appropriate to letter writing and use the language features

associated with giving advice. Support this, by again, asking the learners to identify the

purpose, audience, language and layout features suitable for the task.

Support level 1 learners or learners with additional/ESOL needs further by providing a



writing frame and/or word bank.

Resources

Social Enterprise: The Real Food Project (Adam Smith)


Volunteering for personal and professional development (Tuan Nguyen)


Getting the job of your dreams (Zain Asher)







Level 2 – Domestic and everyday life

I need entertainment!

Most learners aiming for Level 2 will at some stage have thought of subscribing to some sort of entertainment package, whether that be to watch films, more general programmes or to play games. However, many might be easy prey to the aggressive advertising used by some media companies and might not have fully considered the full implications of taking out a package or even thought of how to get the best deal. This lesson is based on introducing learners to using effective English skills to identify what is available and how to go about getting the best deal. Following some research, learners are then required to give a presentation and take part in a discussion on what sort of entertainment packages they have, or might, want and what anyone taking out a package should look for. Learners are then required to write an article and contribute to a blog about their experiences. The whole activity should take around 2 hours to complete and provides opportunity to develop a number of skill areas in the English Subject Content for Level 2.

Teaching focus

This lesson could be used to develop many of the skills listed in the English Subject Content at Level 2. In particular the lesson proves the opportunity to develop the following skills.

Understanding verbal narratives and lines of argument and making contributions to discussions to suit audience and purpose (SLC)

Identifying implicit and inferred meaning in texts, recognising techniques of persuasion including the use of language and organisational features designed to persuade the reader (Reading)

Writing an article and blog accurately and effectively (Writing).


Introduce the context of the lesson by explaining the scenario ie that they have just moved to a new house/flat (or have just decided they now have a bit more money to pay for something different) and decide they want to have more to do/watch than terrestrial TV. But what company and/or package should they go for?

Sub-task 1 (Reading / Research) ∞

Give out Text A and Text B, which are advertisements from entertainment package providers. These could be substituted with ones of more interest to your learners if they



are not interested in sport. These texts and additional / alternative links can be found in the Resources section at the end of this lesson. One of the key differentiators between Reading at L1 and L2 is the ability to recognise (and use) persuasive language and other persuasive techniques. Give the learners 5-10 minutes to skim the two advertisements and make notes about what is being offered. However, they should focus on the techniques which are being used to persuade them to take up these packages. Give your learners questions/prompts to help them recognise the bias and the techniques of persuasion being used eg

What techniques are used to persuade you to take out this package – consider linguistic technique (language) techniques and others (eg images)?

What age group is being targeted?

Compare the offers being made by each company. Which seems best in terms of o price? o quality? o what interests you?

Learners should also be encouraged to look out for any ‘warnings’ that are within the text. What should they be looking out for? Is there any additional information they should be looking for in order to be fully informed? Give a prompt about ‘terms and conditions’ and the use of asterisks, if necessary.

Sub-task 2 (Discussion & Presentation)

Each learner should then be asked to give a brief presentation on what they personally would be looking for in an entertainment package. This should last 3-5 minutes and could include information about eg

what they or their families already have

what’s available for their own areas of interest

costs

problems such as security and appropriateness of content

Encourage learners to use visual aids to support their presentation. This could include brief clips/videos on their phones or using a screen / television. Following each presentation the group (or sub-group of 3-5 learners, if there are many learners in the group) should discuss what they have heard and offer advice / comments. Each discussion should last approximately 10 minutes. Note: although the tutor may need to initiate the discussion, Level 2 learners should be proficient in expressing opinions and views, following arguments, adapting contributions and redirecting discussions. A realistic time limit should be set before the discussion begins and time checks given. Videoing of the discussion, if acceptable to those taking part, is a useful tool to help learners develop their skills of speaking and listening. It would enable feedback on contributions of individual learners to be made more explicit.



Sub-task 3 (Writing)

Each learner should be asked to write an article for publication in their local newspaper, either reviewing a particular entertainment package and giving their view of it / recommendations etc OR a more general article on the benefits and problems with entertainment packages. Note: learners at Level 2 should be aware of the conventions of writing an article (including the importance of a title and strapline, sub-headings, paragraphs, attribution etc) and the need to adopt a suitable register. They should also be accurate in spelling, punctuation and grammar to Level 2 standards. Extension Activity – if learners require practice at writing on-screen, they could be asked to write a blog of their experiences with entertainment packages.

Resources

[PERMISSIONS BEING SOUGHT FOR USE OF PROMOTIONAL MATERIAL]

Text A

50% off Sky TV for a year

50% off Sky TV for a year

Join Sky TV online and get 50% off selected TV Bundles for 12 months.

Plus, add truly unlimited broadband to any TV bundle for just £27.40 a month including

line rental.

Choose a bundle Set-up fees apply. Sky network areas only. New Sky Broadband, Talk and line rental customers only.

Prices may go up during your contract. See further terms below. 12 month minimum subscriptions.

Select your Sky TV Bundle

Terms & conditions

Select your Sky TV Bundle

http://www.sky.com/shop/offers/switch-to-sky/v1?DCMP=knc-GOOGLE-nc-DTH-sky+sports+packages&gclid=CJGzhbm4-NACFU-17Qoda9MA3g#section-3




Original Bundle

Great entertainment with award-winning dramas, must-see series and comedies

£20 £10 a month for 12 months + Sky Q, our best ever box Select & personalise Set-up fees and 12 months minimum subscriptions apply.

Variety Bundle

From drama to documentaries, music to kids' TV, we have it covered


Box Sets Bundle

http://www.sky.com/quickbuy/deeplink?addToBasket=TV_ENT_1M128S0M0&custype=PC&rtm=Affiliate&targetCode=Q21516VIR

http://www.sky.com/quickbuy/deeplink?addToBasket=TV_XTR_1M256S0M0&custype=PC&rtm=Affiliate&targetCode=Q21516VIR



Discover over 350 Sky Box Sets on demand and in glorious HD


More Sky TV Bundles

More Sky TV Bundles

Cinema Bundle

All the benefits of the Original Bundle plus 11 movie channels in HD and over 1000

movies on demand.


Sports Bundle

All the benefits of the Original Bundle plus 7 sports channels,

featuring 126 live Premier League games.

£47 £23 .75a month for 12 months + Sky Q, our best ever box Select & personalise Set-up fees and 12 months minimum subscriptions apply.

http://www.sky.com/quickbuy/deeplink?addToBasket=TV_XTR_PLUS_1M512S0M0&custype=PC&rtm=Affiliate&targetCode=Q21516VIR


http://www.sky.com/quickbuy/deeplink?addToBasket=TV_ENT_1M128S0M0,TV_SKY_MOVIES_PACK&custype=PC&rtm=Affiliate&targetCode=Q21516VIR

http://www.sky.com/quickbuy/deeplink?addToBasket=TV_ENT_1M128S0M0,TV_SKY_SPORTS_1,TV_SKY_SPORTS_2&custype=PC&rtm=Affiliate&targetCode=Q21516VIR



Complete Bundle

All the benefits of the Box Sets Bundle plus 11 movie channels, 7 sports channels and

over 350 Sky Box Sets - all in stunning HD.

£80 £43 a month for 12 months + Sky Q, our best ever box Select & personalise

Text B [PERMISSIONS BEING SOUGHT FOR USE OF PROMOTIONAL MATERIAL]

BT Sport.

BT Sport is the only place to watch every match in the UEFA Champions league live until 2018! It’s like being there in person with our 4K TV Sports Channel.

Start watching in as little as 15 mins

You could be watching BT Sport in as little as *15 minutes – even if you switch to

BT Broadband. That's how quick it can be to get access to BT Sport via Sky, the

btsport.com online player, or the BT Sport app.

*15 minutes applies to customers taking BT Sport on the online player and app or via

Sky. For some customers it can take up to 24 hours or longer in exceptional cases.

New this season

Our enhanced video player will be available live during Premier League, FA Cup and

European games. Relive key moments, watch multi-angle replays and get live in-

match stats. We have also introduced an improved catch up section. Find shows

easily – and watch whenever it suits you. Our dedicated sports areas allow you to

http://www.sky.com/quickbuy/deeplink?addToBasket=TV_XTR_PLUS_1M512S0M0,TV_SKY_SPORTS_1,TV_SKY_SPORTS_2,TV_SKY_MOVIES_PACK,HD_SUB_PREMIUM&custype=PC&rtm=Affiliate&targetCode=Q21516VIR



watch highlights, replays and classic moments from the UEFA Champions League,

MotoGP™ and more of your favourite sports.

*Enhanced BT Sport app features available on IOS, Android and Windows 10 devices only.

Only on BT Sport

Watch the live games you won't find anywhere else, including the UEFA Champions

League and UEFA Europa league live. Plus top games from the Premier League and

FA Cup. We also have exclusive coverage of Aviva premiership Rugby, MotoGP™

and UFC

All the action in four times the detail of HD Watch our new dedicated 4K UHD TV sports channel. Every hand-picked match is

broadcasted in the unbeatable higher-quality resolution everyone's talking about.

Watch UEFA Champions League, Premier League, Aviva Premiership Rugby and

The FA Cup.

*To get 4K UHD with BT you’ll need BT TV with the Total Entertainment package

and BT Infinity broadband.

Up to seven Extra channels The BT Sport Extra red button gives you coverage of live sports events when there

are clashes in the schedule. There are up to seven Extra red button channels on BT

TV and the BT Sport app, and up to six Extra channels on Sky TV. The red button

also gives you access to live statistics, lets you switch between matches and watch

highlights using the interactive match timelines.

Additional resources

Amazon – package provider https://www.amazon.co.uk/gp/prime

Netflix – package provider https://www.netflix.com/gb/

Sky – package provider www.sky.com

BT Sport – package provider - www.bt.com/sport

Games provider site - www.games.co.uk

Comparison site - https://www.broadbandchoices.co.uk/guides/internet/compare-film-streaming-sites

Comparison site - https://www.broadbandchoices.co.uk/tv

Comparison site - https://www.uswitch.com/tv/

Which? Guide to entertainment packages - www.which.co.uk/reviews/tv-providers-and.../how-do-i-get-the-best-tv-package

https://www.amazon.co.uk/gp/prime

https://www.netflix.com/gb/

http://www.sky.com/

http://www.games.co.uk/

https://www.broadbandchoices.co.uk/guides/internet/compare-film-streaming-sites

https://www.broadbandchoices.co.uk/guides/internet/compare-film-streaming-sites

https://www.broadbandchoices.co.uk/tv

http://www.which.co.uk/reviews/tv-providers-and.../how-do-i-get-the-best-tv-package

http://www.which.co.uk/reviews/tv-providers-and.../how-do-i-get-the-best-tv-package



Level 2 – Domestic and everyday life

Your finances

Understanding how to budget is essential for independent living. It can be difficult to

manage personal finances and finance companies can be very persuasive when promoting

their products. This project will support the development of critical reading skills and build

learners’ confidence when identifying persuasive language techniques and bias.

Teaching focus

R12: Compare information, ideas and opinions in different texts, including how

they are conveyed




R17: Analyse texts, recognising their use of vocabulary and identifying levels of

complexity, formality and bias

R19: Identify different styles of writing and writer’s voice


effectively








Before starting this project, learners should be familiar with recognizing persuasive

language techniques such as rhetorical questions, repetition and direct address.

Focus on language and presentation features

Advertisers use persuasive language techniques to convince the audience to select

their products. Source several adverts for ‘pay day’ and other loans, such as the sample

one below. Ask learners to consider: What techniques have the writers used to present



their ideas? How do the adverts compare? Learners should identify the techniques and

explain their effects. Finally, ask the learners to pick the advert that they feel is the most

persuasive and explain why.

∞Support the learners’ maths development, by asking the learners to calculate how

much you would pay back if you borrowed £1000 from several different providers.

Reading activity

As a reading activity, source recent newspaper articles on the subject of personal

debt. Ask learners to analyse the articles looking for: fact and opinion, bias, purpose,

language features e.g.) emotive language, rhetorical questions and presentation features

e.g.) the use of image, subheadings. As an extension activity, prepare a series of

comprehension questions for the learners to answer based on their reading and analysis.

This could include questions such as:

Identify the main purpose of the article.



Describe three methods the writer has used to help the reader understand their

key points.

How does the article say that ‘insert name’ got into financial trouble?

Identify two ways the article suggests people in debt can find help.

Is the article biased or balanced? Find a quote to support your answer.

(Differentiate the questions for L1 learners)

Leaflet writing

Ask the learners to create a leaflet giving advice and guidance for people who would like

to take out a personal loan. Ask them to explain to the reader what they should consider

and look out for before taking on a loan.

Before they start to write their leaflets, ask the learners to consider the purpose of their

writing, who they are writing for and the language and presentation features necessary

for their task. This will help them to plan their ideas. Ask them to individually plan and

draft their leaflets using the features they have identified.

Encourage the learners to proofread their drafts carefully or to ask a peer to check their

work for errors. Finally, ask them to complete final drafts. Assess their work formally

against the Level Two standards, giving formative and developmental feedback.

Report writing

According to the Office of National Statistics, people on lower incomes have the highest

levels of debt and young people (aged 16-24) have the highest levels of debt compared to

their income.

https://www.ons.gov.uk/peoplepopulationandcommunity/personalandhouseholdfinance

s/debt/articles/householddebtinequalities/2016-04-04

As a group, discuss why this might be. What kind of debts do young people have?

For example, Student Loans, Store Cards or Credit Cards. Why do young people or people

on low incomes have higher levels of debt? Encourage the learners to make some notes

based on the key points raised in the discussion, to be used later in the writing task.

∞Using this information, ask the learners to investigate personal debt further. If

https://www.ons.gov.uk/peoplepopulationandcommunity/personalandhouseholdfinances/debt/articles/householddebtinequalities/2016-04-04




possible, ask them to think about what debt they may need to take on in the next five

years. For example, they may need to take out a car loan, may be planning to go to

University and will need a Student Loan or they could find out how much interest they

would pay back if they took out a Store Card at their favourite shop. Where IT is not

available, the teacher could pre-prepare a resource pack with this information.

Finally, ask the learners to prepare a formal report investigating the advantages and

disadvantages of taking on personal debt. For example, they could consider how going to

University is likely to increase their earnings in the long run or how choosing the right car

loan could be a sensible and affordable choice.

As a group, consider the purpose of the task, who the audience is and the language and

layout features expected in a report. Ask the learners to plan and draft their work,

checking it carefully for proofreading errors before submitting a final draft. Formally

assess their final drafts against the Level Two functional skills standards, giving formative

and developmental feedback.

At Level One, this could be a letter or email writing task. Ask the learners to write to a

friend who would like some advice on personal debt.

Resources

Barclays have a series of lesson plans and ideas to support understanding personal

finances that may be useful when delivering this project:

https://www.barclayslifeskills.com/teachers/lessons/

The Office of National Statistics:

https://www.ons.gov.uk/peoplepopulationandcommunity/personalandhouseholdfinance

s/debt/articles/householddebtinequalities/2016-04-04

https://www.barclayslifeskills.com/teachers/lessons/





Level 2 – Education and training

Give us a job!

All learners will go through the experience of applying for a job, often several times during their working life. Despite the best efforts of many schools, colleges, training providers and even parents young, and some not-so-young, people fail to sell themselves effectively. This project is designed to both assist learners in preparing for the rigours of applying for jobs as well as practising and applying the English skills that will assist them in this endeavour. Nowadays finding and applying for a job often entails a degree of digital literacy as well. It is equally applicable to voluntary work as to paid work. Learners will take part in a discussion, carry out their own research, take part in a mock interview and produce a number of documents (eg an article and a CV & letter). This project as a whole should ideally be carried out over 2 to 3 sessions/weeks. It will give learners the opportunity to practise and apply a number of skill areas.

Teaching focus

This project will enable learners to practice and apply all aspects of the Functional English Level 2 Subject Content. In particular it will enable learners to practice and apply the skills of

Identify relevant information from extended explanations and adapt contributions

to discussions to suit audience, purpose and medium (SLC)

Identify the different situations when the main points are sufficient and when it is

important to have specific details, and identify different styles of writing and

writer’s voice (Reading)

writing articles, CVs and letters of application, with an awareness of audience and

purpose, using an appropriate register and presenting documents which are

accurate and effective (Writing).


Before this project is introduced learners should have been through a process of developing the necessary Level 2 English skills outlined in the Subject Content. This project will then offer learners the opportunity to practice and apply these skills. Introduce the scenario/context of the project. Learners should be made aware that the activity will focus on analysing the most effective ways of being successful in securing work (paid or unpaid) and how learners can improve their own skills in this area.

Task 1 – DISCUSSION



The focus of this discussion is to find out about the learners’ previous experiences of finding work. This could include paid work (full or part time) and/or voluntary work. While sharing their own experiences they could consider things such as

How do they find opportunities? Do they look on-line in local papers, in trade journals etc? Or do they network with others when looking for work?

Do they feel that knowing how to use modern technology is helpful to finding a job (eg using social networking sites such as Linkedin, Twitter etc)

Learners should aim to come to a consensus as to what they feel have been the most important factors in a) finding work opportunities and b) being successful or unsuccessful in being invited to interview c) being selected for the actual job. Any prompts you give can obviously be individualised and the focus might need to be different depending on whether this project is being carried out in a school/college or a training centre or secure estate or a community setting. So the prompts above are merely suggestions which can be individualised to meet the needs of learners.

Task 2 - RESEARCH At the end of the discussion it is important to move learners forward to the next task, bearing in mind the key points which came out of the discussion. Learners now need to carry out some research on ways to improve their chances of finding a job and being successful in being appointed, to add to what they have learned from sharing their own experiences. They will need to locate suitable sources, extract main points and ideas from these in preparation for writing an article and taking part in a mock interview, as well as sending a letter (or email) to a prospective employer. Learners should carry out their own research. They could begin by using Document 1 and Document 2 in the Resources section but, at Level 2, it is expected that the learners are capable of selecting resource material themselves. Learners should be encouraged to record where they find useful sources (ie title of book, magazine, URL of web site etc) so they can relocate it, if need be, later. Please feel free to add any of your own resources which you think will be of use to your particular learners. You could put together questions testing learners’ understanding of Documents 1 & 2 and encouraging them to demonstrate L2 Reading skills (eg of comparison, bias etc). For example


Why has Ben written on the Forum page?

What does Tariq hope to achieve?

Which of the two documents do you find most useful? Explain your choice.

What 4 things are most important for a job-seeker to consider?



Task 3 – ARTICLE / APPLICATION

Depending on the needs of the learners and what writing skills they are ready to practice and apply, they should be asked to carry out one or both of the following tasks. a) From the results of their discussions and research, learners are required to write an article for their local newspaper or college / own organisation newsletter summarising the skills required for finding work, securing an interview and being successful at interviews. At Level 2, learners should be able to compose an appropriate title and strapline individually. b) Learners should select a job vacancy they are potentially interested in and write an effective letter of application and a CV specifically for this post.

Remind candidates of





the need for accuracy eg of spelling, punctuation and grammar

Task 4 – INTERVIEW

Learners should, by now, know what skills are important when being interviewed for a job and be ready to take part in a mock interview. This could take a number of different formats eg.

a face-to-face interview with one person

a face-to-face interview with a panel of interviewers (together or as a ‘round-robin’)

a telephone interview

a virtual interview using Skype, Facetime or similar.

An extension activity could be to follow through an actual process of telephone interview followed up by Skype/face-to-face interview. Whichever interview format you decide to implement, you could include a follow up activity/discussion at the end of this process where learners consider how they found each type of interview and the different skills needed for each. Remember that the tasks above should be contextualised to meet the needs of your learners and reflect the community in which they live and/or work.

Resources



Document 1 (format as a leaflet)

Five Steps to Finding that Perfect Job

Step 1: Qualify yourself

Write on a piece of paper: a) what you want and need from a job, and b) what you have to

offer an employer. Clarify in your own mind what you have to offer or “Why Hire Me?” List

3 “why hire me’s” to accompany each feature you “want” and “need” from a job.

Step 2: Analyse your “Why Hire Me” points

Many job seekers fail to inform potential employers of key facts about themselves, because

they have not fully acknowledged their own strengths and skills. Ask friends and associates

what they see as your strengths. List at least 20 reasons why an employer should hire you.

This will help you fully express yourself and improve your chances of being hired. There are

no laws preventing you from asking questions and offering information about yourself that

makes it safer for them to hire you. Reassure their fears by making it very safe to hire you.

Step 3: Prepare a CV that will secure interviews

The real purpose of your CV is to get you interviews. If necessary, enlist professional help

to develop an effective CV that summarizes the key strengths you identified in Step 2.

Step 4: Implement your recruitment strategy

Many professionals market themselves solely through CVs and networking. These tactics

are limiting. You’ll do better by creating multiple paths toward the central goal of getting

interviews. List on a sheet of paper every method you can think of that could generate leads,

and then follow up every lead until you get either the interview or another lead. The

following ideas you might not have thought of doing:

o call people and companies you’ve always wanted to work for

o tell everyone you know that you’re looking for a job

o ask for informational interviews

o ask for other names

o field prospects from the news

o join a job-seeking networking group

o post your CV on the Internet

o research profiles of people at companies and their progression

Step 5: Secure interviews

When you target a person and company, call before you send your CV. Request an interview

at least twice. If your request is denied, counter with: Do you know someone who is taking

on new staff? Which search firm do you use? Will you keep my CV on file for future

reference? Make your job hunt a daily routine. Don’t go to bed until you’ve taken some

direct or indirect action towards getting an interview. A direct action might be calling a

prospective employer to ask for an interview; an indirect action might be mailing out a CV

or developing a new lead.

The combination of fully acknowledging why someone should hire you and implementing a

diversified marketing approach can give you the confidence that if you are displaced for any



reason, you will know how to go about finding a job. This knowledge may ultimately be as

important to your security as the skills you’ve learned on the job.

A foolproof plan is one that provides a diversified approach to securing interviews. The

interview is the key to getting the job because you can’t get a job without one. The more

interviews you go on, the better your chances of getting hired. Nowadays you may be asked

to partake in a telephone interview and/or an interview via Skype or some other on-line

system.

Before the interview, ask yourself these questions. • Why am I going to this company? What kind of commitment am I willing to make

to this company?

• Why should they hire me? Do I have the skills and experience for the position?

• Am I interested in this position? Do I display interest in this position through my

appearance and attitude? Am I willing to take this position if it is offered?

• Am I willing to learn? Am I willing to change my attitude if necessary?

• Have I researched this company to make sure I’ll ask intelligent questions?

The goal of the interview is to be able to answer YES to the following questions. 1. Does the interviewer know I am interested in this job and company?

2. Am I capable of handling this job? Explain in terms of your experience, skills,

education, talents, attitudes, and core values.

3. Will I stay for a reasonable length of time, and will my values and commitment align

with the company’s expectations?

Don’t leave the interview until you: 1. make it clear to the interviewer that you are interested, capable, and committed.

2. ask the interviewer if s/he has any further questions about your background.

3. express an interest in the position! This is very important. The last impression you

make is the one the interviewer remembers best. If you want the position, say so! This

could be the one fact that sets you apart from other candidates with qualifications equal

to yours.

4. thank the interviewer for his/her time.

After the interview send a note of thanks, emailed, handwritten or typed. Do not send a

printed card, and don't telephone your thanks.



Document 2 (format as a web page)

JOB HUNTERS’ ON-LINE FORUM

Looking for a job? >> Advice from those who know!

Lundy

I run a small but very successful engineering company and I’m desperate to recruit

energetic and enthusiastic young people. However, I find that the vast majority of

applicants fall at the first hurdle because they are unable to write a coherent letter of

application or CV. Not only are their letters full of spelling and punctuation errors, but

often they don’t even put their address on the letter so there’s no way of contacting

them. One piece of advice – if you can’t interest me with the written word, you won’t get

the opportunity to impress me at an interview!

Beata

I’ve recently been interviewed for a job with a major high street fashion store. I was

expecting them to ask me to come into one of their stores but they carried out an

interview over the phone – most unusual! I had no idea how the interview was going as I

couldn’t see the lady’s face and it was all too impersonal. I was told they would let me

know the following day but, three days later I still haven’t heard anything.

Ben

If you want to get a good job then you’ll have to get digitally switched on! Networking is a

common way of ‘selling’ yourself and there are many web sites that allow you to

advertise your skills and achievements. Many jobs are now advertised only on-line and

applications only accepted electronically. It’s not uncommon to be interviewed over a

conference-call system, sometimes through your smartphone, with interviewers located

in several places. This saves them time and money and they can judge the applicant just

as accurately as if they were in the room with them. So get switched-on to the 21st

century!

Tariq

I was taught to write a good CV. I was taught to perform well at interviews. I am hard

working and achieved good grades at school. I’ve applied for dozens of jobs that I knew I

could do. I’m still unemployed. What else can I do?

Additional resources Please feel free to add any of your own resources which you think will

be of use to your particular learners.



Level 2 – Education and training

Education around the world

We all learn differently and it’s important to understand how we learn to ensure that

everyone can achieve to their full potential. All over the world, countries experiment

trying to find the best way to educate their children. This lesson will support learners to

develop their speaking, listening and communications skills. They will evaluate different

points of view and practice sharing their views with their peers.

Teaching focus

SLC2: Follow narratives and lines of argument

SLC3: Respond effectively to detailed or extended questions and feedback

SLC4: Make requests and ask detailed and pertinent questions to obtain specific

information in a range of contexts

SLC5: Communicate information, ideas and opinions clearly and effectively,

providing further detail and development if required

SLC6: Express opinions and arguments and support them with relevant and

persuasive evidence

SLC7: Use language that is effective, accurate and appropriate to context and

situation

SLC 8: Use language that is effective, accurate and appropriate to context and

situation


This lesson would work well as an introduction to formal assessed discussions. The

starter should be used as an opportunity to reflect and set ground rules so that everyone

feels comfortable and respected. The learners will need to be familiar with the basic

layout for formal letter writing to complete the final task.

Starter activity - Display a controversial topic on the board such as the one below

and ask the learners to debate it. After a short time, stop the debate and, as a group,

reflect on what went well/less well. It is likely that if this is the first discussion that the

group have taken part in, that there will be some areas for development. For example,



some learners will dominate and others are likely to stay silent. After the short

discussion, use questions like the ones below to encourage reflection:

Was everyone able to contribute? If not, why not?

Did people wait for a suitable gap before speaking?

Did people listen respectfully even if they disagreed?

Did everyone look like they were listening? How can you show someone you are

concentrating on what they are saying?

Did the discussion flow? How could you have moved the discussion on?

Did the discussion stay on topic?

Did you support each other to contribute?

Use your group reflection to create some ground rules to ensure everyone feels safe,

comfortable and able to contribute to the rest of the lesson.

Sample topic:


To introduce the topic, source a newspaper article or web page about education around

the world. For example, an article on Finland where children start school at age 7. Ask

the learners to highlight the key points as they read the source. Can they identify the

facts from the opinions in the piece? As a group, discuss the benefits and concerns

learners would have about educating children that way.

Preparing for a group discussion

Ask each learner to pick an individual country to research. They will need to identify the

positives and negatives of the education system in that country. Ask them to make some

brief notes that they can bring them to the discussion. If computers are not available,

pre-prepare some fact sheets or print some web research to support the learners to

investigate their country.

All young people aged 16-24 who are not in

education, training or employment, should do

two years National Service.



Using this information, ask the learners to debate education around the world. They

should explain what they have found out in their research and share their views and

opinions on that country. As a group, they should try to agree on what country they

would prefer to have been educated in.

Encourage the learners to reflect on their second discussion either verbally or as a written

reflection. Was it more successful than the first? Why? Provide verbal feedback as well as

written formal feedback to support them to further develop their confidence and skills. If

the group is comfortable, divide the group into small groups to complete the discussions

and ask those not directly involved to provide peer feedback e.g. one thing they did well

and one tip to work on before their next discussion.

Writing formal letters

Ask the learners to write to their local MP explaining what they feel the Government

should do to raise the standard of education in the UK. They can locate their local MP

here: http://www.parliament.uk/mps-lords-and-offices/mps/

Before they begin writing, ask the learners to plan their letter and to identify the purpose

of their writing, how the audience will affect the tone of the letter and the language and

layout features suitable for formal letter writing.

Ask the learners to produce a first draft which they should proofread carefully for spelling,

punctuation and grammar errors before submitting as a final draft. Assess their final

pieces formally against the Level Two standards, providing formative and developmental

feedback.

Resources

∞The UNESCO website has some interesting data that may be useful for this lesson:

http://www.unesco.org/new/en/education/themes/leading-the-international-

agenda/education-for-all/resources/statistics/

Find your MP: http://www.parliament.uk/mps-lords-and-offices/mps/

http://www.parliament.uk/mps-lords-and-offices/mps/

http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/education-for-all/resources/statistics/

http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/education-for-all/resources/statistics/

http://www.parliament.uk/mps-lords-and-offices/mps/



Level 2 – Leisure

Sponsor my club!

The learner is introduced to the scenario that he/she is involved with a local sports club (football, hockey, martial arts etc) or a community centre. The club/centre is keen to raise money to help it develop and be able to attract and/or support more members. This project is designed to enable learners to carry out research and extract ideas from source documents, take part in a discussion, give a presentation, and to produce three different types of documents (a circular letter, an email and a webpage). This project as a whole should ideally be carried out over 2 to 3 sessions/weeks. It should give learners the opportunity to practise and apply a number of skill areas.

Teaching focus

This project will enable learners to practice and apply all aspects of the Functional English Level 2 Subject Content. In particular it will enable learners to practice and apply the skills of

giving an effective presentation, including the use of visual aids and non-verbal communication and taking part in a discussion, following narratives and lines of argument. (SLC)

using a range of reference materials and appropriate resources for different purposes (Reading)

writing emails, circular letters and webpages accurately and effectively (Writing).


Before this project is introduced, learners should have been made familiar with the skills required by the Functional English Subject Content at Level 2. They should also have been through a process of developing the necessary skills. This project will then offer learners the opportunity to practice and apply these skills. Introduce the scenario/context of the project. Learners should be made aware that the activity will focus on raising sponsorship money for a local football club (Anstey Rovers), although this can be amended to include any form of local community group more appropriate for the learners. It will include the purpose of fundraising, identifying targets, considering problem areas, producing a persuasive presentation together with corresponding forms of communication.



The project will involve learners in researching different forms of sponsorship, discussing what would be best form of sponsorship for the club, preparing and giving a presentation and producing documents to support the sponsorship programme.

Task 1 – READING ∞

The focus of the reading is to research ways in which Anstey Rovers (or an alternative club/group) can improve their level of sponsorship. Learners will need to consider a number of aspects before moving on to discussing the way forward and putting into practice any plans for improving sponsorship of the club. Learners will need to make notes of their research in preparation for following tasks (discussion, presentation and production of documents).The research should consider:

present club policy towards sponsorship

what sponsorship would be used for

different forms of sponsorship

where sponsorship could come from

Learners should carry out their own research. They could do this using some of the resources listed in the Resource section below.

Put together questions testing learners’ understanding of documents and encouraging them to demonstrate L2 Reading skills (eg of comparison, bias etc). For example,

what is the purpose of Document 1?

what is the purpose of the FA document ‘What you have to sell’?

what layout features have been used in ‘What you have to sell’? How effective are they in aiding the understanding of the reader?

List 3 words or phrases used by Anil in Document 1 which demonstrate his persuasive techniques.

how useful is ‘Fundraising ideas’ in identifying ideas for the future sponsorship of Anstey Rovers?

Task 2 – DISCUSSION

The focus of this discussion is on ways to improve and increase sponsorship of the club. Information to enable learners to contribute effectively to the discussion should have been extracted from the reading task above. The aim is for the group (3-5 learners) to reach a consensus on the best way for Anstey Rovers to increase sponsorship. Although at this level learners should be capable of executing the discussion themselves, they may require certain prompts to help them, especially at the beginning and could include the following.

Why is the present way of attracting sponsorship not working well?

Draw up a list of who the club should be targeting as potential sponsors

What kinds of sponsorship would work best for Anstey Rovers?



Once this has been agreed, how is it to be employed?

How will the club know if a sponsorship programme has been successful?

What are the next steps?

These prompts can obviously be individualised and the focus might need to be different depending on whether this project is being carried out as indicated above for the football team, or if a different more appropriate example is used. Therefore, the prompts above are merely suggestions which can be individualised to meet the needs of learners. Task 3 - WRITING Depending on the needs of the learners and what writing skills they are ready to practice and apply, they should be asked to carry out one or more of the following tasks.

a) Write an email in reply to the Club Secretary outlining your own ideas and plans

for increasing the sponsorship of the club.

b) Write a circular letter for distribution to local companies who you consider may

be potential sponsors. The letter should give details of the club, what you would

like to achieve and how the company can help. Remember that they will not be

interested in ‘something-for-nothing’.

c) Write a page for the club website on sponsorship giving details on how groups

and individuals can help the club. Remember this doesn’t have to be financial help.

For each written task, remind learners of





the importance of proofreading to ensure accuracy in spelling, punctuation

and grammar.

Task 4 – PRESENTATION Learners should now have an understanding of why sponsorship is important, the forms it can take and approaches to increasing sponsorship for the club. Talk to each learner and agree a topic area on which they would feel comfortable producing and presenting a 5 minute talk to their peers. This could be on, for example, what sponsorship money could be used for, how individuals can help the club, the different ways companies could offer sponsorship, how the club should develop its sponsorship programme, issues and pitfalls that the club need to be aware of regarding



sponsorship or even the learner’s own experience of helping a local group or club and how it could be used by others. Each learner should be encouraged to think of how to make the talk as interesting as possible for the audience. This may involve visual aids such as powerpoint slides, handouts, photographs, graphs etc.to support the main points of their talk. Wherever possible, learners should be given the opportunity to practise the talk before presenting it to their peers. Also remind them of the importance of introducing the talk, the body of the talk, summarising it and making the audience aware of when the talk has finished. Remember the speaker’s code: “Tell them what you’re going to tell them, tell them, then tell them what you’ve told them.” Allow a few minutes for discussion / Q&A at the end of each presentation.

Remember that the tasks above should be contextualised to meet the needs of your learners and reflect the community in which they live and/or work.

Resources

Document 1 (to be presented as an email) Anstey Rovers Football Club

To [email protected]

From [email protected]

Subject Sponsorship Issues

Date 6 September

Dear Club Member,

As you are aware, Anstey Rovers FC wants to continue developing to reflect the

success we have had on the pitch over the past 3 years. The club is desperate for

better facilities, equipment and also needs to attract new players and members. To do

this we need to raise a lot more money through sponsorship.

Up to now we have simply relied on personal contacts with local companies and the odd

‘begging’ letter to bring in sponsorship money. Only yesterday I received a letter from

Jango Manufacturing rejecting our request for money to support the Anstey Rovers

Women’s team. They said the company is facing ‘difficult economic times’ and, as much

as they would like to support the local team, they do not have spare cash to throw at us.

I completely understand and sympathise with their predicament.



The purpose of this email is to ask all members (yes, even you!) to think about how our

sponsorship could be reorganised, expanded and improved. We obviously need to be

able to offer local companies and organisations something in return for their donations.

Without an increase in sponsorship we, as a club, will be unable to develop and keep

the good players we have at the moment.

Your ideas and suggestions will be most welcome. Let’s make Anstey Rovers a real

success and the pride of this town!

Anil Bagra – Club Secretary

Additional resources

Several sections contained in the Football Association (FA) learning package on

sponsorship: http://www.thefa.com/my-football/football-

volunteers/whatsyourpitch/sponsorship/thehardsell

Living Sport ‘Fundraising ideas’ http://www.livingsport.co.uk/club-

development/fundraising-ideas/

Please feel free to add any of your own resources which you think will be of use to

your particular learners.

http://www.thefa.com/my-football/football-volunteers/whatsyourpitch/sponsorship/thehardsell

http://www.thefa.com/my-football/football-volunteers/whatsyourpitch/sponsorship/thehardsell

http://www.livingsport.co.uk/club-development/fundraising-ideas/

http://www.livingsport.co.uk/club-development/fundraising-ideas/



Level 2 – Leisure

Making friends - Lesson

Starting a new course, job or moving home can be scary. Making new friends is important

to help you settle in. As part of this lesson, learners will consider how people make new

friends as they get older and what challenges and barriers people may have to overcome.

Learners will develop their descriptive writing skills and analyse how others use

descriptive writing to engage the reader.

Teaching focus




R17: Analyse texts, recognising their use of vocabulary and identifying levels of

complexity, formality and bias

R19: Identify different styles of writing and writer’s voice


effectively






This lesson supports learners to develop confidence when using descriptive language. It

can be used as an introduction to descriptive writing or to reinforce skills development. If

the content is new, you may wish to ask the learners to create a list of definitions for each

language technique that they identify in the reading task so that they can refer to it later.

5 minute starter activity

Introduce the topic of making new friends and enjoying your leisure time by asking the

learners to imagine joining a new club or group. Ask them to list as many words as they

can to describe how they might feel in that situation. Each learner should share a

suggestion with the group which will be put on the board. These words will be used again



later in the lesson. Support the group by asking them to use either paper or an on-line

Thesaurus if needed.


Source a blog post about making new friends. If possible, find a post that would be of

interest to the group. For example, if they are Sports students finding a blog about joining

a football group. Give the learners a short time frame (dependant on the size of the blog

you have found) and ask the learners to skim and scan the post to find the most pertinent

information – what is the post about? Where does it occur? Who is involved? Use Q&A to

elicit the answers.

Now ask the group to read the blog again closely, this time highlighting the descriptive

language used by the writer. What other language and presentation techniques have

they used? Is the blog effective? Does the reader get a sense of how the writer feels?

Assess the group’s understanding of the techniques used through differentiated Q&A.

Blog writing

∞Introduce the group to new ways of meeting people in the local area. Using a

Whiteboard introduce them to websites in the local area where people can sign up to join

a club, group or an online forum e.g.) a fan forum or gaming site. As a group, discuss the

benefits and challenges of joining a group like these. One challenge could be cost and you

could embed Maths into the session by finding out how much it would cost to join a local

group for a year.

Using this information, ask learners to plan and write a blog post on how to meet new

people locally. They can use the descriptive language on the board as a word bank for

their writing. As a group, agree on the purpose of the piece, who the audience is and how

that affects the tone; and identify the language and presentation features needed for a

blog. They should use these language techniques to explain the advantages and benefits

of each opportunity and use direct address to include the reader.

Ask the group to individually plan and draft their blog post. They should proofread their

work for errors before submitting a final draft for formal assessment. Assess their written

work formally against the Level Two standards, providing formative and developmental

feedback.



Extension task

As an extension task, ask the group to imagine that they have attended one of the groups

they have blogged about. Ask them to review the group, explaining and describing what

they enjoyed/did not enjoy. They should plan and draft their review before submitting a

final draft for assessment.

Resources

A useful website to look at could be: https://www.meetup.com/

https://www.meetup.com/