Scheme of Work - Sysco · PDF fileScheme of Work (cont.) Course Title Functional Skills Subject Functional Skills English Level This SOW covers from Entry 3 to Level 2 Curriculum Area/Unit

Scheme of Work

Qualification Functional Skills English Level This SOW covers from Entry 3 to Level 2

Total Credit Value or Guided Learning Hours

This will vary depending on individual leaners and their timetable.

Delivery Design Classroom/Workshop Based

Awarding Body NCFE Level This SOW covers from Entry 3 to Level 2

Course Code Year/Month 2015

Tutor(s) Lyndsey Howard

Mandatory Units

Reading, Writing, Speaking and Listening The overall level of the qualification will be at the level of the lowest unit.

Aims of the qualification

The aim of the English standards is to encourage learners to demonstrate their speaking and listening, reading and writing skills in a range of contexts and for various purposes. They are essentially concerned with developing and recognising the ability of learners to apply and transfer skills in ways that are appropriate to their situation.

Differentiation Strategies (eg. planned activities or support for individual learners according to their needs)

Learners are initially assessed during Induction and classes are based on learners’ chosen area of study so classes will be of mixed ability. Learning resources and teaching methods will be differentiated to incorporate the range of learning styles and to ensure that all learner levels are engaged and challenged. Strong students will be expected to produce work at a higher level in terms of sophistication of thought, length and language used, as well as complexity and unfamiliarity of topic. Extension activities will also be provided where possible. Support for lower level learners will include one-to-one tuition where necessary, simplified written, aural and demonstrated instructions, grouping with students of similar and/or different abilities. A range of assessment methods will be used, both formative and summative; to ensure that learning is taking place for all learners and results will be used to plan future learning and highlight skills gaps.

Equality & Diversity (e.g. consideration given to gender stereotyping in a traditionally male or female based occupational area)

All measures will be taken to embed E & D and prevent discrimination as far as possible

Measures will be taken to meet all learners’ needs regardless of age, gender or ethnicity

The environment will be made safe, for all learners to progress

Learning materials will be carefully checked to ensure appropriate and inoffensive images and language are used

Inappropriate and discriminatory behaviour will be challenged

Diversity will be celebrated

Display boards will reflect diversity

Language used by the tutor and discussions within the learning environment will be managed to ensure that it is appropriate and non-discriminatory

Materials and topics are presented in a ways that are both sensitive to equality and diversity and respect religions and cultural norms and beliefs

Learning Resources (e.g. teaching resources used in lessons)

Learner files, workbooks, activity hand outs, flipchart paper, pens, paper, I.T. equipment, magazines, newspapers, power point presentations, media clips, interactive wipe boards, activity cards.

Enrichment Opportunities

The programme of study includes ‘Work skills’ classes that enhance the curriculum and the students’ general learning experience and skills that will be beneficial within, and outside of, the classroom. The lesson subjects will vary, dependent upon the learners’ needs and current issues at the time of delivery. Whilst classes are predominately delivered by in-house tutors, we call upon specialist agencies to deliver workshops and ‘talks’ to ensure that our learners gain relevant, training and knowledge.

Health & Safety

All classrooms meet Health & Safety standards and are accessible to learners with physical disabilities. Health & Safety training is delivered during Induction and learners are aware of: Definition of Health & Safety; The policy on Incident Reporting; who the Health & Safety Officers and Wardens are; the company Evacuation Procedure. Staff and learners are also made aware of any planned fire alarms.

Safeguarding

Safeguarding training is delivered during Induction and ‘Hot Topics’ around safeguarding issues are delivered as part of the learners’ Enrichment sessions. Learners are aware of: The definition of Safeguarding; Reporting procedures; who the Safeguarding Officers are. Safeguarding procedures are followed by staff during teaching, at all times.

The programme is based upon the following principles and is commited to encouraging learners to

achieve these outcomes: Every Child Matters

Being healthy

Staying safe

Enjoying and

achieving

Making a positive

contribution

Achieving economic

wellbeing

Scheme of Work (cont.)

Course Title Functional Skills Subject Functional Skills English Level This SOW covers from Entry 3 to Level 2

Curriculum Area/Unit Reading/Writing/Speaking and Listening

Total Credit Value or Guided Learning Hours

This will vary depending on individual leaners and their timetable.

Delivery Design Classroom/Workshop Based

Lesson Number

Topic/Objective

Content

Learning Outcomes

Learning Activities

Resources

Assessment

The learners must be able to... Some learners should... Some learners could...

Formative/Summative

Week 1

Day 1

Am

Am:

Introduction to

Functional English

Introduction to

Grammar/Recap

(Ws/L1.2)

Comprehend different

strategies for communication.

I.e. how do we communicate

Identify assessment criteria

they will be working towards

and marked against.

Understand what they will be

doing in the next weeks of

study in Functional English and

what is expected from them

during the sessions and in

work set.

Set some ground rules for

lessons.

Use correct grammar when

writing sentences.

Group discussion – Every day

functional skills that we use

PowerPoint Presentation

Identifying different functional skills

needed for different vocational

areas

Individual written task for

assessment – Creative Writing task

Grammar identification task

Computer with internet and Microsoft

PowerPoint access

Presentation

Flip chart paper and markers

Worksheets

Pens and paper

Question and Answers

Completion of tasks

Participation

Tutor observation

Pm:

Introduction to

Speaking and

Listening

Speaking & Listening

task

Be able to identify different

ways to communicate

effectively working towards

their assessment through

speaking and listening.

Discuss PowerPoint presentation

Group work – Desert Island

Disaster

Presentation

Task Sheet – Desert Island Disaster

Computers

Flip chart paper and markers

Computer with internet access

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

wp_mJFRQS0


Completion of tasks

Participation

Tutor observation

Group discussion

participation

Week 1 Day 2

Am:

Sentences- Identify

correct sentences

and state what makes

a sentence make

sense.

(Ws/L1.1)

Introduction to

punctuation Identify

correct uses of capital

letters and full stops

(Ws/L1.3) (Rs/L1.2)

Write in complete sentences

highlighting correct and

incorrect sentences.

Use conjunctions correctly to

express meaning more

precisely.

Punctuate sentences correctly,

and use punctuation so that

meaning is clear.

Know basic punctuation

markers for the beginnings and

ends of sentences, and know

when to use each one.

Use punctuation to help

understanding

(This lesson will be focusing on

capital letters and full stops)

PowerPoint Presentation –

sentences and punctuation markers

Group discussion on what makes a

sentence make sense and

punctuation markers

Complete work booklet and discuss

answers as a group


PowerPoint access

Presentation

Work booklet Pens and paper


Completion of

tasks/booklet

Participation

Tutor observation

Group online test

https://www.youtube.com/watch?v=Xwp_mJFRQS0

https://www.youtube.com/watch?v=Xwp_mJFRQS0

Pm:

SP&L group task

Prepare for and

participate in

group/class

discussion.

(SLd/L1.1)

Follow and contribute to

discussions on a decided topic.

Understand that a discussion

can be affected by the nature

of its purpose and that their

own thoughts and opinions

may differ from that of others in

the group.

Know how to respond to other

points of view.

Group task – Agree or Disagree Agree and Disagree Laminates Discussion cards


Participation in group

task

Tutor observation

Week 1 Day 3

Am:

Punctuation Markers

Punctuate sentences

correctly so that

meaning is clear.

Use punctuation to

help their

understanding.

Write in complete

sentences.

(Rs/L1.2) (Ws/L1.1.3)

Demonstrate knowledge of end

of sentence punctuation and

commas in helping to make

sense of continuous text.

Know and use the term

apostrophe

Understand the function of the

omissive apostrophe to

indicate a contracted word form

in text.

Confidently write in complete

sentences using appropriate

conjunctions.

Know basic punctuation

markers for the beginnings and

ends of sentences, and know

when to use each one.

Use punctuation to help

understanding

Devise own flash card s to aid

Introduction Presentation on punctuation Interactive whiteboard activity Examples of how punctuation can change meaning EDI teachers toolkit activity WS/L1.3 200 word recount writing activity Peer marking Quiz Flash Cards


PowerPoint access

Presentation

Work booklet/ punctuation markers Pens and paper

Coloured paper

Markers

Glue

Scissors

Laminator and laminates


Participation in tasks

Tutor observation

Flash cards displayed

and used confidently

Peer Assessment

Pm:

Reading Strategies

Use different reading

strategies to find and

obtain information

Trace and understand

the main points of

continuous

descriptive,

explanatory and

persuasive texts.

(Rt/L1.1.5)

learning

(This lesson will be focusing on

question and exclamation

marks and apostrophes)

Understand that meaning is

developed through a text, and

it is necessary to sustain

concentration and relate the

parts of a text to each other in

order to trace the main events

and get an overall sense of

what the text is about.

Understand that there are

different ways of reading for

different purposes

Understand that skimming is

for getting a general gist and

overall impression and that and

scanning is for locating

information

Understand that specific

information can be obtained

through detailed reading.

Work book completion Online questions completed Group discussion


PowerPoint access

Presentation

Work booklet/ reading strategies Pens and paper


Participation in reading

and discussion tasks

Tutor observation

Peer Assessment

Week 1 Day 4

Am:

Reading task

Prepare for mock

SP&L assessment

Trace and understand the main

events of continuous

descriptive, explanatory and

persuasive texts

Recap over reading different

strategies

Comprehension task


Computers with internet access


Participation in reading

and discussion tasks

(Rt/L1.1.3.5)

(Rw/L1.1.2)

Pm:

Mock SP&L

Assessment

(SLlr/L1/1.3.5.6)

(SLc/L1.1.3.4)

(SLd/L1.1.2.3)

Identify the main points and

specific detail, and infer

meaning from images which is

not explicit in the text

Use different reading strategies

to find and obtain information

Use reference material to find

the meaning of unfamiliar

words

Recognise and understand an

increasing range of vocabulary

associated with different types

of text, using appropriate

strategies to work out meaning.

Discuss and understand

Speaking and Listening

assessment criteria

Listen for and identify relevant

information from explanations

and presentations on a range

of straightforward topics

Use strategies to clarify and

confirm understanding (e.g.

facial expressions, body

language and verbal prompts)

Make contributions relevant to

the situation and the subject

and respond to questions

Speak clearly

Question and answer task

Group discussion on text

Dictionary exercise – find the

meaning

Group discussion about SP&L

assessment criteria

Research task (topic to be chosen

form news at that time)

Participation in group discussion

Reading Strategies revision sheet

Comprehension work sheet

Dictionary exercise

Dictionaries

Pens and paper


Speaking and listening assessment

criteria

Tutor observation

Peer Assessment



task

Tutor observation

Express clear statements of

fact, explanations and

accounts

Present ideas and information

in a logical sequence

Follow and contribute to

discussion

Respect turn taking rights of

others

Use appropriate phrases for

interruption.

Week 2

Day 1

Am:

Punctuation Markers

Punctuate sentences

correctly so that

meaning is clear.

Use punctuation to

help their

understanding.

Write in complete

sentences

Paragraph Writing

(Rs/L1.2) (Ws/L1.1.3)

Punctuate sentences correctly

and use punctuation so that

meaning is clear

Identify correct use of

punctuation markers and end

of sentence punctuation

Commas

Apostrophes

Speech marks

Use punctuation to help their

understanding

Understand that paragraphs

are one way of organising

information in continuous text,

enabling the main points to be

expanded with supporting

detail

Introduction Presentation on and to recap on punctuation markers Interactive whiteboard activity Examples of how punctuation can change meaning Match up punctuation markers to the correct meaning task Identify the missing punctuation into text Worksheet/booklet task On line Quiz



Pens and paper

Worksheet/booklet

Peer Assessment Quiz Tutor observation Question and Answers Participation

Pm:

Letter Writing –

Layout

Plan and draft writing

Judge how much

detail to include

Present information in

a logical sequence

using paragraphs

Use language

suitable for purpose

Write in complete

sentences

Punctuate sentences

correctly

Spell correctly words

used most often in

work and daily life

Produce legible text

(Wt/L1.1.3.4)

(Ws/L1.1.3)

(Ww/L1.1.2)

Know different techniques for

planning writing, e.g. notes,

lists, diagrams and flow charts

Know and use appropriate

language to suit task

Write in complete sentences

using correct grammar and

punctuation

Punctuate sentences correctly

so meaning is clear

Apply a range of methods to

help learn and remember

spellings

Produce a piece of legible text

(letter)

Learners to listen to PowerPoint

Presentation content and discuss

this content as a group.

Learners to cut out letter and re-

arrange so that letter makes sense

using the correct layout.

Learners to read through the letters

given, highlighting punctuation and

layout mistakes. Learners to

highlight and re-write in class book

with amendments.

Learners to produce a legible letter

on their own using correct

grammar, punctuation and layout.

PowerPoint Presentation Computers with internet and printer access Pens Scissors Glue sticks Class work books Worksheets X 2 High lighters

Peer Assessment Tutor observation Question and Answers Participation Correct arrangement of letter Letter produced

Week 2 Day 2

All Day Session

Creative Writing –

Article

(Wt/L1.1.2.3.4)

(Ww/L1.2)

Understand that paragraphs

are one way of organising

information in continuous text,

enabling the main points to be

expanded with supporting

detail

Know and apply some spelling

rules to help attempt to check

spellings

Recall features/correct layout

of an informal and a formal


Presentation and discuss content

as a group.

Newspaper activity: Learners to

look through

newspapers/magazines and

identify positive and negative

stories.

Learners to pick three articles of

interest and summarise the stories

for the rest of the group.

Feed back to group and discuss

articles chosen.

PowerPoint Presentation Computers with internet and printer access Pens Scissors Glue sticks Class work books Alphabet drug sheet High lighters Letter writing Task sheet Magazines and newspapers

Peer Assessment Tutor observation Question and Answers Participation in all tasks Correct arrangement of article Article produced All tasks completed

letter

Identify features of an article.

Identify positive and negative

stories in a news paper

Produce article on given

topic/subject writing in

complete sentences, using

paragraphs and using

appropriate language

Match up Headline Task: learners

to match up the headline to the

article and to think of three

headlines for articles given.

Organise drugs alphabetically.

Watch documentary and feedback

ideas to group.

Write article for given topic using

the research carried out and the

information provided in the session.

Type out Article

Learners to produce legible piece

of text using correct grammar,

punctuation, layout and spellings.

Documentary on legal highs (subject can be changed to fit topic chosen for learners to write about) https://www.youtube.com/watch?v=hXGN91alq78

Week 2 Day 3

Am:

Writing styles and

techniques

Punctuation Recap

(Wt/L1.1.2.3.4)

Identify different writing styles

and state their features

Discuss appropriate

language/keywords associated

with different styles

Produce a legible piece of text

State correct uses of different

punctuation markers

Insert missing punctuation

markers into given text



as a group.

Learners to spot and highlight

mistakes made in letter provided X

3

Rewrite out letter

Learners to produce a plan a and

draft for a given letter



Pens and paper

Worksheets X 3

Class books

Highlighters

Peer Assessment Tutor observation Question and Answers Participation in all tasks All tasks completed Plan, draft and letter produced for letter

https://www.youtube.com/watch?v=hXGN91alq78

https://www.youtube.com/watch?v=hXGN91alq78

Pm:

Writing and email

(Wt/L1.1.2.3.4)

(Ww/L1.2)

Identify features of an email

Respond/reply to an email on

given topic/subject writing in

complete sentences, using

paragraphs and using

appropriate language

Produce a legible piece of text



as a group.

Organise jumbled up email and re

stick back together

Learners to complete worksheets X

3 on the features of emails

Reply to email (devise email) using

appropriate language suitable for

the scenario



Pens and paper

Worksheets X 3

Class books

Highlighters

Peer Assessment Tutor observation Question and Answers Participation in all tasks All tasks completed Email sent to tutor

Week 2 Day 4

Am:

Prepare for SP&L

(SLlr/L1/1.3.5.6)

(SLc/L1.1.3.4)

(SLd/L1.1.2.3)

Identify and discuss

assessment criteria to be

marked against during

speaking and listening

assessment

Prepare for speaking and

listening assessment on given

topic

Use different types of research

to find out as much information

as possible about given topic

Prepare questions to ask the

group during assessment

Take part in formal speaking

Take part in a discuss about the

features and layout of informal and

formal letters

Complete online writing task (letter

writing) under exam conditions

Learners to prepare for speaking

and listening assessments

Research arguments for and

against given topic


Computers with internet and printer

access

Pens and paper

Class work books

DVD – The Common

Computer with DVD Drive

Common worksheet/comprehension

Tutor observation

Peer Assessment


Pm:

Speaking and

Listening Assessment

1

Formal

(SLlr/L1/1.3.5.6)

(SLc/L1.1.3.4)

(SLd/L1.1.2.3)

and listening assessment

within group

Identify what their thoughts and

opinions are on a given topic

Engage with the group

discussing the topic

Allow the turn taking rights of

others in the group

Ask and answer questions

Use appropriate language

throughout the discussion

Actively participate in discussion

Completed research



task

Tutor observation

Week 3 Day 1

Am:

Summarising text

Fact and Opinion

(bias)

Comprehension

(Rt/L1.1.2.3)

Summarise piece of text to

highlight purpose and meaning

Identify why we summarise and

the advantages of doing this

State the differences between

fact and opinion

Identify facts and opinions

State definition of the term bias

Identify bias comments from

piece of text

Trace and understand the main

events of continuous

descriptive, explanatory and

persuasive texts

Identify the main points and

Take part in discussion about summarising and how to summarise text Complete group activity on summarising text Worksheet Presentation of persuasive, descriptive, informative and instructional texts Gap fill worksheets Writing exercises Identify bias comments Fact and opinion group task

PP presentation Whiteboard Markers Pens Paper Computers Worksheets Article Fact and opinion laminates

Peer Assessment Tutor observation Question and Answers Participation in all tasks All tasks completed Piece of writing submitted

specific detail, and infer

meaning from images which is

not explicit in the text

Recognise how language and

other textual features are used

to achieve different purposes,

e.g. to instruct, explain,

describe, persuade

Week 3 Day 2

Am: Homophones Plan and draft writing

Judge how much

detail to include

Present information in

a logical sequence

using paragraphs

Use language

suitable for purpose

Write in complete

sentences

Punctuate sentences

correctly

Use correct grammar

Spell correctly words

used most often in

work and daily life

Produce legible text

(Wt/L1.1.3.4)

(Ws/L1.1.2.3)

(Ww/L1.1.2)

Understand the difference between homophones and homographs Understand that words can sound the same but be spelt differently and have a different meaning (homophone) Understand that words can sound the same and be spelt the same but they have a different meaning (homograph) Devise letter using correct

layout, punctuation and

grammar, paragraphs and

appropriate language for

purpose

Produce legible piece of text



as a group.

Learners to list as many different homophones and homographs as they can think off and as a group put them into a correct sentence. Identify the correct homophone/homograph from gap work sheet Workbook Produce piece of writing using correct homophones and homographs throughout. Type out if enough time in session

Computers with internet and printer access Pens and paper Class workbooks Homophone and homograph classification/identification sheet Worksheet

Peer Assessment Tutor observation Question and Answers Participation in all tasks All tasks completed

Pm: Mock Reading Paper

Complete mock reading exam

paper (on line) under exam

conditions

Answer all questions on paper

Take part in a discussion about the

assessment criteria for the reading

exam.

Listen to exam rules and

procedures.

Complete mock exam paper under

exam conditions.


Mock exam papers (online and paper

based versions)


Week 3 Day 3

Am: Homophones

and Homographs

cont. . . . . .

(Ws/L1.2)

Pm:

Mock Writing Paper

Understand the difference between homophones and homographs Understand that words can sound the same but be spelt differently and have a different meaning (homophone) Understand that words can sound the same and be spelt the same but they have a different meaning (homograph) Complete mock writing exam paper (on line) under exam conditions Answer all questions on assessment

Identify the incorrect homophone/homograph from work sheet Workbook

Online test

Take part in a discussion about the

assessment criteria for the reading

exam.

Listen to exam rules and

procedures.


exam conditions.

Computers with internet and printer access Pens and paper Class workbooks Homophone and homograph classification/identification sheet Worksheet


Mock exam papers (online and paper

based versions)

Peer Assessment Tutor observation Question and Answers Participation in all tasks All tasks completed Peer Assessment Tutor observation Question and Answers Participation in all tasks All tasks completed

Week 3 Day 4

Am:

Prepare for SP&L

Assessment 2

Informal

Pm:

SP&L Assessment 2

Informal

Prepare for speaking and

listening assessment on given

topic

Use different types of research

to find out as much information

as possible about given topic

Prepare questions to ask the

group during assessment

Take part in formal speaking

and listening assessment

within group

Identify what their thoughts and

opinions are on a given topic

Engage with the group

discussing the topic

Allow the turn taking rights of

others in the group

Ask and answer questions

Use appropriate language

throughout the discussion

Learners to prepare for speaking

and listening assessments (topic to

be decided upon depending on

current issues in news)

Research arguments for and

against given topic

Actively participate in discussion



Pens and paper

Class work books

24 Hours on Death Row

Documentary

Computer with DVD Drive

https://www.youtube.com/watch?v=6

S21FWXTOaM

Tutor observation

Peer Assessment




task

Tutor observation

Week 4 day 1

Revision Session Reading tasks

Complete set of activities that incorporate all aspects of the English Reading Curricula which learners have been looking at over the past four weeks

Look at exam questions together as a group and structure correct answers Complete reading comprehension task Complete mock exam paper under exam conditions and go through answers together as a group

Mock exam papers – online and paper based Pens Paper Dictionaries


https://www.youtube.com/watch?v=6S21FWXTOaM

https://www.youtube.com/watch?v=6S21FWXTOaM

Week 4 Day 2

Reading Assessment

Learners will sit their reading assessment under exam conditions

Formal Assessment Exam to be carried out under exam conditions

Week 4 Day 3

Revision Session

Complete set of activities that

incorporate all aspects of the

English Writing Curricula which

learners have been looking at

over the past four weeks

Look at exam questions together as

a group and structure correct

answers

Complete writing task


exam conditions and go through

answers together as a group

Mock exam papers – online and paper based Pens Paper Dictionaries

Peer Assessment

Tutor observation


Participation in all tasks

All tasks completed

Week 4 Day 4

Writing Assessment Learners will sit their writing assessment under exam conditions

Formal Assessment Exam to be carried out under exam conditions

Colour Codes

ICT

Maths (integrated throughout each starter) will also be brought in through comprehensions and class discussions and other natural

places i.e. when discussing current news issues

English throughout each session

Documents

Scheme of Work - Sysco · PDF fileScheme of Work (cont.) Course Title Functional Skills Subject Functional Skills English Level This SOW covers from Entry 3 to Level 2 Curriculum Area/Unit