Success with Functional Skills January 2016. 12.00 12.30 Common errors in assessments 12.30 12.35 Assessments 12.35 12.40 The changes.

Functional English‘Success with Functional Skills’

January 2016

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Agenda12.00 –12.30

Common errors in assessments

12.30 –12.35

Assessments

12.35 12.40

The changes

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The aim of this workshop is to:

Understand common errors Understand assessments Review the recent changes

Objectives

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Lack of practice – on screen and paper based

Wrong level Assessment format – on screen, paper

based – hand written or word processed Awareness of how marks are allocated Use of dictionaries/spell checker Knowledge of criteria (tutors/assessors)

Common errors level 1 and 2

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Understanding questions - practice Knowledge of words - glossary Types of questions asked Too much time taken in copying out response

to question Too much time on SPaG Not taking note of marks allocation Not using document pointers

Reading – common errors

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Knowledge of formats and structure Understanding the difference between formal

and informal language (L1 and L2) Knowing techniques for persuasive language (L2) SPaG Word count Proof reading Time Planning Understanding the allocation of marks

Writing – common errors

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Bias, opinion

Convey meaning (language, features)

Understand the criteria

Reading ..using the standards

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Format (email, letter, article, speech, report)

Structure (open and close, three paragraphs)

Content (follow the question)

Spelling, punctuation and grammar (homophones, capitals, end of sentence, tense, verb subject agreement)

Writing …using the standards

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Letters – two addresses, a date and correct open and close

Emails – addressee, subject header

Articles – heading, subheadings/bullets where appropriate

Newsletters – heading, subheadings/bullets where appropriate

Reports – headings, subheading/bullets where appropriate

Speeches – welcome, body of speech and close

Correct paragraphing and appropriate introductions and conclusions

Know formats and structure

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Level 1- Capital letters at start of sentence and for proper nouns and end of sentence punctuation (full stop, question mark). Remember ‘I’

Level 2 – as above plus commas, apostrophes and inverted commas.

Candidates are not assessed on semi-colons, colons or exclamation marks

Common errors - Punctuation

Common errors - Sentence structure Level 1- Simple and compound

Level 2 – Simple, compound and complex

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Too/to/two know/no their/there/they’re a/an yous (as in you(s)) your/you’re our/are were/where/we’re of/off/have (as in I could of gone) been/being whether/weather which/witch

Common homophone errors

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All L1 and L2 students do L2 …easy for progression (if AO allows)

Ensure the unfamiliar discussion topic allows for good research

Presentation topic…student to choose something they are interested in

Understand and follow the criteria

SLC…using the standards

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Realistic scenariosa) real life situations as far as possibleb) situations to which most candidates are likely to be able to relate toSource materials and graphics will look more authentic and bear more visual resemblance to what candidates might expect to see in their daily activities.

Questions/tasks Less guidance and structure Answers will require more extended responses and explanations rather than ‘lists’ Less reliance on sample papers to predict assessment and greater awareness of

the full coverage and range

Source documentsThe number of reading texts included in each assessment paper will be more varied. Level 1 – likely two Level 2 – at least two, likely three, possibly four

Reading assessments

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Reading

Level 1 Level 2

C & G Edexcel C & G Edexcel

Source documents

2 2 3/4 3

Time 60 mins 45 mins 60 mins 60 minsQuestions 15 12 13Marks 40 20 40 30

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Routine equipment grammar and/or spell checking devices (no access to internet) access any equipment routinely available in every day lives no pre-prepared notes or other material that will assist with the assessment

Realistic scenariosa) real life situations as far as possibleb) situations to which most candidates are likely to be able to relate toSource materials and graphics will look more authentic and bear more visual resemblance to what candidates might expect to see in their daily activities.

Questions/tasks Less guidance and structure Activities will be more ‘open’ to enable candidates to provide more extended and

developed responses

MarkingA candidate with weak SPaG will no longer be able to pass some AO’s assessments purely on the content marks.

Writing assessments

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WritingLevel 1 Level 2

C & G Edexcel* C & G Edexcel**

Tasks/Activities

2 2 2 2

Time 60 mins 45 mins 65 mins 60 mins

Marks 50 25 50 30

* 40% SPaG ** 40 – 45% SPaG

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Please collect a hand out as you leave.

Thank you for your time.

Summary of reading and writing changes

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Questions???