Functional skills:
English key stage 3

 

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Functional skills in the revised programme of study for English

The English programme of study for key stage 3 embeds the level 1 functional skills standards.

Functional skills help young people to take a more active and responsible role in their communities, to be more alert and responsive to changes in technology and to communicate effectively and be literate in the broadest sense. The functional skills standards require learners to be able to make sense of their world and to develop their own perspectives. The key concepts of 'competence' and 'critical understanding' underpin these aims.

In addition, the key processes and range and content sections of the programme of study reflect the functional English standards at level 1, in order to ensure a smooth transition between key stages 3 and 4 (see table below). The curriculum opportunities section of the programme of study requires that pupils speak, listen and write for 'contexts beyond the classroom', which ensures that there are relevant contexts in which to test the functional element.

Links between the programme of study and the functional skills

Level 1 functional skill standard: take full part in formal and informal discussions/exchanges Key stage 3 programme of study
  • Make relevant contributions to discussions, responding appropriately to others
  • Make...relevant contributions in groups, responding appropriately to others (key processes)
  • Prepare for and contribute to formal discussion of ideas and opinions
  • The range of speaking and listening activities should include: prepared formal presentations and debates (range and content)
  • The range of purposes for speaking and listening should include...expressing ideas...and opinions (range and content)
  • Be flexible in discussion, making different kinds of contributions
  • ... adapting talk for a range of purposes and audiences (key processes)
  • Make different kinds of...contributions (key processes)
  • Present information/points of view clearly and in appropriate language in formal and informal exchanges and discussions
  • Present information and points of view clearly and appropriately in different contexts? including the more formal (key processes)
Level 1 functional skill standard: read and understand a range of texts Key stage 3 programme of study
  • Identify the main points and ideas and how they are organised in different texts
  • Extract and interpret...main points and ideas from texts (key processes)
  • Understand texts in detail
  • Extract and interpret information, events, main points and ideas from texts
  • Infer and deduce meaning ...
  • Assess the usefulness of texts, sift the relevant from the irrelevant and distinguish between fact and opinion (key processes)
  • Read and understand texts and take appropriate action
  • [Covered implicitly]
  • In a range of texts including reports, instructional, explanatory and persuasive texts, on paper and on screen
  • Reading and understanding a range of texts (key concepts)
  • The range of non-fiction and non-literary texts studied should include: forms such as journalism, travel writing, essays, reportage, literary non-fiction and multi-modal texts including film; purposes such as to instruct, inform, explain, describe, analyse, review, discuss and persuade (range and content)
Level 1 functional skill standard: write documents to communicate information, ideas and opinions using formats and styles suitable for their purpose and audience Key stage 3 programme of study
  • Write clearly and coherently including an appropriate level of detail
  • Write clearly and coherently, including an appropriate level of detail (key processes)
  • Present information in a logical sequence
  • Structure their writing to support the purpose for the task and organise meaning (key processes)
  • Use language, format and structure suitable for purpose and audience
  • Adapt style and language appropriately for a range of forms, purposes and readers (key processes)
  • Use correct grammar including subject verb agreement and correct and consistent use of tense
  • Use grammar accurately in a variety of sentence types, including subject-verb agreement and correct and consistent use of tense (key processes)
  • Proof-read and revise writing for accuracy of grammar, punctuation and spelling, and to ensure that meaning is clear
  • Use planning, drafting, editing, proofreading and self-evaluation to shape and craft their writing for maximum effect (key processes)
  • In a range of documents on paper and on screen
  • The forms for such writing should be drawn from different kinds of stories, poems, play-scripts, autobiographies, screenplays, diaries, minutes, accounts, information leaflets, plans, summaries, brochures, advertisements, editorials, articles and letters conveying opinions, campaign literature, polemics, reviews, commentaries, articles, essays and reports (range and content)