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Epping fs english teresa
- 1. Raising expectation and achievement through the delivery of Functional Skills English Teresa Weston
- 2. • To explore strategies for embedding Functional Skills development at level 1 and identify activities for teaching and assessment Aim
- 3. By the end of this session participants will have: • Identified English skills needed for your learners in achieving their vocational courses • Identified teaching/learning activities that will support their development of English skills • Reviewed the Edexcel SAM for reading and identified appropriate vocational texts for formative assessment • Reviewed the Edexcel SAM for SLC and identified appropriate contexts for assessment • Reviewed the BKSB workbook material and identified strategies for use Learning outcomes
- 4. Ice breaker • have i got news for you.ppt
- 5. Use the flip chart sheet and the post-it notes on your table to: •Put down your thoughts about Functional Skills (each one on a separate post-it) •Identify what you would like to know about Functional Skills (each one on a separate post-it) What do we feel about Functional Skills?
- 6. Thinking about skills – Diamond 9 Activity • what skills they’ll need to be successful in employment • what skills they’ll need to progress to Higher Education This activity focuses on the skills that you think are essential for a learner to be able to successfully engage with your subject. Discuss in your group, thinking about: Use the post-it notes to record each skill you come up with. Then discuss and order them on the Diamond 9 grid.
- 7. A step further Now you’ve identified the skills that are needed, let’s have a closer look at where these fit with the vocational context • Take an example of a piece of coursework or assignment that your learners have to complete on their vocational course • Break the assignment down into the steps the learner will need to follow to complete it successfully • Now identify which of the skills on your diamond 9 are needed for each stage. Can you be confident these skills are in place for each learner? If they’re not how will they develop them so they can achieve better results vocationally?
- 8. Supporting delivery of the skills • Which aspects of using English skills do your learners find most challenging? • Which aspects of supporting the delivery of English skills development do you find most challenging? • Record on your action plan issues where you need further support or you need to find resources. Discuss in your groups:
- 9. BREAK TIME Please be ready to start again in 20 minutes
- 10. English assessment • Three components, which are separately certificated. So learners can take each component when they’re ready. Can also take at different levels • Speaking, listening and communication (SLC) is internally assessed at all levels and you can set the context of the assessments • The Reading component has a mixture of fixed response and open response questions – not just MCQ
- 11. In pairs or threes look at the SAM for reading and use the activity sheet to record your thoughts. Focus on the type and level of the texts in the assessment and identify examples of vocational texts you use that are similar. What stimulus material could you use to help learners develop the skills? SAMs - Reading
- 12. In pairs or threes look at the guidance for the SLC assessments. Identify and agree at least two topics that you could use for your context. Identify what skills you need to work on with learners to ensure they meet the standard. What activities could you use with your learner groups? Add ideas to the grafitti wall. SAMs – Speaking Listening and Communication
- 13. • Let’s go back to the post-its you wrote this morning • Are there any questions we haven’t addressed? • Do you feel any differently about Functional Skills than you did first thing this morning? Your issues
- 14. Please fill in an evaluation form before you leave Thank you Evaluation
Editor's Notes
- Intro: This session will focus on identifying skills we need to support etc. Julie’s session will focus on E level and writing. I’ll focus on L1 and reading. We’ll both look at SLC Not much about the standards – more about strategies for teaching and learning and understanding the assessment process Explain Grafitti wall for ‘light-bulb’ moments and for sharing ideas and good practice. Also charts to compile thoughts on the challenges – probably find everyone has the same or similar issues. ?????
- Gather one for each from each table. Put charts on the wall for later reference.
- You can focus specifically on English skills and/or you can include wider generic skills as well as we’ll explore the links between those and English.
- Refer to Julie’s problem-solving approach here. If AM session will look closely at problem-solving approach to building skills this pm which will help you. If PM – you’ve looked at problem-solving approaches and you can apply it here in breaking down the stages of the assignment. Use the template to help you
- Use your action plan to record which areas you feel you need more support in or where you need to look for resources to help you.
- Now that all three components are certificated separately you have the opportunity to stretch learners. e.g. if good oral skills they can take SLC at level 2 and reading and writing at level 1 : will give them a full level 1 cert and perhaps motivate them to develop further to get full level 2 as already have SLC. The tests are mixture of open response and fixed response in reading so ‘reading for meaning’ and understanding ‘purpose and audience’ are essential as they can’t rely on guessing the answers!
- Use this opportunity to agree your SLC assessments - you can agree the outline and note who’s going to take it forward. Good ideas for activities to develop the skills – put on the wall.