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English Level 1 - Sample Scheme of Work (word document) - o level commerce notes pdf



Functional Skills L1 - SCHEME OF WORK

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|WK |Link to vocational subject |STRUCTURE |SPEAKING & LISTENING |READING |WRITING |MATERIALS |
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|1 |INDUCTION | |Students introduce themselves and|Functional skills website | |Computer |
| |Welcome, introductions | |aspirations |Functional Skills standards | |Internet |
| |Group speaking assessments | |Students to discuss understanding| | |Induction material |
| |Functional skills inductions and | |and requirements of FS standards | | | |
| |awareness raising activities | |Students to discuss links with | | | |
| | | |vocational subject and FS | | | |
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| |DIAGNOSTIC ASSESSMENTS | | | |Complete appropriate diagnostic | |
|2 | | | | |assessment |Assessment material |
| |Word bank | | | | | |
| | | | | |Write a personal profile e.g. describing | |
| | | | | |family background, educational | |
| | | | | |achievements, work experience, | |
| | | | | |aspirations | |
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| | | | | |Create personal word bank of | |
| | | | | |technical/vocational words with meanings | |
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|3 | | | | | | |
| | |Text types - | | |Write examples of descriptive text – | |
| |Link to vocational subject |descriptive language and features|Discussions and analysis on |Read and analyse examples of | |Computer internet |
| |area/unit | |features of descriptive text |descriptive text |Self/peer evaluation of descriptive |Whiteboard |
| | |function of nouns, verbs within | | |features used |Paper resources |
| | |text | | | | |
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| | |Text types |Discussions and analysis on |Review skim reading techniques |(to consolidate understanding) |Computer internet |
|4 |Link to vocational subject | |features of persuasive text | | |Whiteboard |
| |area/unit |Persuasive language and features | |Skim read examples of persuasive |Write examples of persuasive text - |Paper resources |
| | | | |writing features |advertising the key features of one | |
| | |function of nouns, verbs within | | |vocational unit | |
| | |text | | | | |
| | | | | |Self/peer evaluation of persuasive | |
| | | | | |features used | |
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| | |Text types |Discussions and analysis on |Read and analyse instructional and text|Write examples of instructional text - |Computer internet |
| | | |features of instructional and | |write a behaviour code/policy for |Whiteboard |
| |Link to vocational subject |Instructional and informative |informative text |Read and analyse informative text |classroom setting |Paper resources |
| |area/unit |text type features | | | | |
| | | |Discuss and select appropriate | |Write examples of informative text – | |
| | |function of nouns, verbs within |purpose and format for written | |vocational context | |
| | |text |activity | | | |
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| |Functional Skills Practice |Speaking , listening and |Discussion of f/s marking |Reading, understanding and following |Written response to questions from the |Functional skills assessment |
|6 |assessment |communication |criteria and how written |instructions from assessment paper |assessment paper. |papers an d marking criteria |
| | | |assessments meets standards | |Peer marking and evaluation of assessment| |
| | | | |Reading and following f/s marking |paper | |
| | | | |criteria | | |
| |Consolidation of all of literacy |Speaking , listening and |Pair and group discussions, |Reading and analysing all text features|Composition specific text types using |Computer internet |
|7 |text type features |communication |analysis and review of text | |features learnt in lesson |Whiteboard |
| | | |features and functions | | |Paper resources |
| | | | | |Practice using words from personal word | |
| | | | | |bank to consolidate learning | |
| |Link to vocational subject |Speaking, listening and |Present information and ideas in |Reading and sequencing activity in | |Interactive board |
|8 |area/unit |communication |a logical sequence |order to present info | |Computers |
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| | | |Self evaluation of speaking and |Extract key information from texts | | |
| | | |listening strengths and targets | | | |
| | | |for development | | | |
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| | | |Watching video and evaluating S&L| | | |
| | | |content | | | |
| |Link to vocational subject |Speaking, listening and |Open and closed questioning |Read and listen for detailed | |Interactive board |
|9 |area/unit |communication |techniques |information in spoken accounts | |Computers |
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| | | |Non verbal communication | | | |
| | | |techniques | | | |
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| | | |Informal group discussions | | | |
| | | |practicing techniques | | | |
|10 |Link to vocational subject |Speaking, listening and |Listen for and identify key |Read discuss and agree main purpose of |Evaluation of activity using words from |Interactive board |
| |area/unit |communication |information |texts |individual word bank |Computers |
| | | | | | |Reading text |
| | | |Use new/technical vocabulary |Discuss and agree questions about texts|Research and addition of new words into | |
| | | |meaningfully in context |to ask other groups |word bank | |
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| | | | |Read and listen for detailed | | |
| | | | |information in spoken accounts | | |
|11 |Link to vocational subject |Speaking and listening - Role |Listen for, responding to and |Reading role play cards and identifying|Written evaluation of S&L skills used |Role play cards |
| |area/unit |play activity |identifying key information when |key words for role play | |Computers |
| | | |speaking | | | |
| | |Consolidating/establishing all | | | | |
| | |speaking and listening techniques| | | | |
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|12 |Functional Skills Practice |Test preparation |Discussion of FS marking criteria|Reading, understanding and following |Written response to questions from the |Functional skills assessment |
| |assessment | |and how written assessments meets|instructions from assessment paper |assessment paper. |papers an d marking criteria |
| | | |standards |Reading and following f/s marking |Peer marking and evaluation of assessment| |
| | | | |criteria |paper | |
| |Starting work: | | | | | |
|13 | | | |Match job titles and descriptions |Select vocabulary to gap-fill texts |Vocational material, computers|
| |Identify and describe a range of | | | | | |
| |jobs in the vocational sector | | |Use skimming, scanning and detailed |Make notes as part of planning process | |
| | | | |reading in different ways for different| | |
| |Examine and discuss range of job | | |purpose |Write bullet points with nouns and verbs | |
| |roles and tasks | | | | | |
| | | | |Predict meaning of unknown words using |Use simple sentences accurately | |
| |Extract key info from job | | |context clues | | |
| |descriptions | | | | | |
| | | | |Use a dictionary to find the meaning of| | |
| | | | |unknown words | | |
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|14. |Starting work: |Vocabulary: | |Scanning techniques for key words in |Gap-fill activities on job roles | |
| | |Job titles, key nouns and verbs |Use intonation so that meaning is|text | |Edexcel support materials |
| |Select vocab to gap-fill text | |clearly understood | |Select and use correct form of word (noun| |
| | |Word families: root and parts of | |Use implicit and explicit grammatical |or verb) in context |Vocational materials |
| |Extract and bullet point key info |speech: nouns and verbs, common | |knowledge, along with own knowledge and| | |
| |from job descriptions |endings and spellings | |experiences, to predict meaning, try |Spelling: identify common endings for | |
| | | | |out plausible meanings and to read and |verbs and nouns | |
| | | | |check for sense | | |
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| | | | |Predict meaning of unknown words using | | |
| | | | |context clues | | |
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| | | | |Use a dictionary to find the meaning of| | |
| | | | |unknown words | | |
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|15 |Starting work: | |Use appropriate vocabulary to | |Construct sentences using present simple |Industry material |
| |Skills and qualities |Vocabulary building |describe | |tense appropriately | |
| | | |skills and qualities | | |computer |
| |Identify, describe & explain the | | | |Identify and use descriptive words | |
| |skills & qualities needed for a | |highlight differences between | |accurately in sentences | |
| |range of job roles | |descriptive and explanative | | | |
| | | |language | | | |
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| | | |Use appropriate verb tenses - | | | |
| | | |present simple in all its uses | | | |
| | | |Explain why specific skills and | | | |
| | | |qualities are needed | | | |
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| |Personal Effectiveness | |Listen to radio interview on job |Job adverts: genre, format, layout |Match strengths to jobs | |
| |Employment skills Checklist |FS consolidation |market, identify gist and | | | |
|18 | | |specific information |Skim for gist | | |
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| |Key skills and qualities | |Discuss characteristics of job |Scan for key adjectives to identify | | |
| | | |market |desirable qualities | | |
| |Strengths and weaknesses evaluation| | | | | |
| | | |Discuss and agree skills |Extract key information from adverts | | |
| | | |necessary for jobs | | | |
| | | | |Scan newspapers for job adverts | | |
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