Pearson Edexcel FS English L2 Guidance To Centres

English Level 2
Guidance to Centres
Year 2019 - 2020
Functional Skills L1 & L2

FS English Level 2 Guidance to Centres
Contents
Introduction ........................................................................................................ 3
Useful Documents .............................................................................................. 4
Purpose of Functional Skills .............................................................................. 5
The Reading Test ................................................................................................ 7
Reading Level 1 Exemplification ..................................................................... 11
Reading Level 1 Sample Marked Learner Work (SMLW) ............................. 37
The Writing Test ............................................................................................... 73
Writing level 1 Exemplification & SMLW ........................................................ 78
2
Prepared by: Alicja Mackowaik / Authorised by: Neil Peterson / Version 1.0 - Nov 2019 / DCL1
Introduction
This document is for centres and all those that deliver the Functional Skills English
qualification.
It gives an overview of the new Sample Assessment Materials for the Pearson
Functional Skills English Level 2 Reading and Writing.
It includes comments about how the live question papers are likely to be laid out
and how the mark scheme will be applied. This aims to support centres in their
preparation for assessment.
This document should be read together with the Pearson FS English

Specification: https://qualifications.pearson.com/content/dam/pdf/Functional-
skills/English/2019/specification-and-sample-assessments/pearson-edexcel-
functional-skills-in-english-spec-l1-l2.pdf.
and the Sample Assessment Materials:

https://qualifications.pearson.com/content/dam/pdf/Functional-
skills/English/2019/specification-and-sample-assessments/SAM-L2-FS-English-
plain.pdf
3
Useful documents
Everyone involved in delivering the Functional Skills English Level 2 assessment

materials should be familiar with the following documents:
• Subject content functional skills: English, DfE, February 2018.

https://assets.publishing.service.gov.uk/government/uploads/system/uplo
ads/attachment_data/file/682834/Functional_Skills_Subject_Content_Englis
h.pdf
• Functional Skills English – Content Mapping

https://qualifications.pearson.com/content/dam/pdf/Functional-
skills/reform/Y498a_FS_English_22Nov.pdf
• Subject support
https://qualifications.pearson.com/en/qualifications/edexcel-functional-
skills.html
• There is also a presentation which explains the reformed specification at

https://event.on24.com/eventRegistration/console/EventConsoleApollo.jsp
?uimode=nextgeneration&eventid=2038840&sessionid=1&key=FDE88979
C54F43F50ABA65BA982C9B0B&contenttype=A&eventuserid=305999&play
erwidth=1000&playerheight=650&caller=previewLobby&text_language_id=
en&format=fhaudio#
4
Purpose of Functional Skills
The DfE’s Functional Skills Content document very clearly states that Functional Skills
has three distinct purposes:
Functional Skills qualifications should provide reliable evidence of a student’s

achievements against demanding content that is relevant to the workplace. They
need to provide assessment of students’ underpinning knowledge as well as their
ability to apply this in different contexts. They also need to provide a foundation
for progression into employment or further technical education and develop
skills for everyday life.
Functional Skills are viewed as valuable in terms of employment, of accessing

further training or education and as developing skills for life (the learner as
consumer; the learner as concerned citizen; the learner as part of the community
or the family, etc.). The DfE sums this up as “a qualification for work, study and
life”.
Learners demonstrate their ability to use English confidently and fluently in real-
world situations, given that they will be assessed through the construct of a timed
test.
‘Reading’ is defined as the independent understanding of written language in

specific contexts demonstrated through the use of texts on screen or on paper.
‘Writing’ is defined as the independent construction of written language to

communicate in specific contexts on screen or on paper.
It is important to note that some knowledge about language (for example formal
and informal language) will also be tested on the Reading Paper. This is not just a
skills based test: some knowledge is required.
5
Within terms of Levels 1 and 2 the learning aims and outcomes for Reading and
Writing are:
• Read a range of different text types confidently and fluently, applying their
knowledge and understanding of texts to their own writing
• Write texts of varying complexity, with accuracy, effectiveness, and correct

spelling, punctuation and grammar
• Understand the situations when, and audiences for which, planning, drafting and
using formal language are important, and when they are less important.
The DfE document once more emphasises that Functional Skills are not just work-
related:
• Students should be able to use these functional skills autonomously, applying

them to a range of formal and informal contexts, in the workplace and
in real life.
6
The Reading Test

Level 2 Content Standards
The 9 Content Standards on which the candidates will be tested are:
Content Statements
11. Identify the different situations when the main points are sufficient and when
it is important to have specific details.
12. Compare information, ideas and opinions in different texts, including how they
are conveyed.
13. Identify implicit and inferred meaning in texts.
14. Understand the relationship between textual features and devices, and how
they can be used to shape meaning for different audiences and purposes.
15. Use a range of reference materials and appropriate resources (e.g. glossaries,
legends/
keys) for different purposes, including to find the meanings of words in
straightforward &
complex sources.
16. Understand organisational features and use them to locate relevant

information in a range of straightforward and complex sources.
17. Analyse texts, of different levels of complexity, recognising their use of

vocabulary and
identifying levels of formality and bias.
18. Follow an argument, identifying different points of view and distinguishing fact
from
opinion.
19. Identify different styles of writing and writer’s voice.
7
Text purposes and their definitions:
The test will include one straightforward text (Text A) and two complex texts (Texts
B and C) on linked topics and of varying lengths that instruct, describe, explain or
persuade.
• Instruct - to tell the reader how to do something, for example acquire a new
skill
• Describe - to give details to the reader about an event (often in chronological

order), person, place or object
• Explain - to make something clear to the reader by giving relevant

information in logical
detail
• Persuade - to attempt to change the reader’s opinion or behaviour
Definition of straightforward texts:

Subjects and materials that learners often meet in their work, studies or other
activities. Content within texts is put across in a direct way with the main points
easily identifiable; usually the sentence structures of such texts consist of more
than one subject or more than one independent clause (i.e. compound sentences),
and learners will be familiar with the vocabulary. The vocabulary of
straightforward texts will typically consist of a range of familiar and common
words, together with some specialist words.
Definition of complex texts:

Content within text sometimes include abstract ideas/concepts, it could also be a
less familiar topic. Sentence structure may be complex, contain specialist words
and some unfamiliar vocabulary, less familiar formats, e.g. text book extracts. The
intended readership could be an audience which most learners have not been part
of.
8
The Reading Test
The Reformed Reading Test differs in many ways from the previous version.
The Test will take 75 minutes.
The Test will be marked out of 35.
There will be 3 texts and 15 questions.
All the questions will be based on the 9 DfE Content Standards.
Questions 1 to 4 will be based on Text A – 7 marks

Questions 5 to 8 will be based on Text B – 9 marks
Questions 9 to 11 will be based on Text C – 7 marks
Question 12 to 15 will be based on more than one text – 12 marks
All texts in the test will be linked by a common topic / theme.
The texts will cover topics such as:
• Accommodation
• Apprenticeships
• Consumer issues
• Health and safety
• Healthy living
• Improvements to college/workplace
• Interests
• Issues/opinions
• Job search
• Leisure activities
• Personal finance
• Technology
• Transport and travel
9
Possible formats of the texts:

• Adverts
• Articles
• Blogs
• Emails
• Internet discussions
• Leaflets
• Letters
• Reports
• Reviews
• Webpages
• Web forums
Text Length:
Text A will contain between 250 – 300 words.
Text B will contain between 300 – 350 words.
Text C will contain between 350 – 400 words.
The Test
The pages that follow illustrate the Sample Assessment Materials with texts,
questions, marked examples and annotations.
Each question provides the relevant Content Standard, the SAMs question, the
mark scheme answers and (in italics) any relevant notes. These are then followed
by three candidates’ papers complete with annotations.
The Test is based on these three texts.
10
11
12
13
14
15
The Examiner explains

Content Standard 11
Identify the different situations when the
main points are sufficient and when it is
important to have specific details.

Content Standard 19
Identify different styles of writing and
writer’s voice.
Please review Guidance for centres for
more information (list of the tone words).

Content Standard 17
Analyse texts, of different levels of complexity,
recognising their use of vocabulary and identifying
levels of formality. Please note that this question
16
will sometimes ask candidates to identify examples
ofNeil
Prepared by: Alicja Mackowaik / Authorised by: formal language.
Peterson / Version 1.0 - Nov 2019 / DCL1

Content Standard 16
Understand organisational features and use
them to locate relevant information in a range
of straightforward and complex sources.
17

Content Standard 13
Identify implicit and inferred meaning in texts.

A fact can be verified based on observation or research. It is based on
objective reality and is universal. It does not differ from person to
person and is not debatable.
An opinion is a judgement or belief about something. It is subjective
and based on a personal view or assumption. It differs from person to
person and is debatable.

Content Standard 18
Follow an argument, identifying different points
of view and distinguishing fact from opinion.
Please note that this question will also ask
candidates to identify facts from opinions in the
future.

Content Standard 16
Understand organisational features and use them to locate relevant
information in a range of straightforward and complex sources. Please
review Guidance for centres for more information (list of
organizational features). 18

Content Standard 18
Follow an argument, identifying different points
of view and distinguishing fact from opinion.
This question tests learners’ ability to follow an argument. Each

part of the question will ask for two suggestions/ ideas/ opinions/
problems/ solutions from the text. The two halves of the question
will be on a related theme. Learners will need to read the question
carefully and ensure the information they are selecting is relevant.
19

Content Standard 13
Identify implicit and inferred meaning in texts.

Content Standard 14
Understand the relationship
between textual features and
devices, and how they can be used
to shape meaning for different
audiences and purposes.
20

Content Standard 17
Analyse texts, of different levels of
complexity, recognising their use
of vocabulary and identifying
levels of formality and bias.
21

Content Standard 15
Use a range of reference materials
and appropriate resources (e.g.
glossaries,
legends/keys) for different purposes,
including to find the meanings of
words in straightforward and
complex sources.
22

Content Standard 12
Compare information, ideas and opinions in
different texts, including how they are
conveyed.
Candidates will need to do more than simply

quote from the text to identify a similarity,
e.g. by writing something like: ‘Both texts say
that a good CV is important.’
23

Content Standard 12
Compare [how] information, ideas
and opinions [are conveyed] in
different texts.

Content Standard 11
Identify the different situations when the
main points are sufficient and when it is
24
Annotation for Reading SAMW02/01

Question Annotation
Text A Content Standard 11
Q1 Identify the different situations when the main points are sufficient and when it is
Q: Your friend wants some information about finding a job.

Using Text A, identify two groups of people who can inform
your friend about finding a job.
2 marks
MS: Award 1 mark for each correct answer, up to a maximum of 2 marks:
• careers advisers (1)

• family (1)
This has been designed to be a straightforward question to help

candidates feel a level of confidence at the start of the test. It
will always test learners’ ability to find specific information in
the text.
Q2 Content Standard 19
Identify different styles of writing and writer’s voice.
Q: Which word best describes the style of Text A?

A advisory
B narrative
C sarcastic
D humorous
1 mark
MS: A – advisory
This is a new question as style/writer’s voice wasn’t tested in
Legacy Functional Skills. See addendum at end of reading
section for a list of the tone words candidates need to know.
These should be taught to learners.
Analyse texts, of different levels of complexity, recognising their use of vocabulary and
identifying levels of formality and bias
Q: Which two of these quotations from Text A are examples of

informal
language?
25
A the initial stage

B which role to pursue
C always a good move
D secure the right position
E so that you’re all set
2 marks
MS: C – always a good move

E – so that you’re all set
Future examples of this question will also test formal language.

This is a new type of question and learners will need to practise
distinguishing between formal and informal language.
Understand organisational features and use them to locate relevant information in
a range of straightforward and complex sources.
Q: You have been asked to add subheadings to each

paragraph in Text A.
Number each subheading from 1 to 6 to show which best
matches each paragraph.
Three have been done for you.
Subheading Paragraph
number
Preparation 6
counts
Getting started
Support 3
available
Job hunting
Time for
experience
Need some 1
inspiration?
2 marks
MS: Paragraph number to match subheading:
26
Subheading Paragraph
number
Preparation 6
counts
Getting started 2
Support 3
available
Job hunting 5
Time for 4
experience
Need some 1
inspiration?
• Award 1 mark if one is correct.

• Award 2 marks if two or three are correct
This question will always test subheadings. The question

could also ask for threesubheadings from five, with two
given. Learners need to be able to work out the main ideas
in a paragraph and find the subheading that matches this.
Text B Content Standard 13
Q5 Identify implicit and inferred meaning in texts.
Q: What does each of these quotations from Text B suggest

about technology?
‘a digital divide’
‘future-proof their career paths’
2 marks
MS:
Award 1 mark for each explanation, up to a maximum of

2 marks.
27
Quotation Explanation
‘a digital • a difference in IT
divide’ understanding
• a generation gap in computer
knowledge
• a split caused by technology
‘future-proof • avoid becoming out of
their career date/obsolete at work
paths’ • keeping up to date with
technology
• remain relevant in the
workplace
Accept other explanations that show understanding of the

target phrases.
Do not accept quotations or the same explanation for both
phrases.
This question is similar to Q2 on the Legacy FS paper.

Learners are required to explain the phrases in their own
words and cannot gain marks by simply quoting from the
text.
Follow an argument, identifying different points of view and
distinguishing fact from opinion.
Q: Text B includes both facts and opinions.

Which one of these statements is an opinion?
A Three quarters of parents in the study talk to their children
about their school day.
B Some parents encourage their children to use technology
as a way to develop skills.
C The average child in the UK knows more about technology
than anything else.
D Many children use computers, tablets, mobile phones and
other gadgets every day.
1 mark
28
MS: C – The average child in the UK knows more about

technology than anything else.
This is another new style of question. Please note that this

question will also ask candidates to identify facts from
opinions in the future.
Definition of a fact:
A fact can be verified based on observation or research. It is
based on objective reality and is universal. It does not differ
from person to person and is not debatable.
Definition of an opinion:
An opinion is a judgement or belief about something. It is
subjective and based on a personal view or assumption. It
differs from person to person and is debatable.
Understand organisational features and use them to locate relevant information in
a range of straightforward and complex sources.
Q: (a) Who provides advice for parents in Text B?
(b) Which organisational feature is used to present this advice?
(1 mark)
MS: 7 (a) The NSPCC / Tony Stower / The Head of Child
Safety Online
7 (b) text box
7(a) will always ask for a specific piece of information from

the text and 7(b) will ask how it is presented.
Other organisational features that may be tested are bullet-
point lists and numbering, captions to photographs and
illustrations, speech bubbles, webpage menus, tables and
footnotes. The mark for 7(b) can be awarded if 7(a) is
incorrect and vice versa.
29
Follow an argument, identifying different points of view and distinguishing fact

from opinion
Q: (a) Using Text B, identify two problems parents have

supporting their
children with technology.
(b) Using Text B, identify two suggestions to help
parents support their children with technology.
4 marks
MS: Award 1 mark for each problem parents have supporting

their children with technology, up to a maximum of 2 marks:
• lack confidence (1)
• don’t have the time (1)
• may not have the skills (1)
Accept other appropriate wording.
Award 1 mark for each suggestion to help parents support

their children with technology, up to a maximum of 2 marks:
• explore children’s online world (1)

• use online safety tools (1)
Accept other appropriate wording and other appropriate

answers based on the text.
This question tests learners’ ability to follow an argument.

Each part of the question will ask for two
suggestions/ideas/opinions/problems/solutions from the text.
The two halves of the question will be on a related theme.
Learners will need to read the question carefully and ensure
the information they are selecting is relevant.
30
Text C Content Standard 13

Q9 Identify implicit and inferred meaning in texts
Q: Using Text C, give two quotations that suggest there is a

lot to learn if you want to work in IT.
2 marks
MS: Award 1 mark for each quotation that suggests there is
a lot to learn if you want to work in IT, up to a maximum of
2 marks.
• ‘Working with computers all the time made it obvious to me how much I didn’t
know’ (1)
• ‘taking evening courses in programming and web design’ (1)
• ‘I am constantly developing my knowledge’ (1)
• ‘work very, very hard to develop your skills and knowledge’ (1)
This question is similar to Q9 on the existing FS paper. It will

always ask for two quotations, testing knowledge of implied
or implicit meaning.
Q10 Content Statement 14
Understand the relationship between textual features and devices, and how they
can be used to shape meaning for different audiences and purposes
Q: Using Text C, identify two language features used to

persuade the audience to
consider a career in IT.
Give an example to support each answer.
4 marks
MS: Award 1 mark for each valid language feature identified,
up to a maximum of 2 marks.
Award 1 mark for each valid and linked example, up to a
maximum of 2 marks.
31
• direct address (1), e.g. ‘Thank you’ (1)

• positive language (1), e.g. ‘love’, ‘enthusiastic’ (1)
• rule of three (1), e.g. ‘interesting, challenging and
rewarding’ (1)
• hyperbole/exaggeration (1), e.g. ‘endless’, ‘constantly’ (1)
• numbers/figures/percentages/statistics (1), e.g. ‘1.5 million
people’ (1)
• colloquial/informal language (1), e.g. ‘taking the plunge’
(1)
• first person/use of ‘I’, ‘my’/personal experience (1), e.g.
‘I never really considered’, ‘What I find inspiring’ (1)
• repetition (1), e.g. ‘very, very hard’ (1)
Accept other valid language features.

Do not accept layout features.
This question is similar to Q7 on the Legacy Functional Skills

paper. However, centres and candidates need to be aware
that layout features (e.g. subheadings, use of bullet points
etc.) will no longer be accepted.
Please see addendum at the end of the Reading sections for a
list of possible features.
Q11 Content statement 17
Analyse texts, of different levels of complexity, recognising their use of vocabulary
and identifying levels of formality and bias.
Q: Which one of these quotations from Text C shows that the

writer has a
positive view about careers in technology?
A more than 1.5 million people employed in IT
B You will find the work interesting, challenging and
rewarding
C I was the most computer-literate person in my workplace
D You just need to be enthusiastic about technology
1 mark
MS: B – You will find the work interesting, challenging and

rewarding
This question could also ask candidates to identify a negative
view. It requires learners to be able to recognise bias.
32
Multiple Content statement 15

text Use a range of reference materials and appropriate resources (e.g. glossaries,
questions legends/keys) for different purposes, including to find the meanings of words in
Q12 straightforward and complex sources
Q: You may use a dictionary to answer this question.

(a) ‘showcase yourself to potential employers’
Give one word or phrase to replace ‘potential’ that keeps the
meaning of this
quotation from Text A the same.
(b) ‘remuneration is usually quite generous’
Give one word or phrase to replace ‘remuneration’ that
keeps the meaning of this
quotation from Text C the same.
2 marks
Award 1 mark for any reasonable word or phrase to replace
‘potential’ that does not change the meaning of the sentence,
e.g.:
• possible
• prospective
• likely
• future
• those who might be your
Award 1 mark for any reasonable word or phrase to replace

‘remuneration’ that does not change the meaning of the
sentence, e.g.:
• pay
• salary
• wage
• money you earn
Learners must have a dictionary during the test to help with

this question. Some words will have more than one meaning
and so learners will need to pick the appropriate one from the
dictionary. This question will always test words from two
different texts.
33

Compare information, ideas and opinions in different texts, including how they are
conveyed.
Q: Compare similar ideas from Text A and Text C about what

you need to get started in a career.
In your answer you should:
• give two similarities from these texts about what you need to get started in a
career
• give one quotation from Text A and one quotation from Text C to support each
similarity.
6 marks
MS: Award 1 mark for each relevant similarity between
Text A and Text C, up to a maximum of 2 marks.
Relevant similarities may include:
• passion / enthusiasm
• experience
• a good CV
• hard work
Award 1 mark for a relevant linked quotation from each

text supporting each similarity identified, up to a maximum
of 4 marks.
This is similar to Q10 on the Legacy FS paper. It has been
reworked to make it clearer to candidates how many
similarities they need to find and also the number of examples
required.
There will always be two marks for identifying similarities and
up to four marks for quotations from each text that support
each similarity. Candidates will need to do more than simply
quote from the text to identify a similarity, e.g. by writing
something like: ‘Both texts say that a good CV is important.’

Compare information, ideas and opinions in different texts, including how they are
conveyed.
Q: Which one of these statements about the language used

in Text A and Text B is correct?
A Both use quotations to reinforce their argument.
B Both use direct address to target the audience.
C Both use humour to appeal to the reader.
D Both use statistics to support their points.
1 mark
34
MS: D – Both use statistics to support their points

For this question candidates will need to check that features are in both texts. Some
features will be in one, but not the other.
15 Content statement 11
Identify the different situations when the main points are sufficient and when it is
Q: Your friend wants information about different job roles in IT.

Identify one job role from each of the three texts.
1 mark
MS: Award 1 mark for one piece of evidence from each of the three texts, up to a
maximum of 3 marks:
Award 1 mark for one job role from each of the three texts, up to a maximum of 3
marks:
Text A
• ‘programmers’
• ‘ games developers’
• ‘data inputters’
Text B
• ‘vloggers’
• ‘animators’
• ‘software developers’
Text C
• ‘IT Helpdesk’
• ‘web designer’
This is similar to Q12 on the Legacy FS paper and will always

ask for one piece of evidence from each text.
35
Level 2 Reading: Addendum

Tone words tested for Q2
admiring amused angry apologetic
chatty cheerful concerned conversational
critical depressing disappointed enthusiastic
excited friendly humorous impartial
impersonal irritated knowledgeable optimistic
patronising pessimistic sad sarcastic
serious sincere thoughtful urgent
worried
Possible Language Features for Q7

abbreviation acronym alliteration cliché
colloquial/inform command / imperative contrast direct
al language address
exclamation emotive/positive/negati exaggeration/hyperbo first
ve language le person
metaphor question/ quotation repetitio
n
rhetorical question
rule of three sibilance simile slogan
statistics
36
37
Text booklet
38
39
40
Script 1: Example of a fail
41
Section A
Question Annotation
Q1 ‘Careers adviser’ - Correct answer for first
2 marks mark.
‘Family’ - Correct answer for second mark.
Question Annotation
Q2 Multiple Choice Question (MCQ)
0 marks Not attempted.
42
Question Annotation
Q3 Multiple Response Question (MRQ)
0 marks Only one incorrect answer.
Question Annotation
Q4 All 3 subheadings correct.
2 marks
43
Section B
Question Annotation
Q5 The response in the first answer space
1 mark explains the word ‘divide’, but does not link
this to technology. No mark awarded.
The second phrase ‘Extremely important to
succeed in the future of their career’ is clumsy,
but does convey the idea of technology being
important for future career success. 1 mark
awarded.
Question Annotation
Q6 MCQ – incorrect answer.
0 marks
44
Question Annotation
Q7 7(a): ‘Tony Stower‘ correctly identified.
1 mark 7(b): No organisational feature identified.
Question Annotation
Q8 8(a): 2 correct answers – ‘parents may not
3 marks have skill’ and ‘they don’t have time’.
8(b): 1 correct answer – ‘take time to explore
their child’s online world with them’.
The other suggestion explains why it is
important for parents to support children, not
a way to help parents.
45
Section C
Question Annotation
Q9 Not attempted
0 marks
Question Annotation
Q10 Not attempted
0 marks
46
Question Annotation
Q11 MCQ – correct answer.
1 mark
47
Section D
Question Annotation
Q12 ‘Achieve’ is not an appropriate synonym for
0 marks ‘potential’.
‘A gift’ is closer, but still not quite right for
‘remuneration’, which relates more to
pay/salary.
48
Question Annotation
Q13 One appropriate quotation is selected from
1 mark Text A: ‘You choose an employment sector
that you are passionate about’.
The other quotations are not relevant.
1 mark is awarded for 1 relevant quotation.
Question Annotation
0 marks
49
Question Annotation
Q15 Not attempted
0 marks
50
Script 2: Example of a pass
51
Section A
Question Annotation
Q1 ‘Careers adviser’ - Correct answer for first
2 marks mark.
‘Family’ - Correct answer for second mark.
Question Annotation
0 marks Incorrect answer.
52
Question Annotation
0 marks Both answers incorrect.
Question Annotation
2 marks
53
Section B
Question Annotation
Q5 ‘Divide’ between those that can and those
0 marks that can’t reuses divide and does not explain
the target phrase.
The second phrase is not attempted
Question Annotation
0 marks
54
Question Annotation
Q7 7(a): ‘Tony Stower‘ is correctly identified.
2 marks 7(b): ‘A box’ is close enough to ‘text box’ and
can be awarded.
55
Question Annotation
Q8 8(a): 1 correct answer – ‘Parents lacking
1 mark confidence’. The other answer refers to issues
with children using technology, not why it may
be difficult for parents to support them.
8(b): 2 incorrect answers – the candidate
appears to have used her own knowledge,
rather than suggestions from the text.
56
Section C
Question Annotation
Q9 Both answers are correct.
2 marks
Question Annotation
Q10 The first feature identified (3rd person) is
2 marks incorrect and so no mark can be awarded for
the feature or the example.
The second feature (1st person) is correct and
the example is also correct. 2 marks awarded.
57
Question Annotation
1 mark
Section D
Question Annotation
Q12 ‘Possible’ is an appropriate synonym for
2 marks ‘potential’.
‘Pay’ is an appropriate synonym for
‘remuneration’.
58
Question Annotation
Q13 The reference to being in the 3rd person
3 marks cannot be rewarded as this question is looking
for similar ideas and not language features.
An appropriate similarity is identified: ‘CVs and
making it better’.
An appropriate quotation is selected from each
text to support this similarity.
Thus 1 mark is awarded for identifying a
similarity and two marks for supporting
quotations.
59
Question Annotation
1 mark
Question Annotation
Q15 An appropriate job role is identified from each
3 marks text:
Text A: ‘Game developer’
Text B: ‘Vlogger’
Text C: ‘IT Helpdesk’
Three marks are awarded.
60
Script 3: Example of a pass
61
Section A
Question Annotation
Q1 ‘Asking people for ideas’ - Incorrect answer
1 mark as ‘people’ is too vague.
‘A careers advisor’ - Correct answer for
second mark.
Question Annotation
0 marks Incorrect answer.
62
Question Annotation
1 mark ‘which role to pursue’ is incorrect
‘always a good move’ is correct
63
Question Annotation
2 marks
64
Section B
Question Annotation
Q5 ‘Children are good with technology and adults
2 marks are not’ implies a divide and can be awarded.
‘Improve chances of getting a job’ shows the
benefits of technology for work and can be
awarded.
Question Annotation
0 marks
65
Question Annotation
Q7 7(a): ‘The Internet’ is incorrect.
1 mark 7(b):’Text box’ is correct and so the second
mark can be awarded.
Question Annotation
Q8 8(a): 2 correct answers – ‘They have no
3 marks confidence’ and ‘They don’t have time’.
8(b): 1 correct answer – ‘use online safety
tools’.
66
Section C
Question Annotation
Q9 The first answer is correct.
1 mark The second answer cannot be accepted as it
refers to the benefits of working in IT, rather
than the fact there is a lot to learn.
67
Question Annotation
Q10 The first feature identified (rule of three) is
4 marks correct and a correct example is given.
The second feature (emotive words) is

rewarded as being in line with positive
language. The example given is correct.
68
Question Annotation
1 mark
69
Question Annotation
Q12 ‘Future’ is an appropriate synonym for
2 marks ‘potential’ and so the first mark is awarded.
‘Wages’ can also be accepted as an
appropriate synonym for ‘remuneration’.
70
Question Annotation
Q13 The learner does not identify any appropriate
2 marks similarities.
Two appropriate quotations are given from
Text B and one from Text C.
Candidates who give quotations without
identifying similarities can only be awarded
two marks.
71
Question Annotation
0 marks
Section D
Question Annotation
Q15 An appropriate job role is identified from
3 marks each text:
Text A: ‘Games developers’
Text B: ‘Software developers’
Text C: ‘Web designer’
72
The Writing Test
Content Standards
The seven Content Standards by which the candidates will be assessed are:
Spelling, punctuation and grammar
20. Punctuate writing correctly using a wide range of punctuation markers (e.g.
colons, commas, inverted commas, apostrophes and quotation marks)
21. Use correct grammar (e.g. subject-verb agreement, consistent use of a range
of tenses, definite and indefinite articles) and modality devices (e.g. to express
probability or desirability)
22. Spell words used in work, study and daily life, including a range of specialist
words
Writing composition
23. Communicate information, ideas and opinions clearly, coherently and

effectively
24. Write text of an appropriate level of detail and of appropriate length (including
where this is specified) to meet the needs of purpose and audience
25. Organise writing for different purposes using appropriate format and structure
(e.g. standard templates, paragraphs, bullet points, tables)
26. Convey clear meaning and establish cohesion using organisational markers
effectively
27. Use different language and register (e.g. persuasive techniques, supporting
evidence, specialist words), suited to audience and purpose.
28. Construct complex sentences consistently and accurately, using paragraphs

where appropriate
73
The Writing Test will continue to require candidates to respond to two different
tasks.
The Test will take 60 minutes and the total mark will be 36.
This will be divided as below:
Longer Task 1:
Composition = 12
SPG = 9
Shorter Task 2:
Composition = 9
SPG = 6
In addition there will be a suggestion that the Longer Task should be between 250 to
300 words long and the Shorter Task between 200 and 250. These are only suggestions
and no candidates will be penalised for writing more or less.
The following are the formats of writing that may be included in a Level 2 Test:
• articles
• emails
• eye-witness accounts
• diary entries
• formal letters
• formal reports
• information/advice sheet
• newsletters
• online product or service feedback/review
• reviews
• webpage entries, eg blog, forum.
74
Different types of writing formats for Functional Skills Writing Level 2

Articles
Purpose: Purposes could include giving information about a topic, expressing an
opinion or persuading the reader of a particular point of view.
Format features: An appropriate heading/headline.
Level of formality: This will depend on purpose and audience, e.g. an article written
on a personal topic is likely to be less formal than an article written on a local issue.
Emails
Purpose: Purposes could include applying for a course, giving advice or news to a
friend or relative, or making a complaint.
Format features: Usually it won’t be necessary to put in To/From and a subject line
as this will be provided in the writing frame. The email should begin with an
appropriate greeting and end with an appropriate close.
Level of formality: An informal approach would be appropriate for an email to a
friend or relative although candidates should still write in full sentences and use
correct spellings. A more formal approach would be needed for a work related topic.
Eye-witness accounts
Purpose: To give a narrative account of an event.
Format features: The candidate should include their name and the date of the event.
Level of formality: An eye witness account will require a formal style of writing.
Diary entries
Purpose: This will depend on the task, but is likely to include narrative accounts of
things that the candidate has done or seen.
Format features: The candidate should include the date of the entry or entries.
Level of formality: Generally informal, although a work related diary task could require
a greater degree of formality. Where an informal style is used candidates should still
write in full sentences and use correct spellings.
75
Letters
Purpose: Possible purposes could include applications and expressing opinions on
local issues.
Format features: The candidate should include their address (this can be made up)
and the address of the recipient. An appropriate salutation and matching close should
also be included.
Level of formality: A formal letter will require a formal style of writing. Please note that
candidates will not be asked to write informal letters.
Reports
Purpose: To give information on a given topic.
Format features: A report should include headings for the different sections.
Level of formality: A report will require a formal approach.
Online feedback forms
Purpose: To give a detailed opinion or make a complaint, e.g. about a purchased item,
or a leisure experience.
Format features: Boxes may be provided for the candidate to write their name and
email address.
There are no other format features required.
Level of formality: An informal style will generally be appropriate, but a more formal
style may be appropriate for a complaint. Where an informal style is used candidates
should still write in full sentences and use correct spellings.
Reviews
Purpose: To give a detailed opinion, e.g. of a purchased item, or a leisure experience.
Format features: This will depend on the task, but it would be generally be good
practice to include a title saying what is being reviewed.
Level of formality: A review will usually work best with an informal approach,
depending on the audience it is being written for. Where an informal style is used
candidates should still write in full sentences and use correct spellings.
76
Webpage entries, e.g. blog/forum

Purpose: Will depend on the task but could include a blog entry giving
information/opinions on a particular topic or a web forum entry giving advice to others.
Format features: This will depend on the type of webpage entry required and
formatting features may be provided for the candidate.
Level of formality: A webpage entry will usually work best with an informal approach,
depending on the audience it is being written for. Where an informal style is used
candidates should still write in full sentences and use correct spellings.
Each paper will have one task with an authentic stimulus and one task with a direct
instruction to the candidate.
For example, SAMS Task with an authentic stimulus:
77
78
79
Should we ban cars and lorries from the

town centre?
The candidate uses an appropriate heading.
Content statement 25: Organise writing for different purposes using appropriate
format and structure. Within the response this statement is further addressed by
the effective use of paragraphs to consider different aspects of the argument.
Recently I attended a public meeting about a proposal to

ban cars and lorries from the town centre.
In this article I will talk about the advantages and
disadvantages of the proposal.

The candidate clearly explains what the article will be about.
Content statement 23: Communicate information, ideas and opinions
clearly, coherently and effectively.
The town centre is famous for its businesses and for the
shops on offer. Preventing people from travelling to the
town by car will cause problems for people trying to get to
work or to the shops. This will have an impact on local
businesses as staff will frequently be late for work and local
shops will see their takings decrease.

Complex sentences used.
Content statement 28: Construct complex sentences consistently and
accurately, using paragraphs where appropriate.
80
However, there will be benefits for pedestrians and cyclists

as it will be safer for them because fewer cars will mean
fewer accidents. The air will also be cleaner to breathe for
everyone and there will be less environmental pollution.
People will also be able to save money if they leave their
cars at home and cycle or walk to work instead. Finally,
there will also be less traffic congestion and we all know
that this is a major problem at the moment.

The candidate uses appropriate
The candidate uses language and register, e.g. ‘accidents’
organisational markers such as and ‘environmental.’
‘however’ and ‘finally’.
Content statement 27: Use different
Content statement 26: Convey language and register suited to
clear meaning and establish audience and purpose.
cohesion using organisational
markers effectively.
I believe that the proposal should go ahead as the

advantages outweigh the disadvantages and that we
should take actions to make sure that local people and
businesses don’t suffer. I would suggest offering more
regular bus services and reducing fares so that everyone
can afford to take the bus. The council should also
introduce more bike lanes and walking routes and consider
bringing in a bike hire scheme.
81
We could also improve the town centre by introducing more

seating areas and by bringing back the Friday food market.
This would encourage more people to come into the town and
find out what it has to offer.

The response is 283 words long. It isn’t necessary for candidates to count
words, but they should practise writing responses that meet the suggested
word count.
Content statement 24: Write text of an appropriate level of detail and of
appropriate length to meet the needs of purpose and audience.
82
83
84
Chris
Hi Sam, that’s brilliant news that you’ll be joining my
course! I’m really enjoying it and I’m sure you will
as well.
When do you start?
I’m sure that you found out the basics about the
course at your interview, but what I really like
about it is that we’re assessed as we go along and
so we don’t have to do any exams. The tutors are
friendly and happy to answer any questions that you
might ask and there’s a great bunch of students
who help each other out as well.

The candidate uses a range of punctuation correctly
Content statement 20: Punctuate writing correctly using a
wide range of punctuation markers.
85
The key thing to be successful on the course is to

be enthusiastic and to ask for help when you need
it. It’s fine to make mistakes as long as you learn
from them. There are also lots of resources on the
internet that you can use to study in your own time
and you should set some time aside every day
to do this.
The candidate makes correct use of grammar and appropriate use
of modality devices.
Content statement 21: Use correct grammar and modality devices.
There’s no need to be nervous as you wouldn’t have

got on the course if the tutors didn’t think you
were up to it. Just believe in yourself and I promise
you’ll have a great time on the course as well as
getting the qualification you need.
The candidate correctly spells a wide range of words
including specialist education words such as ‘qualification’
and ‘assessed’.
Content statement 22: Spell words used in work, study and
daily life, including a range of specialist words.
86
The Mark Scheme
Longer Task Composition
Mark Grid A: Composition (12 marks)

0 • No rewardable material.
• Communicates straightforward information, ideas and opinions with some
clarity for purpose and audience.
• Organises writing using appropriate format and structure, including some use
of paragraphs and cohesion, e.g. using organisational markers to some
1–4 extent.
• Uses a range of sentences, including complex sentences, with some
accuracy.
• Uses language and register, including some range of vocabulary, appropriate
to purpose and audience.
• Communicates information, ideas and opinions reasonably clearly with an
appropriate level of detail for purpose and audience to an appropriate length.
• Organises writing using appropriate format and structure, including generally
accurate use of paragraphs, and mostly maintaining cohesion, e.g. using
5–8 organisational markers.
• Uses a range of sentences, including complex sentences, with general
accuracy.
• Uses language and register, including a wide range of vocabulary,
appropriate to purpose and audience.
• Communicates information, ideas and opinions with consistent clarity, using
detail effectively for purpose and audience to an appropriate length.
• Organises writing using appropriate format and structure, including effective
use of paragraphs, and sustaining cohesion, e.g. using organisational
9–12 markers.
• Uses a range of sentences, including complex sentences, accurately
and effectively.
• Uses language and register, including an extensive range of vocabulary,
87
Longer Task Spelling, Punctuation and Grammar
Mark Grid B: Spelling, punctuation and grammar (9 marks)

• Some use of correct grammar (e.g. subject-verb agreement, consistent use
of a range of tenses, definite and indefinite articles) and modality devices
(e.g. to express probability or desirability).
1–3 • Some correct use of a range of punctuation (e.g. colons, commas, inverted
commas, apostrophes and quotation marks).
• Spelling of words used in work, study and daily life, including a range of
specialist words, is sometimes accurate.
• Generally correct use of grammar (e.g. subject-verb agreement, consistent
use of a range of tenses, definite and indefinite articles) and modality
devices (e.g. to express probability or desirability).
4–6 • Generally correct use of a range of punctuation (e.g. colons, commas,
inverted commas, apostrophes and quotation marks).
• Spelling of a range of words used in work, study and daily life, including a
range of specialist words, is generally accurate.
• Consistently correct use of grammar, with occasional lapses (e.g. subject-
verb agreement, consistent use of a range of tenses, definite and indefinite
articles) and modality devices (e.g. to express probability or desirability).
7–9 • Consistently correct use of a wide range of punctuation (e.g. colons,
commas, inverted commas, apostrophes and quotation marks) with
occasional lapses.
• Spelling of a wide range of words used in work, study and daily life, including
a range of specialist words, is consistently accurate, with occasional lapses.
88
Shorter Task Composition
Mark Grid A: Composition (9 marks)

• Communicates straightforward information, ideas and opinions with some

clarity for purpose and audience.
• Organises writing using appropriate format and structure, including some use
of paragraphs and cohesion, e.g. using organisational markers to some
1–3 extent.
• Uses a range of sentences, including complex sentences, with some
accuracy.
• Uses language and register, including some range of vocabulary, appropriate
to purpose and audience.
• Communicates information, ideas and opinions reasonably clearly with an
appropriate level of detail for purpose and audience to an appropriate length.
• Organises writing using appropriate format and structure, including generally
accurate use of paragraphs, and mostly maintaining cohesion, e.g. using
4–6 organisational markers.
• Uses a range of sentences, including complex sentences, with general
accuracy.
• Uses language and register, including a wide range of vocabulary,
• Communicates information, ideas and opinions with consistent clarity, using
detail effectively for purpose and audience to an appropriate length.
• Organises writing using appropriate format and structure, including effective
use of paragraphs, and sustaining cohesion, e.g. using organisational
7–9 markers.
• Uses a range of sentences, including complex sentences, accurately
and effectively.
• Uses language and register, including an extensive range of vocabulary,
89
Shorter Task Spelling, Punctuation and Grammar

Mark Grid B: Spelling, punctuation and grammar (6 marks)
• Some use of correct grammar (e.g. subject-verb agreement, consistent use

of a range of tenses, definite and indefinite articles) and modality devices
(e.g. to express probability or desirability).
1–2 • Some correct use of a range of punctuation (e.g. colons, commas, inverted
commas, apostrophes and quotation marks).
• Spelling of words used in work, study and daily life, including a range of
specialist words, is sometimes accurate.
• Generally correct use of grammar (e.g. subject-verb agreement, consistent
use of a range of tenses, definite and indefinite articles) and modality
devices (e.g. to express probability or desirability).
3–4 • Generally correct use of a range of punctuation (e.g. colons, commas,
inverted commas, apostrophes and quotation marks).
• Spelling of a range of words, used in work, study and daily life, including a
range of specialist words, is generally accurate.
• Consistently correct use of grammar (e.g. subject-verb agreement,
consistent use of a range of tenses, definite and indefinite articles) and
modality devices (e.g. to express probability or desirability), with
occasional lapses.
5–6 • Consistently correct use of a wide range of punctuation (e.g. colons,
commas, inverted commas, apostrophes and quotation marks) with
occasional lapses.
• Spelling of a wide range of words, used in work, study and daily life,
including a range of specialist words, is consistently accurate, with occasional
lapses.
Marking
A candidate’s composition may be appropriate for Level 2, but spelling, punctuation and
grammar may have weaknesses; or a candidate may have reasonably secure spelling,
punctuation and grammar but be less successful in composition. Thus markers will apply both
marking grids independently.
When awarding a mark for composition (Grid A), markers will use the first bullet point in each
band in the mark scheme to decide on the overall level of achievement.
The other three bullet points will be used to refine that judgment to determine where best to
place the response within the band.
When awarding a mark for spelling, punctuation and grammar (Grid B), markers will make a
‘best fit’ judgement using the descriptors.
90
91

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English Level 2

Functional Skills L1 & L2

Useful Documents .............................................................................................. 4

Purpose of Functional Skills .............................................................................. 5

The Reading Test ................................................................................................ 7

Reading Level 1 Exemplification ..................................................................... 11

Reading Level 1 Sample Marked Learner Work (SMLW) ............................. 37

The Writing Test ............................................................................................... 73

Writing level 1 Exemplification & SMLW ........................................................ 78

This document should be read together with the Pearson FS English

and the Sample Assessment Materials:

Everyone involved in delivering the Functional Skills English Level 2 assessment

• Subject content functional skills: English, DfE, February 2018.

• Functional Skills English – Content Mapping

• There is also a presentation which explains the reformed specification at

Purpose of Functional Skills

Functional Skills qualifications should provide reliable evidence of a student’s

Functional Skills are viewed as valuable in terms of employment, of accessing

‘Reading’ is defined as the independent understanding of written language in

‘Writing’ is defined as the independent construction of written language to

• Write texts of varying complexity, with accuracy, effectiveness, and correct

• Students should be able to use these functional skills autonomously, applying

The Reading Test

13. Identify implicit and inferred meaning in texts.

16. Understand organisational features and use them to locate relevant

17. Analyse texts, of different levels of complexity, recognising their use of

19. Identify different styles of writing and writer’s voice.

Text purposes and their definitions:

• Describe - to give details to the reader about an event (often in chronological

• Explain - to make something clear to the reader by giving relevant

• Persuade - to attempt to change the reader’s opinion or behaviour

Definition of straightforward texts:

Definition of complex texts:

The Reading Test

The Test will take 75 minutes.

The Test will be marked out of 35.

There will be 3 texts and 15 questions.

All the questions will be based on the 9 DfE Content Standards.

Questions 1 to 4 will be based on Text A – 7 marks

All texts in the test will be linked by a common topic / theme.

The texts will cover topics such as:

Possible formats of the texts:

The Test is based on these three texts.

The Examiner explains

The Examiner explains

The Examiner explains

The Examiner explains

The Examiner explains

The Examiner explains

The Examiner explains

The Examiner explains

The Examiner explains

The Examiner explains

This question tests learners’ ability to follow an argument. Each

The Examiner explains

The Examiner explains

The Examiner explains

The Examiner explains

The Examiner explains

Candidates will need to do more than simply

The Examiner explains

The Examiner explains

Annotation for Reading SAMW02/01