FS English L1 SOW v1.3

Pearson Functional Skills English Level 1 Scheme of Work
Week Topic Specification Objectives Success criteria Teaching

references hours
1 Introduction to L1.1 SLC Identify By the end of the session, learners should Learners should be able to take part in a 2
Functional Skills relevant information be able to: ‘getting to know you’ activity. This could
and lines of argument  introduce themselves to the group involve a bingo-style activity where
in explanations or  say what they hope to achieve learners have to talk to the others in the
presentations  read about and discuss the course group and find out basic information about
 listen to and follow instructions. them, or an activity where they each have
L1.3 SLC Respond to find out three facts about their partner
effectively to detailed and share it with the group. As part of the
questions induction session, learners could complete
a group learning contract and/or share
L1.7 SLC Use their hopes and fears about the course.
appropriate phrases,
registers and adapt Learners should understand that there are
contributions to take three components to Functional Skills
account of audience, Level 1: Reading, Writing (including
purpose and medium Spelling, punctuation and grammar) and
Speaking, listening and communicating.
L1.8 SLC Respect the They could be given a leaflet/handout with
turn-taking rights of this information on and asked to identify
others during the key points or listen to a presentation
discussions, using outlining the key areas. This could include,
appropriate language for example, the types of written texts
for interjection they will learn to produce and the areas
they will be assessed on as part of the
reading exam, e.g. making comparisons.
As part of induction, learners could show
Pearson Edexcel Functional Skills Qualification in English at Level 1 - Scheme of Work (SOW)
1 Issue 1 - June 2019 © Pearson Education Limited 2019
that they understand the health and safety
practices of the centre. For example,
where the fire exit is. Verbal questions can
be asked to check understanding and to
assess each learner’s speaking, listening
and communicating starting point.
2 Spelling, L1.19 SPG Use a range By the end of the session, learners should Learners should be introduced to the 2
punctuation of punctuation be able to: punctuation marks they will need to be
and grammar: correctly (e.g. full  identify how to use full stops, question able to interpret as part of the reading
Using stops, question marks, marks, exclamation marks, commas, exam, as well as use in their own writing.
punctuation exclamation marks, brackets and apostrophes
commas, possessive  explain the effect of each punctuation Learners could be asked to work in pairs to
apostrophes) mark create definitions for each mark, or could
 use each mark correctly in a sentence be given a matching exercise to match the
L1.18 R Use  proofread and correct punctuation mark to the correct definition.
knowledge of errors.
punctuation to aid They could be given sample sentences and
understanding of asked to discuss the effect of each
straightforward texts punctuation mark on the reader. They
should consider the effect of full stops,
L1.6 SLC Follow and question marks, exclamation marks,
understand commas, apostrophes, brackets and capital
discussions and make letters. For example, an apostrophe may
contributions relevant have been used to indicate possession, or
to the situation and brackets may give additional information.
the subject
Using their list of definitions, learners
should be able to identify where
punctuation is needed in example
sentences. This could be delivered as a
quiz or as a worksheet activity. This could
be used as an opportunity to discuss
possible areas of confusion. For example,
the use of possessive apostrophes with
collective nouns such as ‘children’.
Learners could be given a short text to

proofread and correct. This could be a
timed task to encourage learners to leave
sufficient time to proofread and correct
their own written work. For example,
learners could initially be given a short
time, e.g. two minutes, to find the errors,
and then subsequently given longer, to
highlight how long it takes to read a text
carefully and to correct it accurately.
3 Reading: L1.11 R Identify By the end of the session, learners should This session could begin with a starter 2
Reading for meanings in texts and be able to: activity that introduces the learner to the
information distinguish between  identify facts and opinions difference between a fact and opinion. A
(facts and fact and opinion  read and highlight the key words in a fact is something the writer presents as
opinions; text true or is presented as a truth in the
purpose of a L1.9 R Identify and  identify the main purpose of a text context of the text. For example, a text
text; key words understand the main  explain the key ideas in a text. may state: ‘98% of people enjoy visiting
and ideas) points, ideas and the cinema’. While this may not be ‘true’,
details in texts it is presented as a fact in the context of
the text. The learners could work
L1.4 SLC Communicate individually or in teams to decide if a
information, ideas and statement is a fact or an opinion. This
opinions clearly and could be facilitated as a quiz.
accurately on a range
of topics Learners should be able to read a
straightforward text and highlight the key
L1.5 SLC Express words and ideas in the text. Encourage
opinions and learners to highlight any key facts they
arguments and spot as a starting point to develop this skill.
support them with
evidence Learners should be asked to read a range
of straightforward texts across the year.
They should become familiar with texts
that instruct, describe, explain and
persuade. It may be useful to introduce
learners to the range of texts they will be
asked to produce as part of the writing
exam by asking them to read these text
types. For example, articles, emails, diary
entries, reports, letters,
information/advice sheets, reviews, forum
contributions. They should be able to
identify the main purpose of the texts they
are reading. For example: ‘to inform
people about …’. Learners could be
introduced to this concept by asking them
to identify what different kinds of text are,
for example instructional, e.g. an assembly
manual.
Learners should be able to use their close

reading skills to answer a series of
comprehension questions that
demonstrate their understanding of the
main points and ideas covered by the
writer. It may be useful to introduce this
skill by encouraging learners to read texts
of personal interest.
Learners could be encouraged to discuss

the ideas in the texts to support the
development of speaking, listening and
communicating.
4 Reading: L1.9 R Identify and By the end of the session, learners should Building on the previous session, learners 2
Reading for understand the main be able to: should be able to read and highlight the
information points, ideas and  read and highlight the key words in the key ideas in three straightforward texts on
(key words and details in texts texts a similar topic. For example, three texts on
ideas; purpose  identify the main purpose of the texts social media celebrities and influencers.
of a text; L1.5 SLC Express  discuss the key ideas in the texts
punctuation opinions and  explain the key ideas in the texts After reading the texts, the group could
and meaning) arguments and  explain how the writers use take part in a discussion, sharing their
support them with punctuation in the texts to convey thoughts on the key ideas and comparing
evidence meaning. their understanding.
L1.18 R Use Learners should be able to identify the

knowledge of purpose of each text. For example, one
punctuation to aid text may encourage readers to create
understanding of social media accounts; another may give
straightforward texts advice on staying safe online. Learners
should be able to answer a series of
L1.4 SLC Communicate comprehension questions, showing their
information, ideas and understanding.
opinions clearly and
accurately on a range Learners should be encouraged to reflect
of topics on the writers’ use of punctuation to
convey meaning.
L1.5 SLC Express
opinions and
arguments and
support them with
evidence
5 Reading: L1.10 R Compare By the end of the session, learners should Learners should be able to make 2
Comparing information, ideas and be able to: comparisons between the key information
texts opinions in different  identify facts and opinions in the texts in the texts. They could begin by noting
texts  read and highlight the key words in the any similarities the texts have. For
texts example, texts about getting a job may
L1.11 R Identify  identify the main purpose of the texts both have similar advice about how to
meanings in texts and  explain the key ideas in the texts dress for an interview.
distinguish between  compare information in the texts
fact and opinion  use quotations to evidence their ideas. Learners should be introduced to using
quotations to evidence their ideas. For
L1.4 SLC Communicate example, if they state that both texts
information, ideas and recommend dressing smartly for an
opinions clearly and interview, they should then be able to find
accurately on a range a quotation from both texts that evidences
of topics this.
Learners should be able to identify the
L1.5 SLC Express main purpose of the texts that they read,
opinions and for example to give advice on finding a job.
arguments and They should also be encouraged to
support them with highlight and identify both facts and
evidence opinions in the texts that they read.
Learners could be encouraged to discuss

the ideas in the texts to support the
communicating.
6 Reading: L1.12 R Recognise that By the end of the session, learners should Learners should be introduced to a range 2
Textual features language and other be able to: of language or textual features and be able
textual features can  identify and explain language/textual to say what effect they have on the reader.
be varied to suit features These could include the use of commands,
different audiences  say what effect each feature has (rhetorical) questions, exclamations, direct
and purposes  identify formal and informal language. address, first person, rule of three,
repetition, statistics, quotations and
L1.16 R Recognise adjectives.
vocabulary typically
associated with Learners could be introduced to the
specific types and features through a sorting activity and
purposes of text asked to match the feature to the
definition.
L1.4 SLC Communicate
information, ideas and Learners should be encouraged to note
opinions clearly and these features as they read a text and then
accurately on a range consider what effect they have. For
of topics example, a question may be used to
encourage or persuade a reader to do
L1.5 SLC Express something.
opinions and
arguments and Learners should be able to spot the
support them with difference between formal and informal
evidence language. They should be able to say when
formal and informal language suit the
purpose and the audience.
7 Reading: L1.14 R Understand By the end of the session, learners should Learners should be familiar with some of 2
Structural organisational and be able to: the key organisational and structural
features structural features  identify organisational and structural features used by writers to present
and use them to features information. These could include text
locate relevant  use organisational and structural boxes, bullet points, speech bubbles, bold,
information (e.g. features to locate relevant information numbering, menus, etc.
index, menus, in a text
subheadings,  identify the key ideas in the text Learners should practise reading texts that
paragraphs) in a range  explore and discuss ideas in the text use features such as text boxes. They
of straightforward and support these with evidence from should be encouraged to consider how the
texts the text. features support the reader to locate
information. Learners could be asked to
L1.9 R Identify and identify the features as they begin to read
understand the main a text.
points, ideas and
details in texts Learners should be able to identify and
understand the key ideas in the text. They
L1.4 SLC Communicate could be given a series of comprehension
information, ideas and questions to support this.
accurately on a range Learners could be encouraged to discuss
of topics the ideas in the texts to support the
L1.5 SLC Express communicating.
opinions and
arguments and
support them with
evidence
8 Reading: L1.13 R Use reference By the end of the session, learners should Learners should be able to use a dictionary 2
Meaning materials and be able to: to find the meaning of a word. They could
appropriate strategies  use a dictionary to locate a meaning be encouraged to do this with any new
(e.g. using knowledge  suggest an alternative word vocabulary presented in a text.
of different word  identify the language features used in a Learners should be able to use a dictionary
types) for a range of text definition to suggest an alternative word
purposes, including to  use organisational and structural that has the same meaning. Learners could
find the meaning of features to locate relevant information be given a series of sentences and asked to
words in a text use a dictionary to both find the meaning
 identify the key ideas in a text. of a word and suggest a suitable
L1.12 R Recognise that alternative.
language and other
textual features can Learners should draw on their knowledge
be varied to suit from previous lessons and be able to
different audiences identify the key ideas in a text. They should
and purposes be encouraged to use the organisational
features to locate information and to
L1.14 R Understand discuss the language used by the writer to
organisational and convey meaning.
structural features,
and use them to Learners could be encouraged to discuss
locate relevant the ideas in the texts to support the
information (e.g. development of speaking, listening and
index, menus, communicating.
subheadings,
paragraphs) in a range
of straightforward
texts
L1.9 R Identify and

understand the main
points, ideas and
details in texts

information, ideas and
of topics
L1.5 SLC Express
opinions and
arguments and
support them with
evidence
9 Reading: Mock All Level 1 Reading By the end of the session, learners should Learners should be given the opportunity 2
paper practice specification be able to: to complete a mock practice paper in exam
references  identify key words in the questions conditions (including having access to any
 read and understand the texts approved exam arrangements, such as
L1.2 SLC Make  use a dictionary to find meaning. extra time).
requests and ask
relevant questions to Learners could be introduced to the format
obtain specific of the exam by discussing the questions as
information in a group. Ask them to highlight the key
different contexts words in each question to aid
understanding.
Learners should read the texts

independently and complete as many
questions as they can. They should be
encouraged to use all of the time available
and should check their work carefully. Each
learner should have access to a dictionary.
10 Reading: L1.10 R Compare By the end of the session, learners should Part of this session could be used as a 2
Comparison information, ideas and be able to: ‘walk and talk’ to run through the mock
opinions in different  identify revision targets practice paper as a group. Or learners
texts  Identify and discuss the key ideas in could be set a task and be allocated some
the texts one-to-one time to discuss their mock
L1.9 R Identify and  compare texts and select appropriate result. They could be given some time to
understand the main quotations identify a revision target to improve their
points, ideas and  recognise language and textual result.
details in texts features.
Learners should be given straightforward
L1.12 R Recognise that texts to read. These could be read as a
language and other group. Learners should be able to identify
textual features can if the language in each text is formal or
be varied to suit informal, and be able to identify the key
different audiences ideas in the texts. This could be assessed
and purposes as part of a group discussion or through a
series of comprehension questions.
L1.16 R Recognise
vocabulary typically Learners should be able to make
associated with comparisons between the texts by finding
specific types and at least one similarity, and support their
purposes of texts (e.g. ideas with suitable quotations.
formal, informal,
instructional, Learners could be encouraged to discuss
descriptive, the ideas in the texts to support the
explanatory and development of speaking, listening and
persuasive) communicating.

of topics
11 Reading: L1.15 R Infer from By the end of the session, learners should Learners should be able to infer meaning 2
Images images meanings not be able to: from an image that is not explicit in the
explicit in the  infer meaning from an image accompanying text. For example, an article
accompanying text  use context to understand meaning on climate change may include an image of
 identify the key ideas in a text a littered beach, but the article itself may
L1.16 R Recognise  discuss the key ideas in a text. not refer explicitly to the problems caused
vocabulary typically by littering. Learners should be able to say
associated with what the image adds to the text.
specific types and
purposes of texts (e.g. Learners should be able to use the context
formal, informal, of a text to understand any specialist
instructional, vocabulary used by the writer. For
descriptive, example, an article on climate change
explanatory and might use the term ‘global warming’.
persuasive)
As learners read texts, they should be able
L1.17 R Read and to identify and discuss the key ideas. This
understand a range of could be assessed in a group discussion.
specialist words in For example, asking the learners to read
context two different articles – one supporting
climate action and one detailing an
L1.9 R Identify and opposing view – could encourage debate
understand the main and reinforce the difference between fact
points, ideas and and opinion. Or learners could be asked to
details in texts answer a series of comprehension-style
questions.
L1.12 R Recognise that
language and other
textual features can
be varied to suit
different audiences
and purposes
12 Reading: Mock All Level 1 Reading By the end of the session, learners should Learners could be given a second 2
paper practice specification be able to: opportunity to complete a mock practice
references  identify key words in the questions paper in exam conditions (including having
 read and understand the texts access to any approved exam
L1.2 SLC Make  use a dictionary to find meaning. arrangements, such as extra time).
requests and ask
relevant questions to It may be useful to recap any areas of
obtain specific difficulty identified in the first mock paper
information in results. A question and answer session
different contexts could take place to ensure the learners
understand the demands of the exam and
to give them the opportunity to discuss
any features of the exam they are unsure
of.
Learners should read the texts

independently and complete as many
questions as they can. They should be
and should check their work carefully. Each
learner should have access to a dictionary.
This may be an opportunity to enter the
learners for the Reading exam.*
*Assessment of this qualification can take

place at the centre’s discretion. Any
opportunities to formally assess learners
that are given in this Scheme of Work are
only suggestions.
13 Speaking, L1.1 SLC Identify By the end of the session, learners should Learners could be introduced to this 2
listening and relevant information be able to: activity by asking them to reflect on a time
communicating: and lines of argument  identify the key features of a successful when they have had to take part in a group
Listening closely in explanations or discussion discussion. They could work in small
presentations  demonstrate close listening groups to identify some good discussion
 identify the keys ideas shared in the techniques. For example, not speaking
L1.5 SLC Express discussion. over others, demonstrating positive body
opinions and language.
arguments and
support them with It may be useful to set some ground rules
evidence before taking part in any speaking and
listening activities.
Learners could be divided into small

groups of between three and five, and
asked to discuss a given topic. They should
be able to show that they have listened to
the views of others by recalling what was
said in the discussion.
They could be encouraged to reflect on

whether their discussion was successful
and identify areas that they could improve.
14 Speaking, L1.2 SLC Make By the end of the session, learners should Learners should be given the opportunity 2
listening and requests and ask be able to: to practise Task 1 of the formal
communicating: relevant questions to  prepare their ideas assessments. Learners could begin by
Questions (Task obtain specific  ask questions identifying the key elements of a
1: part 1) information in  listen carefully and respond to a successful talk. They could be shown a
different contexts question. short talk and asked to say what went well
and what could be done differently.
L1.3 SLC Respond
effectively to detailed Learners could use this session to prepare
questions their practice talk. Their talk should be on
a familiar topic, for example a hobby or
interest.
Learners should be introduced to the

difference between open and closed
questions. This could be assessed as part
of a practice task where they have to find
out information from each other using only
open questions.
Learners could be encouraged to develop

cue cards to help prompt them. However,
they must understand that they cannot
read from their notes. Learners could use
presentation software for this task.
15 Speaking, L1.1 SLC Identify By the end of the session, learners should Learners could use their preparation from 2
listening and relevant information be able to: the last session to practise Task 1 in small
communicating: and lines of argument  present their talk to the group groups.
Giving talks in explanations and  speak clearly about their topic
(Task 1: part 2) presentations  ask open questions They should aim to talk for 3–4 minutes.
 listen and respond to questions. They should listen closely to the questions
L1.2 SLC Make at the end and respond clearly. Each group
requests and ask member should be prepared to ask a
relevant questions to question to the other members in their
obtain specific group.
information in
different contexts Learners should be given some feedback
on their practice talk. They should be
L1.3 SLC Respond encouraged to reflect on their contribution
effectively to detailed and to identify a goal to work towards.
questions

of topics
L1.7 SLC Use
registers and adapt
contributions to take
account of audience,
purpose and medium
16 Speaking, L1.4 SLC Communicate By the end of the session, learners should Learners should be given the opportunity 2
listening and information, ideas and be able to: to practise a formal discussion. They will
communicating: opinions clearly and  research their topic need time to complete some research on
Discussions accurately on a range  contribute to a formal group discussion their given topic. This should be a more
(Task 2) of topics  share their opinions with the group formal subject than Task 1, for example
 listen closely relating to current affairs.
L1.5 SLC Express  wait for a gap before speaking
opinions and  use an appropriate tone. Learners should work in groups of 3–5 and
arguments and discuss their topic for 10 minutes.
support them with
evidence This could be done as a peer observation
activity, where others in the group give
L1.6 SLC Follow and informal feedback to the learners
understand completing the practice discussion.
discussions and make
contributions relevant Learners should be given feedback from
to the situation and the assessor. They should have the
the subject opportunity to reflect on their practice
discussion and set targets for
L1.7 SLC Use improvement.
registers and adapt
contributions to take
account of audience,
purpose and medium
L1.8 SLC Respect the

turn-taking rights of
others during
discussions, using
appropriate language
for interjection
17 Speaking, All Level 1 Speaking, By the end of the session, learners should Learners should be formally assessed 2
listening and listening and be able to: against the Speaking, listening and
communicating: communicating  give a short talk communicating specification references.
Task 1 and 2 specification  ask questions They should be assessed giving a short talk
(formal references  listen to and answer questions to a small group of peers, who should ask
assessment)  contribute to a group discussion questions. Each learner should both ask
 listen to the ideas of others and answer questions.
 use an appropriate tone.
Learners should also be assessed taking
part in a group discussion with their peers.
18 Writing: Format L1.24 W Use format, By the end of the session, learners should To introduce this topic, learners could 2
and structure/ structure and be able to: reflect on the variety of texts that they
Information language appropriate  identify the correct format and have read previously and be asked to
sheet for audience and structure of each text type identify the appropriate format and
purpose  identify the purpose of a text structure for each text type. Text types
 identify appropriate language features. could include articles, emails, diary entries,
L1.22 W Communicate reports, letters, information/advice sheets,
information, ideas and reviews and forum contributions.
opinions clearly,
coherently and Learners should understand that their
accurately writing should be functional. For example,
a letter without a return address may not
L1.23 W Write text of be functional as the recipient may be
an appropriate level unable to respond.
of detail and of
appropriate length Learners should be able to plan and draft
(including where this an information sheet or leaflet. For
is specified) to meet example, learners could be asked to create
the needs of purpose an information sheet about their course of
and audience study or giving revision tips. They should
be able to identify the purpose of their
writing, e.g. inform/advise, and use this to
select the correct tone when writing.
For example, an information sheet about

the course may be formal in tone, whereas
revision tips intended for peers may be
informal. Learners should be able to reflect
on their previous study of language and
textual features to identify the features
that may be appropriate to use in their
writing. For instance, an information sheet
is likely to use the direct address ‘you’.
Learners should take time to check that

their meaning is clear.
19 Spelling, L1.21 SPG Spell words By the end of the session, learners should Learners should be aware of the emphasis 2
punctuation used most often in be able to: placed on Spelling, punctuation and
and grammar: work, study and daily  identify common spelling errors grammar in the formal writing exam.
Spelling life, including  identify a spelling strategy to support
strategies and specialist words learning Learners could be asked to identify
punctuation  identify and correct spelling errors. common words that they find difficult to
spell correctly, for example homophones.
Learners should identify a spelling strategy
that helps them to remember challenging
words. For example: looking, covering,
writing or sounding out the words.
Learners should be encouraged to

proofread their work, checking closely for
spelling errors, particularly where an error
may affect meaning.
Learners could complete a proofreading

task, focusing on spelling errors.
Learners should be able to recap the

punctuation marks they developed
definitions for at the start of the course.
They should be able to use full stops,
question marks, exclamation marks,
commas, brackets and apostrophes
correctly in their own writing. They could
be asked to correct sample sentences to
practise this skill. Learners should be
encouraged to check for these marks as
part of a final proofreading exercise each
time they plan and draft a written
response.
20 Spelling, L1.20 SPG Use correct By the end of the session, learners should Learners should be able to write clearly to 2
punctuation grammar (e.g. be able to: ensure that their meaning is understood.
and grammar: subject–verb  identify simple, compound and complex They should be able to use complex
Grammar agreement, consistent sentences sentences to express their ideas. Learners
use of different  write simple, compound and complex should be able to identify when it is
(SLC retakes) tenses, definite and sentences appropriate to write in the singular or in
indefinite articles)  identify and use the correct definite and the plural. For example, by using ‘is’ and
indefinite article ‘are’ correctly in their writing. Learners
L1.25 W Write  use the correct subject–verb agreement should also be able to use the definite and
consistently and  use the correct tense when writing. indefinite article and the correct tense
accurately in complex accurately.
sentences, using
paragraphs where Depending on the needs of the group, time
appropriate may need to be given to introduce and
discuss these ideas. Learners could be
asked to identify and correct grammatical
errors in the writing of others, and/or
could take part in a quiz covering these
topics.
This session could also be used as an

opportunity to assess any Speaking,
listening and communicating retakes.
21 Writing: L1.24 W Use format, By the end of the session, learners should Learners should be encouraged to plan 2
Structure and structure and be able to: their writing and consider the structure
using language appropriate  use a clear structure when writing needed to develop a coherent response.
paragraphs for audience and  identify when to use a paragraph They should ensure that their writing has a
purpose  write in depth and with detail. beginning, middle and end. For example,
when writing a letter of complaint, it is
L1.25 W Write useful to give the details of the complaint
consistently and before explaining what response is
accurately in complex required.
sentences, using
paragraphs where Learners should be encouraged to write in
appropriate depth and with detail, but should avoid
word-counting. Learners should be able to
L1.23 W Write text of judge whether their response fully answers
an appropriate level the question and meets the needs of the
of detail and of intended audience. They could be given
appropriate length some sample learner responses and asked
(including where this to consider whether the writer has fully
is specified) to meet met the purpose of the task and the needs
the needs of purpose of the audience.
and audience
Learners should be able to use paragraphs
effectively. They could be asked to insert
paragraph breaks into a section of
continuous text and say why and where
paragraphing is needed.
22 Writing: Letters L1.22 W Communicate By the end of the session, learners should Learners should be able to write a formal 2
information, ideas and be able to: letter using accepted conventions
opinions clearly,  identify the correct layout for a formal (addresses, date, subject line, salutation
coherently and letter and close). This could be introduced by
accurately  plan and draft a formal letter asking learners to identify the correct
 use complex sentences layout using a sorting exercise.
L1.23 W Write text of  proofread their work for errors.
an appropriate level Learners should be able to plan and draft a
of detail and of letter, for example a letter of application. It
appropriate length may be useful to introduce planning as a
(including where this group activity, asking learners to identify
is specified) to meet and highlight the key words in the question
the needs of purpose and to share ideas about how to tackle it.
and audience Learners should be encouraged to expand
on any bullet points in the question.
L1.24 W Use format,
structure and Recapping on previous sessions, learners
language appropriate should use paragraphs to structure their
for audience and ideas and should use complex sentences.
purpose
Learners should be able to proofread their
L1.21 SPG Spell words work for errors and make corrections. This
used most often in could be introduced as a peer marking
work, study and daily activity, where learners work in pairs to
life, including identify and make corrections.
specialist words
L1.20 SPG Use correct

grammar (e.g.
subject–verb
agreement, consistent
use of different
tenses, definite and
indefinite articles)
L1.25 W Write
consistently and
accurately in complex
sentences, using
paragraphs where
appropriate
23 Writing: Emails L1.22 W Communicate By the end of the session, learners should Learners should be able to write an email 2
information, ideas and be able to: using accepted conventions. For example,
opinions clearly,  identify the correct layout for an email choosing the correct salutation for the
coherently and  plan and draft an email intended audience and the correct close.
accurately  use complex sentences Learners could be given a selection of
 proofread their work for errors. emails to read and asked to consider
L1.23 W Write text of whether the tone and language used in the
an appropriate level emails is appropriate for the audience.
of detail and of
appropriate length Learners should be able to plan and draft
(including where this an email, for example an informal email to
is specified) to meet a friend, or a formal email to a work
the needs of purpose colleague. They should be encouraged to
and audience build on the planning techniques covered
in the previous sessions to identify the key
L1.24 W Use format, points in the question and plan their ideas.
structure and Learners should be reminded to expand on
language appropriate any bullet points in the question.
for audience and
purpose Recapping on previous sessions, learners
should use paragraphs to structure their
L1.21 SPG Spell words ideas and use complex sentences.
used most often in
work, study and daily Learners should proofread their work for
life, including errors and make corrections. This could be
specialist words a peer marking activity, where learners
work in pairs to identify and make
L1.20 SPG Use correct corrections.
grammar (e.g.
subject–verb
use of different
L1.25 W Write
consistently and
sentences, using
paragraphs where
appropriate
24 Writing: L1.22 W Communicate By the end of the session, learners should Learners should be able to write a review. 2
Reviews information, ideas and be able to: For example, by giving a detailed account
opinions clearly,  identify the correct layout and tone for of an experience, like a local attraction
coherently and a review they have visited. Learners could be
accurately  plan and draft a review encouraged to reflect on the work they
 use complex sentences covered for Reading and consider what
L1.23 W Write text of  proofread their work for errors. language features might help them to
an appropriate level express their ideas. For example, using
of detail and of adjectives could help them to convey
appropriate length whether they enjoyed the activity.
(including where this
is specified) to meet Learners should be able to plan and draft a
the needs of purpose review. They should be encouraged to
and audience build on the planning techniques covered
in the previous sessions to identify the key
L1.24 W Use format, points in the question and plan their ideas.
structure and Learners should be reminded to expand on
language appropriate any bullet points in the question.
for audience and
L1.21 SPG Spell words ideas and should use complex sentences.
used most often in
work, study and daily Learners should be able to proofread their
life, including work for errors and make corrections. This
specialist words could be a peer marking activity, where
learners work in pairs to identify and make
grammar (e.g.
subject–verb
use of different
L1.25 W Write
consistently and
sentences, using
paragraphs where
appropriate
25 Writing: Articles L1.22 W Communicate By the end of the session, learners should Learners should be able to write an article. 2
information, ideas and be able to: For example, for a newsletter, newspaper
opinions clearly,  identify the correct layout for an article or magazine. They could be asked to give
coherently and  plan and draft an article their opinion about a current event, or to
accurately  use complex sentences write an article persuading others to
 proofread their work for errors. attend an event. Learners could be
L1.23 W Write text of encouraged to reflect on the work they
an appropriate level covered for Reading and consider what
of detail and of language features might help them to
appropriate length express their ideas. For example, using
(including where this questions or direct address may help to
is specified) to meet engage the reader.
the needs of purpose
and audience Learners should be able to plan and draft
an article. They should be encouraged to
L1.24 W Use format, build on the planning techniques covered
structure and in the previous sessions to identify the key
language appropriate points in the question and plan their ideas.
for audience and Learners should be reminded to expand on
purpose any bullet points in the question. They
should be able to use the correct format
L1.21 SPG Spell words for the article, for example a
used most often in headline/heading and by-line.
work, study and daily
life, including Recapping on previous sessions, learners
specialist words should use paragraphs to structure their
ideas and should use complex sentences.
grammar (e.g. Learners should be able to proofread their
subject–verb work for errors and make corrections. This
agreement, consistent could be a peer marking activity, where
use of different learners work in pairs to identify and make
tenses, definite and corrections.
L1.25 W Write
consistently and
sentences, using
paragraphs where
appropriate
26 Writing: Mock All Level 1 Writing By the end of the session, learners should Learners should be given the opportunity 2
paper practice specification be able to: to complete a mock practice paper in exam
(1) references  identify key words in the question conditions (including having access to any
 plan and draft a response approved exam arrangements, such as
L1.2 SLC Make  proofread their work for errors. extra time).
requests and ask
relevant questions to Learners could be introduced to the format
obtain specific of the exam by discussing the questions as
information in a group. Ask them to highlight the key
different contexts words in each question to aid
understanding. There could be a question
and answer session on format, audience,
purpose and tone.
Learners should plan and draft their

responses independently. They should be
and should check their work carefully for
errors.
27 Writing: L1.22 W Communicate By the end of the session, learners should Learners should be able to write a report. 2
Reports information, ideas and be able to: For example, they could be asked to write
opinions clearly,  identify the correct layout for a report a report on the advantages and
coherently and  plan and draft a formal report disadvantages of working while studying.
accurately  use complex sentences Learners could be encouraged to reflect on
 proofread their work for errors. the work they covered for Reading and
L1.23 W Write text of consider what language features might
an appropriate level help them to express their ideas. For
of detail and of example, using statistics.
appropriate length
(including where this Learners should be able to plan and draft
is specified) to meet their report. They should be encouraged to
the needs of purpose identify the key points in the question and
and audience plan their ideas. Learners should be
reminded to expand on any bullet points in
L1.24 W Use format, the question. They should be able to use
structure and the correct layout for their report, for
language appropriate example headings and subheadings.
for audience and
L1.21 SPG Spell words ideas and should use complex sentences.
used most often in
work, study and daily Learners should be able to proofread their
life, including work for errors and make corrections. This
specialist words could be a peer marking activity, where
learners work in pairs to identify and make
grammar (e.g.
subject–verb
use of different
L1.25 W Write
consistently and
sentences, using
paragraphs where
appropriate
28 Writing: Forum L1.22 W Communicate By the end of the session, learners should Learners should be able to write a forum 2
contributions information, ideas and be able to: contribution. For example, a contribution
opinions clearly,  identify the correct layout for a forum on a topic which interests them and about
coherently and contribution which they have an opinion, such as
accurately  plan and draft a forum contribution whether corporal punishment should be
 use complex sentences reintroduced. Learners could be
L1.23 W Write text of  proofread their work for errors. encouraged to reflect on the work they
an appropriate level covered for Reading and consider what
of detail and of language features might help them to
appropriate length express their ideas. For example, first
(including where this person or direct address.
is specified) to meet
the needs of purpose Learners should be able to plan and draft
and audience their forum contribution. They should be
encouraged to build on the planning
L1.24 W Use format, techniques covered in the previous
structure and sessions to identify the key points in the
language appropriate question and plan their ideas. Learners
for audience and should be reminded to expand on any
purpose bullet points in the question. They should
be able to use the correct layout for a
L1.21 SPG Spell words forum, for example using their name at the
used most often in start.
work, study and daily
life, including Recapping on previous sessions, learners
specialist words should use paragraphs to structure their
ideas and should use complex sentences.
grammar (e.g. Learners should be able to proofread their
subject–verb work for errors and make corrections. This
agreement, consistent could be a peer marking activity, where
use of different learners work in pairs to identify and make
tenses, definite and corrections.
L1.25 W Write
consistently and
sentences, using
paragraphs where
appropriate
29 Writing: Mock All Level 1 Writing By the end of the session, learners should Learners could be given a second 2
paper practice specification be able to: opportunity to complete a mock practice
(2) references  identify key words in the question paper in exam conditions (including having
 plan and draft a response access to any approved exam
L1.2 SLC Make  proofread their work for errors. arrangements, such as extra time).
requests and ask
relevant questions to It may be useful to recap any areas of
obtain specific difficulty identified in the first mock paper
information in results. A question and answer session
different contexts could take place to ensure the learners
understand the demands of the exam and
to give them the opportunity to discuss
any features of the exam they are unsure
of.
Learners should plan and draft their

responses independently. They should be
and should check their work carefully. This
could be an opportunity to enter the
learners for the Writing exam.*
*Assessment of this qualification can take

place at the centre’s discretion. Any
opportunities to formally assess learners
that are given in this Scheme of Work are
only suggestions.
30 Course review L1.5 SLC Express By the end of the session, learners should Learners could review their learning and 2
opinions and be able to: say how they feel about their progress this
arguments and  identify what went well year. They could write some short-term
support them with  say what they would have done goals for the future.
evidence differently
 say how they feel This session could also be used as a
L1.6 SLC Follow and  identify a goal for next year. revision session, recapping on the key
understand ideas covered during the year, or as an
discussions and make opportunity to introduce the learners to
contributions relevant Level 2.
to the situation and
the subject

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Pearson Functional Skills English Level 1 Scheme of Work

Week Topic Specification Objectives Success criteria Teaching

As part of induction, learners could show

Learners could be given a short text to

Learners should be able to use their close

Learners could be encouraged to discuss

L1.18 R Use Learners should be able to identify the

Learners could be encouraged to discuss

L1.9 R Identify and

L1.4 SLC Communicate

L1.5 SLC Express

Learners should read the texts

L1.4 SLC Communicate

Learners should read the texts

*Assessment of this qualification can take

Learners could be divided into small

They could be encouraged to reflect on

Learners should be introduced to the

Learners could be encouraged to develop

L1.4 SLC Communicate

L1.8 SLC Respect the

For example, an information sheet about

Learners should take time to check that

Learners should be encouraged to

Learners could complete a proofreading

Learners should be able to recap the

This session could also be used as an

L1.20 SPG Use correct

Learners should plan and draft their

Learners should plan and draft their

*Assessment of this qualification can take

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