EM Skills Ltd

1. EM Skills Ltd Delivering English to apprentices in the workplace

2. Objectives What are we going to cover today? That is the functional way of saying objectives! Explore strategies for effective delivery in work based settings Focus on where learners can gain marks Compare the requirements of some AO’s Remembering Ofsted? Sharing resources

3. What do you do? What are the issues/concerns to deliver functional English to apprentices in the work place? What are your solutions?

4. Strategies

5. Helping tutors Take the level 2 test, initial and diagnostic assessment Become familiar with mark schemes and paper formats Build a tool kit of resources focused on assessment around vocational work Access to webinars Access to face to face training Ofsted say that tutors must be up-skilled in English – can’t hide behind ‘I can’t do this”.

6. Reading 4

7. Reading • Level 1 and level 2 • Learners do not need to write in complete sentences (but avoid one word answers). • Learners are not assessed on spelling, punctuation and grammar. • Dictionaries are allowed (encourage the use of them to identify unfamiliar words). • Paper-based assessments (for C & G) will have a separate source booklet to the question paper. The answers can be word processed. • On-screen assessments learners need to be able to move between documents and questions. This needs practise.

8. Reading • Level 1 – read and understand a range of straightforward texts – in more than one type of text e.g. a newspaper article and a leaflet • Learners are asked to list, identify, name, give examples of reasons, drawbacks, advantages, benefits, services, opportunities, features etc. Make sure learners understand these key words and what is being asked. • C & G chief examiner’s report 2012 commented that weaker learners struggle to identify the main points and ideas and how this information is presented in a variety of texts. Make sure learners are aware of subheadings, numbers or bullet points which will act as signposts to identify the main points.

9. Reading • Level 1 – read and understand a range of straight forward texts – in more than one type of text e.g. a newspaper article and a leaflet • Every C & G paper will ask learners to list three or four features that are used in the layout to • get the message across • help you locate information • find information • These are easy marks as long as the learners understand what features and layout means and that the question is looking for answers such as – image, heading, subheadings, bold, paragraphs, columns, different font sizes, italics, lists, bullet points etc.

10. Reading • Level 2 – select, read, understand and compare texts and use them to gather information, ideas, arguments and opinions • Learners are asked to list, identify, name, give examples of reasons etc. as in Level 1 • In C & G papers learners need to be able to recognise and interpret idioms e.g. like looking for a needle in a haystack, tip of the iceberg, not everyone’s cup of tea, a bird in the hand. • Be able to understand implied meaning e.g. add more strings to their bow • Be able to recognise the main purpose of text (see glossary)

11. Reading Glossary of words at level 2 that are used for the main purpose of text Purpose Meaning Review Debate Analyse Inform Advertise Criticise Assess Persuade Explain Communicate Promote Evaluate Describe

12. Reading Level 2 – select, read, understand and compare texts and use them to gather information, ideas, arguments and opinions • C & G Chief Examiner’s report February 2012 commented the main area for development for level 2 candidates is to identify the purpose of texts and comment on how meaning is conveyed. • C & G candidates have to identify four techniques of language or layout that a particular document has used and give an example of each. There are eight marks for this question and candidates who are unprepared or not familiar with the question lose 20% of their marks! (For Edexcel this is approx. 10%) The question is daunting if learners are not prepared

13. Reading • Identify the purpose of texts and comment on how meaning is conveyed • Example 1: • Document 4 uses different features of language and layout to effectively convey meaning. 8 marks. (Edexcel 3 marks) • Identify four of these features or techniques. For each identified feature or technique, provide either an explanation of the effect of the technique or an example of the location it is being used. • title/heading: Dalet and Stamford insurance • bold font: summing up • capital letters eg. warning • (rhetorical questions): can your business be sued • emotive language: warning! • bullet points: call us now for advice • numbered list:1-7 • subheadings: can your business be sued • biased eg. we are the best insurance company

14. Reading • Identify the purpose of texts and comment on how meaning is conveyed • A few more to consider: • columns • underlining • paragraphs • different font sizes • different fonts • colour • text boxes • authoritative speaker • use of image – picture in the top right hand corner • humour – ‘threw the rubber boot so far, it nearly hit the mayor • play on words – ‘pause’ and paws’ • Basically, anything that makes the text stand out or the way the language is used to be humorous, persuasive, critical etc.

15. Reading Level 2 – select, read, understand and compare texts and use them to gather information, ideas, arguments and opinions • C & G Chief Examiners report 2012 commented the other problematical area for level 2 candidates is to detect point of view, implicit meaning and/or bias. • Candidates have to identify four or five biased phrases/comments from within a text e.g. an advertisement may contain the phrases unrivalled product or the only choice for you. Thereis a mark for each phrase/comment so this could account for 10% of their marks! • Again the question is daunting if learners are not prepared

16. Reading Glossary of words learners need to understand at level 2 words/phrases meaning convey minimise contributor biased implied infer point of view opinions (as opposed to facts) phrase benefits

17. Reading • Reading tips – delivering for assessment • Get learners to look at a minimum of two practice papers. Spend a little time going through one but get them to do them in between sessions. • Familiarise yourself with the marking scheme for each paper then you can deliver to the learners strengths or weaknesses if necessary. • Make sure that learners complete a few practice papers to understand the format and the language used, the way the questions are structured and how to maximise their marks. • Do this after you have worked on the key words they will encounter on the papers. Use the glossaries for learners to find out their own meaning or complete a card matching activity where you give them the word and the meaning. • Get learners reading anything relevant to their vocational course in detail and ask them for the main points, what features have been used to draw things to their attention, biased comments etc..

18. Writing

19. Writing

20. Writing

21. Writing • Spelling, punctuation and grammar • 40 – 45% of marks are awarded to spelling, punctuation and grammar. • The C & G Chief Examiners report in 2012 highlighted the problems with punctuation • at level 1 learners should be able to use, initial capital letters, correct use of upper and lower case letters, full stops and question marks. Not forgetting the all important ‘I’ rather than the ‘i’ often seen! • at level 2 learners should be able to use level 1 criteria and have significantly developed to be able to use commas, inverted commas and apostrophes. 221

22. Writing • Spelling, punctuation and grammar • 40 – 45% of marks are awarded to spelling, punctuation and grammar. • The C & G Chief Examiners report in 2012 highlighted the problems with punctuation • at level 1 learners should be able to use, initial capital letters, correct use of upper and lower case letters, full stops and question marks. Not forgetting the all important ‘I’ rather than the ‘i’ often seen! • at level 2 learners should be able to use level 1 criteria and have significantly developed to be able to use commas, inverted commas and apostrophes.

23. Writing

24. Writing To: JohnStone@btgmail.co.uk From: DinaHall@bttgmail.co.uk - this is not always required Subject: Renting a room in your house Hi John I’m looking to share a room in a house with other students and saw your advert. I’m going to the local college in September and need to find a pad close to college. It’s too much money to find somewhere on my own and to have some flatmates will be cool as I don’t know anyone in the area. It’d be good if I could move in August time and awesome if I could stay there for two years until I have finished at college. I hate the thought of having to keep moving. I can pay the money you are asking. I am working in the local gym while studying to be a personal trainer and sports therapist. It will be a great career. If you’d like I can give you some training or write you out your own amazing programme. My boss says I’m good with clients. I’d be a great flatmate as I love cooking and my mum says that I keep everything tidy, even if I do spend a long time in the bathroom. I get on with everyone, well most of the time, so I’m sure I’ll fit in fine. Is there someplace to put my ped? Do I need to bring my own bed and furniture? Can we sunbathe in the garden? Is there a washing machine? I am so excited. Can’t wait to hear from you. Thanks Dina

25. Writing

26. Writing Dina Hall Portsdown Road Dumbletown DD91 A88 07834 995522 DinaHall@bttgmail.co.uk 6 January 2014 Mr Brown 14 Windsor Gardens Sheply SH12 7UJ Dear Mr Brown Para Para Para Para Yours sincerely Dina Hall

27. Comparing A O’s – Level 1

28. Comparing A O’s – Level 2

29. The Walsall Recipe • Trained and confident vocational tutors • Tutors undertook the Functional Skills qualifications themselves • Vocational staff provided with sound knowledge of English and offered ideas to develop own resources and opportunity to improve English skills • Worked with staff to embed Functional Skills into the vocational curriculum – making it practical. • Online marking tool to check students assignments for spelling and grammar! Functional Skills is everybody’s business

30. ‘There is a very strong emphasis placed on the development of learners’ functional skills. Tutors regularly correct learners’ written English and assiduously identify where learners can develop their number skills.’ Ofsted comments • ‘English, mathematics and ICT are exceptionally well integrated in vocational learning activities and in reviews. This includes writing letters to parents, working out staff/child ratios and making up bottle feeds. Most tutors take care to make the development of functional skills relevant to the learner’s everyday nursery activities, although not all feel confident in teaching all aspects.’ The resources used in the functional skills sessions are carefully designed by the tutors to be relevant to, and contextualised for, learners’ vocational areas; for example, business emails, rounding-up numbers, and preparing a promotional leaflet. In colleges and work-based learning, Ofsted will give even greater emphasis to the inspection of literacy skills, as part of the inspection of programmes of study. The Director of the National Literacy Trust, Jonathan Douglas, said, 'Addressing the barriers to raising literacy standards must be a top priority for schools, communities and employers. A focus on reading, writing, speaking and listening is essential across all subjectsand we support the Chief Inspector in his call to renew a national drive for higher standards and greater engagement with parents.'

31. Let’s share • articles with errors • highlight and annotate articles etc. for main point, biased and features of language and layout • letters to customers, respond to complaints • homophones scenarios • letter for learners to respond to • letters – sss, fff, rule of 2 • formal v informal language • using dictionaries • vocational scenarios for written text • using ICT for interactive and fun activities • look on skills workshop

32. Spot Check • Looked at and shared effective strategies for delivering in the workplace • Focused where marks can be gained • Discussed how to up-skill tutors • Looked at others experiences • Reinforced Ofsted’s commitment to English/literacy • Seen where to focus efforts to pass for assessment • Glanced at how AO’s differ in their approach • Shared resources

33. Delivering English to apprentices in the workplace Thank you for your time

34. Questions ??