FUNCTIONAL ENGLISH:
Coverage and range
THEME
TARGET LEVEL 2 ACTIVITIES
for mastery in the scheme of
work
OUTCOMES for formative
assessment
1 Speaking, Listening and Communication
(L2)1.1 Consider complex
information and give a
relevant, cogent response
in appropriate language
Listen and
respond
Example activities:
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Large group critique (5-8
students)
Small group critique (2-4
students)
One-to-one discussion
Students show they can:
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use complex information (for
example analyse and evaluate)
listen to others attentively
respond to ideas with relevant
questions or comments
give feedback appropriately
Recorded on:
Cohort skills tracking sheet
(L2)1.2 Make significant
contributions to
discussions, taking a
range of roles and helping
to move discussion
forward
Make
contributions
Example activities:
Students show they can:
Engage in a debate Students
are given a specific viewpoint to
research and debate.
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Work as part of a team
Students are given a problem to
solve; their objective is to come
to a conclusion or an agreed
outcome.
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Make suggestions
Support suggestions made by
others
Challenge ideas or seek
clarification
Engage with different opinions
Help the group make progress
Recorded on:
Cohort skills tracking sheet
(L2)1.3 Present
information and ideas
clearly and persuasively
to others
Present
information
clearly
Example activities:
Short presentation Students
are given a clearly defined topic
to present. In small groups (2-3
students) they decide on:
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(L2)1.4 Adapt
contributions to suit
audience, purpose and
situation
Adapt for
audience and
purpose
Students show they can:
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Speak clearly
Express ideas convincingly
Sequence information logically
Use reference material or
visual aids effectively
the information to include
the sequence and structure
Recorded on:
of points to be made
how to present information
Cohort skills tracking sheet
Examples activities:
Formal discussion Students
are given a topic to research or a
question to answer. They
prepare information in advance
adapting their language to the
formal context of the meeting or
discussion.
Mock interview Prepare for and
take part in a mock interview,
adapting language to the formal
context.
Formal presentation Deliver a
presentation which is organised
and prepared in advance of
delivery, adapting language to
the formal context.
Students show they can:
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Speak clearly
Express ideas convincingly
Sequence information logically
Use reference material or
visual aids effectively
Use formal standard English
Using appropriate:
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Eye contact
Body language and gestures
Volume of voice
Tone of voice
Recorded on: Cohort skills tracking
sheet
Evidence Presentation plan with
evidence of reference material and
visual aids
2 Reading
(L2) 2.1 Identify the
purpose of texts and
comment on how
meaning is conveyed
(L2) 2.2 Read and
summarise, succintly,
information/ideas from
different sources
(L2) 2.3 Select and use
different types of texts to
obtain and utilise relevant
information
Analyse texts
Examples activities:
Evaluate a text/text analysis
Analyse and evaluate a text, for
example, an advertisement, a
magazine article, a newspaper
report, a review, a blog.
Summarise texts Examples activities:
Research and summarise
task Read information from at
least two documents on a
specified topic and summarise
the information in a short written
text.
Select and use
texts
Students show they can:
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State the purpose of the text
State the audience of the text
Analyse how the information is
communicated (layout and
language)
Evaluate whether the
information is communicated
effectively.
Students show they can:
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Identify the key ideas of a text
Use mostly their own words to
summarise.
Reduce the information to an
appropriate length (length
depends on complexity of text
and the reason for summary)
Examples activities:
Students show they have used:
Reading task Research a topic
finding information in two or
more different types of text.
Use the information to find the
answer to specific questions.
Printed texts
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Advertisements (persuasive)
Instructions (instructive)
Information leaflets
(informative)
Magazine and Newspaper
articles
Text books
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Reviews
Onscreen texts:
L2) 2.4 Analyse texts in
relation to audience
needs and consider
suitable responses
Respond to texts Example activities:
Evaluate a text/text analysis
Compare a reliable and
unreliable source of information.
For example, press releases,
open calls, funding letters,
competitions/prizes.
Link Unit 5 & 13 research
documents
(L2) 2.5 Detect point of
view, implicit meaning
and/or bias
Recognise
biased texts
Read written material with a
view to understanding its
implied meanings. Comment
on how the documents is written
from a particular point of view
(for example, missing
information or emotive
language)
 Websites
 Blogs
 Discussion forums
Students show they can:
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State the purpose
State the audience
List the features that you would
expect a reliable document to
have
Identify which features are
present and which are absent
Consider the information and
give an appropriate response
giving reasons for their answer
Students show they can:
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Identify fact and opinion
Identify emotive language
Recognise the writer’s point of
view
Provide evidence of how the
writer has supported this point
of view
State the writer’s bias
3 Writing
(L2) 3.1 Present
information on complex
subjects clearly and
concisely
Plan and
organise texts
3.2 Present
information/ideas
concisely, logically, and
persuasively
Write
persuasively
Editing activity
Students evidence the process of
planning a piece of writing (a
text)
Contextual studies
Write a response to a specific
question.
PPD
Write an application for a
job/work experience.
Write a personal statement for
University application.
Write to a practitioner.
Write an evaluation of own/work
of other artists.
Outcome shows that students
can:
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Plan a text with a clear idea of
the audience, purpose, format
and style
 Decide what information to
include (mind-map)
 Sequence information (mindmap/bullet point list)
 Plan structure (introduction,
development and closing
paragraph)
 Draft a text
 Correct and improve draft
 Produce a final text
Students show they can:
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Build a convincing argument or
idea
Organise ideas logically
Use evidence to backup ideas
(L2) 3.3 Use a range of
writing styles for different
purposes
Write different
types of texts
Example activities:
Students show they can:
Write for a specific purpose ,
using appropriate formats:
- use appropriate features such
as:
Headings/subheadings
Bullet points/numbered lists
Images with captions
Paragraphs
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formal letter of application
report
briefing paper
magazine article
advertisement
poster
essay
- write for different purposes, to:
describe, inform, persuade, instruct
argue, complain, explain, advise
imagine, review, analyse, recount
entertain
- write for different audiences:
educators
employers
services (customer services)
target audience/customers
(L2) 3.4 Use a range of
sentence structures,
including complex
sentences, and
paragraphs to organise
written communication
Structure
sentences and
paragraphs
Example activities:
Students show they can use:
Sentence building
Sentence structure
-compound sentences
-complex sentences
Paragraph building
Paragraph structure
effectively
Identify cohesive devices
Cloze sentence tasks
(L2) 3.5a Punctuate
Use accurate
written text using
spelling,
commas, apostrophes and punctuation and
inverted commas
grammar.
accurately
(L2) 3.5b Ensure written
work is fit for purpose
and audience, with
accurate spelling and
grammar that support
clear meaning in a range
of text types.
-topic sentences
-cohesive devices
Identify errors
Subject-Verb agreement
-write grammatically correct
sentences
Punctuation devices
Students show they can:
Punctuate texts to convey
different meanings
Punctuate texts to convey
different levels of formality
-use a range of punctuation including
commas, apostrophes (2 types) and
inverted commas
Proof-reading tasks
-proof-read for spelling and grammar