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references\nObjectives\nSuccess criteria\nTeaching hours\n1\nIntroduction to Functional Skills\nE3.5 SLC Follow and understand the main points of discussions\nE3.4 SLC Respond appropriately to questions on a range of straightforward topics\nE3.18 W Communicate information, ideas and opinions clearly and in a logical sequence (e.g. chronologically, by task)\nE3.2 SLC Make requests and ask concise questions using appropriate language in different contexts\nE3.9 R Identify, understand and extract the main points and ideas in and from texts\nBy the end of the session, learners should be able to:\nintroduce themselves to the group\nsay what they hope to achieve\nread about and discuss the course\nlisten to and follow instructions.\nLearners should be able to take part in a ‘getting to know you’ activity, such as human bingo, where learners talk to others in the group and find out basic information about them. They should be able to ask simple questions and understand the responses. Learners should be able to say something about themselves and what they hope to achieve during the course. For example, “I would like to improve my writing skills”.\nDuring the induction to their course, learners should understand that there are three components to Functional Skills English Entry Level 3: Reading, Writing, and Speaking, listening and communicating. Learners could be given a short piece of text/handout with this information and asked to identify the main points in the text.\nAs part of the induction, learners could show that they understand the basic health and safety practices of the centre. For example, where the fire exit is located or where to meet if there is a fire. This can be supported by demonstrating where to meet or how to exit the building, and/or using symbols or images to support new vocabulary. Verbal questions can be asked to check understanding and to assess the learners’ speaking and listening skills.\n2\n2\nSpelling, punctuation and grammar: Introduction to punctuation\nE3.13 W Use a range of punctuation correctly (e.g. full stops, question marks, exclamation marks, commas)\nBy the end of the session, learners should be able to:\nidentify why full stops, capital letters, question and exclamation marks, and commas are used\nuse full stops and capital letters\nuse question marks and exclamation marks\nuse commas correctly\nwrite sentences using the correct punctuation marks.\nLearners should be introduced to each of the punctuation marks and how/why they are used. As a group, the learners could be asked to create a simple definition for each punctuation mark.\nLearners could complete a proofreading exercise where they are asked to correct the punctuation errors in four or five sentences.\nLearners should be able to write four to six sentences using correct punctuation.\n2\n3\nReading: Using dictionaries\nE3.11 R Use effective strategies to find the meaning of words (e.g. a dictionary, working out meaning from context, using knowledge of different word types)\nE3.16 W Use the first, second and third place letters to sequence words in alphabetical order\nBy the end of the session, learners should be able to:\ncorrectly sequence words in alphabetical order using first, second and third place letters\nuse a dictionary to find a meaning\ncheck their spelling using a dictionary.\nLearners should be able to correctly sequence words in alphabetical order using the first, second and third letters of words. They could be given a list of words to rearrange in the correct order.\nLearners could use sequencing skills to complete a ‘dictionary hunt’ exercise, to find a given word and read its meaning.\nLearners should be able to check their spelling using a dictionary. Learners could practise this skill as part of a proofreading exercise.\n2\n4\nReading: Understanding texts\nE3.9 R Identify, understand and extract the main points and ideas in and from texts\nE3.11 R Use effective strategies to","cbCaih2A9oixvyND","https://ap.wps.com/l/cbCaih2A9oixvyND","docx",165452,25,"English","# Session Plans\n## Introduction to Functional Skills\n## Spelling, punctuation and grammar: Introduction to punctuation\n## Reading: Using dictionaries\n## Reading: Understanding texts\n## Spelling: Spelling strategies","[{\"question\":\"What are the overall functional skills components covered for Entry Level 3?\",\"answer\":\"The scheme states there are three components: Reading, Writing, and Speaking, listening and communicating.\"},{\"question\":\"How do learners use punctuation in the punctuation introduction session?\",\"answer\":\"Learners identify how full stops, capital letters, question and exclamation marks, and commas are used, then write sentences using these punctuation marks correctly.\"},{\"question\":\"What dictionary-related strategies are included in the reading sessions?\",\"answer\":\"Learners use effective strategies to find word meanings, sequence words alphabetically using first, second, and third letters, and check spelling using a dictionary.\"}]","Pearson Functional Skills English Entry Level 3 - Scheme of Work | DOCX",1792464173,63]