[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-620502-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-620502-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","pearson-functional-skills-english-level-1-scheme-of-work-introductory-and-assessment-ready-course-plan","Pearson Functional Skills English Level 1 Scheme of Work - Introductory and Assessment-Ready Course Plan","","Pearson Functional Skills English Level 1 scheme of work provides week-by-week teaching plans for learners, aligning session topics with specification references and clear learning objectives. It sets success criteria across reading, writing (spelling, punctuation, grammar), and speaking, listening and communicating, including introductions, discussion participation, punctuation use, proofreading, and reading for information. Each week outlines practical classroom activities, assessment focus areas, and estimated teaching hours to support consistent skill development.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/pearson-functional-skills-english-level-1-scheme-of-work-introductory-and-assessment-ready-course-plan/620502/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/pearson-functional-skills-english-level-1-scheme-of-work-introductory-and-assessment-ready-course-plan/620502.png","ImageObject",300,407,{"name":42,"@type":43},"Levi","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/vnd.openxmlformats-officedocument.wordprocessingml.document","2026-11-05","2026-10-20",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What are the main components covered in Functional Skills English Level 1?","Question",{"text":63,"@type":64},"The scheme states there are three components: Reading; Writing (including spelling, punctuation and grammar); and Speaking, listening and communicating.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What punctuation skills do learners practise in the punctuation unit?",{"text":68,"@type":64},"Learners identify and use full stops, question marks, exclamation marks, commas, brackets and apostrophes, explain the effect of each mark, and proofread/correct punctuation errors.",{"name":70,"@type":61,"acceptedAnswer":71},"How does the reading-for-information session help learners distinguish facts and opinions?",{"text":72,"@type":64},"The scheme suggests starting with the difference between fact and opinion, then using straightforward texts where learners highlight key words and ideas, identify the main purpose, and explain key ideas.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},620502,1792546596,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,100,105,109,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":93,"slug":94},70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},"Healthcare",40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},8,"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},7971461740909,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Pearson Functional Skills English Level 1 Scheme of Work\nWeek\nTopic\nSpecification references\nObjectives\nSuccess criteria\nTeaching hours\n1\nIntroduction to Functional Skills\nL1.1 SLC Identify relevant information and lines of argument in explanations or presentations\nL1.3 SLC Respond effectively to detailed questions\nL1.7 SLC Use appropriate phrases, registers and adapt contributions to take account of audience, purpose and medium\nL1.8 SLC Respect the turn-taking rights of others during discussions, using appropriate language for interjection\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. This could involve a bingo-style activity where learners have to talk to the others in the group and find out basic information about them, or an activity where they each have to find out three facts about their partner and share it with the group. As part of the induction session, learners could complete a group learning contract and/or share their hopes and fears about the course.\nLearners should understand that there are three components to Functional Skills Level 1: Reading, Writing (including Spelling, punctuation and grammar) and Speaking, listening and communicating. They could be given a leaflet/handout with this information on and asked to identify the key points or listen to a presentation outlining the key areas. This could include, for example, the types of written texts they will learn to produce and the areas they will be assessed on as part of the reading exam, e.g. making comparisons.\nAs part of induction, learners could show 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.\n2\n2\nSpelling, punctuation and grammar: Using punctuation\nL1.19 SPG Use a range of punctuation correctly (e.g. full stops, question marks, exclamation marks, commas, possessive apostrophes)\nL1.18 R Use knowledge of punctuation to aid understanding of straightforward texts\nL1.6 SLC Follow and understand discussions and make contributions relevant to the situation and the subject\nBy the end of the session, learners should be able to:\nidentify how to use full stops, question marks, exclamation marks, commas, brackets and apostrophes\nexplain the effect of each punctuation mark\nuse each mark correctly in a sentence\nproofread and correct punctuation errors.\nLearners should be introduced to the punctuation marks they will need to be able to interpret as part of the reading exam, as well as use in their own writing.\nLearners could be asked to work in pairs to create definitions for each mark, or could be given a matching exercise to match the mark to the correct definition.\nThey could be given sample sentences and asked to discuss the effect of each punctuation mark on the reader. They should consider the effect of full stops, question marks, exclamation marks, commas, apostrophes, brackets and capital letters. For example, an apostrophe may have been used to indicate possession, or brackets may give additional information.\nUsing 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’.\nLearners 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 giv","cbCaiaO7BXUTdQw4","https://ap.wps.com/l/cbCaiaO7BXUTdQw4","docx",172932,32,"English","# Week 1: Introduction to Functional Skills\n## Course induction, learning contract, reading/writing/speaking components\n# Week 2: Spelling, punctuation and grammar - Using punctuation\n## Punctuation marks, effects, correct usage, proofreading\n# Week 3: Reading - Reading for information (facts and opinions)\n## Purpose of text, key words and ideas, identifying main points","[{\"question\":\"What are the main components covered in Functional Skills English Level 1?\",\"answer\":\"The scheme states there are three components: Reading; Writing (including spelling, punctuation and grammar); and Speaking, listening and communicating.\"},{\"question\":\"What punctuation skills do learners practise in the punctuation unit?\",\"answer\":\"Learners identify and use full stops, question marks, exclamation marks, commas, brackets and apostrophes, explain the effect of each mark, and proofread/correct punctuation errors.\"},{\"question\":\"How does the reading-for-information session help learners distinguish facts and opinions?\",\"answer\":\"The scheme suggests starting with the difference between fact and opinion, then using straightforward texts where learners highlight key words and ideas, identify the main purpose, and explain key ideas.\"}]","Pearson Functional Skills English Level 1 Scheme of Work - Introductory and Assessment-Ready Course Plan | DOCX",1792464174,81]