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The induction session covers introductions, discussing the course, understanding Functional Skills components, and showing health and safety awareness. Later sessions develop punctuation skills and reading for information, emphasizing identifying facts versus opinions, tone and style, close reading strategies, and responding effectively to extended questions and feedback.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/pearson-functional-skills-english-level-2-scheme-of-work-week-1-3/620504/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/pearson-functional-skills-english-level-2-scheme-of-work-week-1-3/620504.png","ImageObject",300,407,{"name":92,"@type":93},"Levi","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/vnd.openxmlformats-officedocument.wordprocessingml.document","2026-11-01","2026-10-20",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What skills does the Week 1 induction session develop for Functional Skills English Level 2 learners?","Question",{"text":112,"@type":113},"Learners practise introducing themselves, talking about interests, reading and discussing the course, and listening to and following instructions. The session also covers understanding the three Functional Skills components: Reading, Writing (including spelling, punctuation and grammar), and Speaking/Listening/Communicating.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which punctuation skills are targeted in the Week 2 session?",{"text":117,"@type":113},"Learners are taught to punctuate writing correctly using a wide range of punctuation markers such as colons, commas, inverted commas, apostrophes, and quotation marks. They also learn to explain the effect of each mark, use them accurately in sentences, and proofread to correct punctuation errors.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the Week 3 reading session help learners approach information texts?",{"text":121,"@type":113},"Learners distinguish facts from opinions, read texts closely, identify the writing style/tone, and explain key ideas. They practise skim and close reading and use comprehension questions to demonstrate understanding of main points and ideas.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},620504,1792546596,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},7971461740909,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Pearson Functional Skills English Level 2 Scheme of Work\nWeek\nTopic\nSpecification references\nObjectives\nSuccess criteria\nTeaching hours\n1\nIntroduction to Functional Skills\nL2.1 SLC Identify relevant information from extended explanations or presentations\nL2.3 SLC Respond effectively to detailed or extended questions and feedback\nL2.5 SLC Communicate information, ideas and opinions clearly and effectively, providing further detail and development if required\nL2.9 SLC Adapt contributions to discussions to suit audience, purpose and medium\nBy the end of the session, learners should be able to:\nintroduce themselves to the group\ntell the group about something they are interested in\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. They could be asked to speak for a minute or two, introducing themselves to the group and describing something they are interested in, or do as a hobby. 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 2: Reading, Writing (including Spelling, punctuation and grammar) and Speaking, listening and communicating. They could be given a leaflet/handout with this information 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. inferred meaning. It could be useful for learners to develop a glossary of new terms that they will use across the year, such as bias, organisational features, tone, etc.\nAs part of their 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\nL2.20 SPG Punctuate writing correctly using a wide range of punctuation markers (e.g. colons, commas, inverted commas, apostrophes and quotation marks)\nBy the end of the session, learners should be able to:\nidentify how to use a range of punctuation marks\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 use in their own writing. They should be able to use a wide range of punctuation accurately, including colons, commas, inverted commas, apostrophes and quotation marks. Learners should make sure they can use the punctuation assessed at Level 1 and below correctly, including full stops, capital letters, exclamation and question marks.\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.\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 difference between inverted commas and quotation marks.\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 given longer, to highlight how long it takes to read a text carefully and to correct it accurately.\n2\n3\nReading: Reading for information\nL2.18 R Follow an argument, identifying different points of view and distinguishing fact from opinion\nL2.11 R Identify the","cbCaivK4xEHNGyxI","https://ap.wps.com/l/cbCaivK4xEHNGyxI","docx",175589,35,"English","# Week 1: Introduction to Functional Skills\n## Objectives and success criteria\n## Learning activities and guidance\n# Week 2: Spelling, punctuation and grammar (Using punctuation)\n## Objectives and success criteria\n## Learning activities and assessment\n# Week 3: Reading (Reading for information)\n## Objectives and success criteria\n## Learning activities and comprehension","[{\"question\":\"What skills does the Week 1 induction session develop for Functional Skills English Level 2 learners?\",\"answer\":\"Learners practise introducing themselves, talking about interests, reading and discussing the course, and listening to and following instructions. The session also covers understanding the three Functional Skills components: Reading, Writing (including spelling, punctuation and grammar), and Speaking/Listening/Communicating.\"},{\"question\":\"Which punctuation skills are targeted in the Week 2 session?\",\"answer\":\"Learners are taught to punctuate writing correctly using a wide range of punctuation markers such as colons, commas, inverted commas, apostrophes, and quotation marks. They also learn to explain the effect of each mark, use them accurately in sentences, and proofread to correct punctuation errors.\"},{\"question\":\"How does the Week 3 reading session help learners approach information texts?\",\"answer\":\"Learners distinguish facts from opinions, read texts closely, identify the writing style/tone, and explain key ideas. They practise skim and close reading and use comprehension questions to demonstrate understanding of main points and ideas.\"}]","Pearson Functional Skills English Level 2 Scheme of Work - Week 1-3 | DOCX",1792464175,88]