This month we will focus on English and in February we will look at maths.

Each T-Level includes a series of competencies across English and maths designed by Royal Society Committees. These competencies are the same across each T-Level and are designed to ensure that the learners have the English and maths skills necessary in the vocational subject and for future progression. While they are not directly assessed, they are a fundamental component of T-Levels. This month’s blog will look at each of these competencies for English and relate them to the skills necessary to complete the equivalent Level 2 Functional Skill.

General English Competencies

Let’s start by looking at English. The General English Competencies outline a framework of six competencies:

1. Convey technical Information to different audiences
   
2. Present information and ideas 
   
3. Create texts for different purposes and audiences
   
4. Summarise information/ideas 
   
5. Synthesise information 
   
6. Take part in/lead discussions
   

These competencies match well with the coverage and range for Level 2 Functional Skills English, in fact Level 2 Functional Skills may well go a little bit above and beyond some of these.

Convey technical information to different audiences

The GEC talks about learners having the ability to explain technical information both orally and in writing. They need to take into consideration purpose and audience and be able to ask and respond to questions. They need to present their ideas logically and coherently and use appropriate grammar, punctuation and choice of vocabulary including technical terminology.

For Level 2 Functional Skills learners will need to be able to do this across all three skills. In the reading paper, learners need to be able to identify the purpose and written style of the texts they read as well as the effect of the piece on the audience.

In addition, there are questions around the use of vocabulary that develop a learner’s skill at choosing and explaining technical terms.

In addition to this we have the specific writing and speaking, listening and communicating papers. The marking of the writing paper at Level 2 is split into two components. Composition and Spelling, Punctuation and Grammar. The wording of the subject content is very similar to that used in the T-Level General English Competencies. The learners need to present their information in a clear and coherent manner with the correct layout and structure while paying attention to Spelling, Punctuation and Grammar. Learners are encouraged to pay close attention to audience, purpose and level of formality in their writing. To support on this, Pearson has a guide ('Writing Formats for Level 1 and 2 Reformed Functional Skills') to the different texts a learner may need to write for Functional Skills and how audience, purpose and format affects them.

Present information and ideas

The GEC talks about organising ideas and information logically and speaking clearly and confidently using appropriate tone and register that reflects audience and purpose. Learners should listen carefully to feedback from colleagues/clients and customers and interpret and respond to non-verbal cues. They respond confidently to questions choosing correct technical language.

This competency is closely aligned with the presentation that forms one of the two elements of the Speaking, Listening and Communicating assessment at Level 2. Here learners need to give a presentation on a topic of their own choosing as well as asking and responding to questions. This presentation can form part of another programme of study as long as it is assessed against the Functional Skills standards, making it ideal for learners on or preparing for a T-Level programme.

Create texts for different purposes and audiences

This GEC focuses on the ability to create texts for different purposes and audiences. Examples of texts could include routine emails, letters, memos, reports, blogs, vlogs, presentation notes, creative writing. The style of writing reflects the type of communication and the purpose, for example formal, informal, internal or external communication, creative in response to a brief. 

 This GEC also encompasses the ability to draft standard technical documents for the particular sector using precise terminology and agreed formats. Material is organised coherently to suit length and purpose of writing and they express ideas clearly and concisely. Texts are carefully proofread to ensure accuracy, applying agreed workplace practices.

Again, this aligns closely with the standards for Functional Skills writing. Clarity and coherence are key in the marking of this unit, as is careful planning. Feedback from examiners state that careful planning is the key differentiator between successful and less successful pieces of work. In addition, all learners are encouraged to carefully proofread their work in the assessment. In addition, the reading papers assess the learners’ understanding of these skills.

Summarise information/ideas and synthesise information

Summarising is an essential skill in the workplace. It can be summarising key information from written texts, for example from technical documents or outcomes from oral interactions including formal meetings. People with this GEC can summarise concisely in a style appropriate to audience and purpose. They separate fact from opinion, recognise bias in a source and use technical terms correctly where required. Synthesising information is an essential skill in the workplace where there is a requirement to gather information from different sources.

Again, this is a constant element of Functional Skills reading at Level 2

Take part in/Lead discussions

The final element of the GEC is the ability to take part and lead discussions. For a discussion to be of value participants must listen actively to the contributions of others, make relevant and constructive contributions and ask and respond to questions for clarification and to move the discussion forward. Participants express opinions and support these with relevant and persuasive arguments. They adapt their contribution to the discussion to suit the audience and purpose and may need to intervene to diffuse potential conflict. The person leading the discussion sums up the key points of the discussion. Participants adopt the appropriate tone of voice and pay attention to non-verbal cues throughout discussions.

Part of the teaching for Functional Skills Speaking, Listening and Communicating is ensuring that the learners do have these very necessary skills, especially regarding listening skills which are often overlooked.

Using Functional Skills to Support T-Levels

• Look at using Functional Skills with learners at Level 2 wishing to progress onto a T-Level.
• Incorporate the teaching styles of Functional Skills into the General Competencies. Use the Functional Skills teaching teams to support learners.
  
• Using Functional Skills where possible for learners that need upskilling on a T-Level, regardless of entry level.
  
• Using lesson starter quizzes to form part of ongoing formative feedback on progression.
  
• The basic principle of the idea is that each lesson the learners are given a quiz at the start that looks at elements of the content of the qualification. This is in the form of a grid of nine questions. Over time, these quizzes form an ideal revision template for the learners and provides the tutor with easy to access feedback on areas of strength and weakness.
  
• The quiz is a perfect starter activity with groups and can be self marked or grouped marked by the learners. Ideally this activity should take about ten minutes. For this to be truly effective, each quiz should follow the same format with questions of a similar topic always being in the same place.
  

You can access the Lesson Starter Quiz Template here and an example of a quiz here: Lesson Starter Quiz example.

If you are looking for more support on T-Levels or using Functional Skills to support your T-Level provision please do get in touch.

Chris Briggs - Product Manager Post 16 English, Maths and Digital Skills