Scheme of Work – NCFE Entry Level 1

Functional Skills Qualification in English

NCFE Entry Level 1 Functional Skills Qualification in English –

(603/5059/3)
NCFE Entry Level 1 Functional Skills
Teacher\Department Unit Qualification in English – (603/5059/3)

Guided Learning Number of

55 30
Hours (GLH) Sessions

About this qualification:

The purpose of this scheme is to give an outline of the content that should be delivered. These sessions can be stand-alone or
integrated with other sessions; however, time would need to be allocated in order for the skill/content to be embedded.

Some sessions may need longer depending on time allocations and learners.

Phonics – should be embedded throughout and used as a way of sounding out words for both reading and spelling.

Aims of the unit:

A key aim for Functional Skills English specifications is that they should enable the learner to develop confidence and fluency in, and a
positive attitude towards, English. Learners should be able to demonstrate their competence in English by using it in real-world
situations, as well as demonstrating a sound grasp of basic English knowledge and skills.

The purpose of Functional Skills English Entry Level qualifications are to demonstrate the ability at an appropriate level to read, write,
speak, listen and communicate in English, and to apply this knowledge and these skills in familiar situations.

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 Scheme of Work – NCFE Entry Level 1
Functional Skills Qualification in English

Functional Skills English at this level indicates that learners should be able to speak, listen, communicate, read and write
clearly, accurately, confidently and with effectiveness.

Learning Outcomes:
Functional Skills English qualifications at these levels indicate that learners should be able to speak, listen, communicate, read and write
with increasing clarity, accuracy and effectiveness at each level. They should be able to:

 Listen, understand and respond to verbal communication in a range of familiar contexts.

 Acquire an understanding of everyday words and their uses and effects and apply this understanding in different contexts.
 Read, with accuracy, straightforward texts encountered in everyday life and work and develop confidence to read more widely.
 Write straightforward texts and documents with clarity and effectiveness, and demonstrate a sound grasp of spelling, punctuation and
grammar.

Learners should, with some direction and guidance, be able to apply these functional skills to informal and some formal contexts, in
familiar situations.

Opportunities for embedding Fundamental British Values and Prevent:

 Reading texts relevant to British Values - Tolerance of different faiths and beliefs, Political Texts
 Written responses – RSPCA Letter, Email.
 SLC situations linking with British values.

Reference Key:
 EL – Entry Level
 SLC – Speaking, Listening and Communication
 W – Writing
 R – Reading
 SPaG – Spelling and Grammar

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 Scheme of Work – NCFE Entry Level 1
Functional Skills Qualification in English

Session Content Statement Ref. Learning Outcomes

 Say the names of the letters in their name.
 Identify letters when said or by sight.
 Listen to tutor. Say the letter sounds aloud.
Say the names of the  Demonstrate existing knowledge of the
1 E1.1 SLC
letters of the alphabet alphabet/vowels and consonants.
 Recognise that different letters have 2 sounds (short
and long).

 Extract key information from a short text. This could

Identify and extract the be in the style of questions at first, then independently
main information from extracting the key information of another text.
2 E1.2 SLC
short statements and  Be able to talk about a text and explain verbally what
explanations it is about.

Follow single-step  Follow single step instructions.

instructions, asking for  This could be done as an opening activity, such as
3 E1.3 SLC
them to be repeated if could you pass me the blue pen or could you turn off
necessary your mobile phone?
 To make a request using an appropriate address.
This is devised as a role-play situation where learners
Make requests and ask participate in acting out a situation where instructions
straightforward questions are given. e.g. Booking a dentist appointment,
4 E1.4 SLC
using appropriate terms ordering a taxi, asking how to get to the entrance of a
and registers building.
 To ask questions and prepare responses for the
situations.

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 Scheme of Work – NCFE Entry Level 1
Functional Skills Qualification in English

Session Content Statement Ref. Learning Outcomes

Respond to questions
5 about specific
information
Make clear statements
about basic information
6 and communicate
feelings and opinions on
straightforward topics
Understand and
participate in simple
discussions or
7 E1.7 SLC
exchanges with another
person about a
straightforward topic
Read correctly words
8 designated for Entry
Level 1
Read simple sentences
9 E1.9R
containing one clause
 Be able to respond to questions about specific
information such as “What is your name?” “What is
your favourite food?” “What are your interests?”.
E1.5 SLC  Devise questions to ask others – this could be done in
a scenario situation such as finding your way around a
college, how to get to a specific place, or what time of
day an event takes place.
 Share opinions and ideas on a topic. This could be
delivered as a discussion about an issue such as ‘Is
E1.6 SLC social media a good or bad thing?’
 Explain how the topic/situation makes you feel.
 Share ideas and plans with others. This could be
organising a visit, making plans or birthday party
ideas.
 Work together to come up with a situation and plan
that demonstrates the ability to discuss and exchange
views.
 Read simple words from a text aloud.
 Say and add the words to the sentence. (Could link
E1.8R with spelling of the key words)
 Use strategies to break down new words (e.g.
phonics).
 Read simple sentences with one clause.
 Create one-clause sentences from words designated
for Entry Level 1, to consolidate understanding.

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Session Content Statement
Understand a short piece
10 of text on a simple
subject
Punctuate simple
11 sentences with a capital
letter and a full stop
Use a capital letter for the
personal pronoun ‘I’ and
12
the first letter of proper
nouns.
Use lower case letters
13 when there is no reason
to use capital letters
Write the letters of the
alphabet in sequence and
14
in both upper and lower
case
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Scheme of Work – NCFE Entry Level 1
Functional Skills Qualification in English
Ref. Learning Outcomes
 Explain what a text is about.
E1.10R  Identify the type of text.
 Look at how images can help to follow a text.
 Punctuate simple sentences with capital letters and
full stops.
E1.11W  Make up 5 sentences with a capital letter and full stop
e.g. On a topic such as the summer holidays, going
out with friends, finding out about a new college/place.
 Use upper-and lower-case letters correctly.
 Write sentences about a topic that uses personal
E1.12W
pronoun ‘I’, for example: What are you called? How
old are you?
 Write a paragraph about themselves or a topic they
are interested in and use a range of capital and lower-
case letters.
 Select 5 of the upper-case letters of the alphabet and
E1.13W
make a word that starts with each letter (Capital
Letters).
 Create 5 sentences using the 5 words and include
correct capital letters and full stops.
 Write the upper and lowercase alphabet in order
 Identify the missing letters in a list of the alphabet
(Both upper and lower case).
E1.14W
 Discuss and identify what letter comes before…?
What is the letter after….?
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 Scheme of Work – NCFE Entry Level 1
Functional Skills Qualification in English

Session Content Statement Ref. Learning Outcomes

Spell correctly words
designated for Entry
Level 1 (designated
15 words for the spelling
assessment can be
located at the end of this
section).
Communicate
information in words,
16
phrases and simple
sentences
 Spell key words for E1 correctly
 Spell days of the week by reading aloud and learners
writing them down.
 Add missing letters to days of the week – this could
E1.15W
include first letters (capitals)
 Identify the incorrect spellings.
 Make up a sentence that includes each day of the
week.
 Create 5 sentences that contain numbers in written
form.
E1.16W
 Add the missing number and letters to number words.
 Spelling test from word lists - Look Cover Say Repeat

Assessment Preparation
17 SPaG Spelling preparation.
and Planning
Consolidation of Reading skills
Assessment Preparation Practice assessments – Reading
18 Reading
and Planning Use to consolidate knowledge and highlight areas of
strength and areas for development/further revision.
Consolidation of Reading skills
Assessment Preparation Practice assessments – Reading
19 Reading
and Planning Use to consolidate knowledge and highlight areas of
strength and areas for development/further revision.
Consolidation of Reading skills
Assessment Preparation Practice assessments – Reading
20 Reading
and Planning Use to consolidate knowledge and highlight areas of
strength and areas for development/further revision.

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 Scheme of Work – NCFE Entry Level 1
Functional Skills Qualification in English

Session Content Statement Ref. Learning Outcomes

Consolidation of Reading skills
Assessment Preparation Practice assessments – Reading
21 Reading
and Planning Use to consolidate knowledge and highlight areas of
strength and areas for development/further revision.
Consolidation of Writing skills
Practice assessments- Writing
Assessment Preparation
22 Writing Use to consolidate knowledge and highlight areas of
and Planning
strength and areas for development/further revision. e.g.
Writing skills, Spelling, Punctuation.
Consolidation of Writing skills
Practice assessments- Writing
Assessment Preparation
23 Writing Use to consolidate knowledge and highlight areas of
and Planning
strength and areas for development/further revision. e.g.
Writing skills, Spelling, Punctuation.
Consolidation of Writing skills
Practice assessments- Writing
Assessment Preparation
24 Writing Use to consolidate knowledge and highlight areas of
and Planning
strength and areas for development/further revision. e.g.
Writing skills, Spelling, Punctuation.
Consolidation of Practice assessments- Writing
Assessment Preparation Use to consolidate knowledge and highlight areas of
25 Writing
and Planning strength and areas for development/further revision. e.g.
Spelling, Punctuation Writing skills.
Spelling Practice – could focus on plurals and
Assessment Preparation
26 SPaG homophones. Give spellings in a context. e.g. I am going
and Planning
to write a letter.
Assessment Preparation
27 SPaG Singular Plurals Practice
and Planning
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 Scheme of Work – NCFE Entry Level 1
Functional Skills Qualification in English

Session Content Statement Ref. Learning Outcomes

Assessment Preparation
28 SPaG Alphabet Practice
and Planning
Assessment Preparation
29 Reading Practice Assessment Reading
and Planning
Assessment Preparation
30 Writing Practice Assessment Writing
and Planning

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