English mapping - Progression to Functional Skills to GCSE
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Reading Writing to compose Understanding sentences Using sentences Listen and respond Speaking Cambridge PROGRESSION Mapping Cambridge Progression English This resource shows you how units from Cambridge Progression link to the relevant units and coverage and range of Functional Skills through to the relevant units and criteria in GCSE. By starting with a Cambridge Progression unit and progressing to Functional Skills, your learners can build upon their knowledge and skills to achieve a GCSE. Please note: unmapped Learning Outcomes (ie those with no equivalents) are listed in red. Click on any of the tabs on the upper left to see more. UNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIO FUNCIONAL L SKILLS SKILLS FUNCTIONAL FUNCTIONAL SKILLS SKILLS FUNCTIONAL FUNCTIONAL SKILLS SKILLS FUNCTIONAL FUNCTIONAL SKILL UNCTIONAL KILLS FUNCTIONAL SKILLS SKILLS FUNCTIONAL FUNCTIONAL SKILLS SKILLS FUNCTIONAL FUNCTIONAL SKILLS SKILLS FUNCTIO UNCTIONAL L SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCSKILL UNCTIONAL IONAL SKILLS SKILLS FUNCTIONAL FUNCTIONAL SKILLS SKILLS FUNCTIONAL FUNCTIONAL SKILLS SKILLS FUNCTIONAL FUNCTIO KILLS L SKILLS FUNCTIONAL FUNCTIONAL SKILLS SKILLS FUNCTIONAL FUNCTIONAL SKILLS SKILLS FUNCTIONAL FUNCTIONAL SKILLS SKILL UNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIO FUNCIONAL L SKILLS SKILLS FUNCTIONAL FUNCTIONAL SKILLS SKILLS FUNCTIONAL FUNCTIONAL SKILLS SKILLS FUNCTIONAL FUNCTIONAL SKILL UNCTIONAL KILLS FUNCTIONAL SKILLS SKILLS FUNCTIONAL FUNCTIONAL SKILLS SKILLS FUNCTIONAL FUNCTIONAL SKILLS SKILLS FUNCTIO UNCTIONAL L SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCSKILL UNCTIONAL IONAL SKILLS SKILLS FUNCTIONAL FUNCTIONAL SKILLS SKILLS FUNCTIONAL FUNCTIONAL SKILLS SKILLS FUNCTIONAL FUNCTIO CSE CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCS CSE CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCS CSE CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCS CSE CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCS CSE CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCS CSE CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCS CSE CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCS CSE CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCS CSE CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCS CSE CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCS CSE CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCS CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCS www.ocr.org.uk/progression Discussion skills Functional Skills GCSE English English Writing to compose Understanding sentences Using sentences Listen and respond Speaking Discussion skills Reading Functional Skills Unit number and coverage/range LO1 Read for implied purpose and meaning Unmapped: LO3 LO2 LO4 Entry code 5428 Unit 18 LO1 Level 1 Read for purpose and meaning in texts on a variety of topics Entry Entry Entry 3 1 2 PROGRESSION Level 2 Entry code 5429 Unit 25 Cambridge UNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL KILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS UNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL KILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS UNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL KILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS UNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE Reading Unmapped: LO3 LO2 LO4 Entry code 5427 Unit 11 Unmapped: LO3 Read for purpose and meaning in straightforward continuous texts LO1 LO2 LO4 Entry code 5426 LO1 Unmapped: LO2, LO3 Unit 6 Read for purpose and meaning in straightforward continuous texts Entry Code 5425 Unit 1 LO1 Read for purpose and meaning in simple texts LO2 GCSE Unit number and criteria (2R1) Select and use different types of text to obtain and utilise relevant information in three or more texts. (2R2) Read and summarise, succinctly, information/ideas from different sources in three or more texts. J350 A641 (AO2) Read and understand texts, selecting material appropriate to purpose, collating from different sources and making comparisons and cross-references as appropriate. (2R3) Identify the purpose of texts and comment on how meaning is conveyed in three or more texts. J350 A641 (AO2) Read and understand texts, selecting material appropriate to purpose, collating from different sources and making comparisons and cross-references as appropriate. (2R4) Detect point of view, implicit meaning and/or bias in three or more texts .(2R5) Analyse texts in relation to audience needs and consider suitable responses. J350 A641 (AO2) Explain and evaluate how writers use linguistic, grammatical, structural and presentational features to achieve effects and engage and influence the reader. (1R1) Identify the main points and ideas and how they are presented in a variety of texts in more than one type of text. J350 A641 (AO2) Read and understand texts, selecting material appropriate to purpose, collating from different sources and making comparisons and cross-references as appropriate. (1R4) Identify suitable responses to texts. (1R1) Identify the main points and ideas and how they are presented in a variety of texts in more than one type of text. J350 A641 (AO2) Explain and evaluate how writers use linguistic, grammatical, structural and presentational features to achieve effects and engage and influence the reader. (1R3) Utilise information contained in texts in more than one type of text. J350 A641 (AO2) Read and understand texts, selecting material appropriate to purpose, collating from different sources and making comparisons and cross-references as appropriate. J350 (AO2) Develop and sustain interpretations of writers’ ideas and perspectives. (E3R1) Understand the main points of texts. (E3R2) Obtain specific information through detailed reading. (E3R3) Use organisational features to locate information. (E2R1) Understand the main events in chronological texts. (E1R1) Read and understand simple regular words and sentences. (E1R2) Understand short text on familiar topics. Writing to compose Understanding sentences Using sentences Listen and respond Speaking Discussion skills Functional Skills Writing to compose Entry code 5442 Unit 28 Unit number and coverage/range LO1 LO2 LO3 Entry code 5441 Unit 21 LO2 Plan and sequence texts Unmapped: LO1 LO3 Level 1 LO4 LO5 LO6 Entry 3 PROGRESSION Level 2 Plan and adapt texts Cambridge Entry code 5440 Unit 14 Plan and sequence texts Unmapped: LO2 UNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL KILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS UNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL KILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS UNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL KILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS UNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE Reading LO1 LO3 GCSE Unit number and criteria (2W3) Use a range of writing styles for different purposes. J350 A642 (AO3) Write clearly, effectively and imaginatively, using and adapting forms and selecting vocabulary appropriate to the task and purpose in ways that engage the reader. (2W4) Use a range of sentence structures, including complex sentences, and paragraphs to organise written communication effectively. J350 A642 (AO3) Organise information and ideas into structured and sequenced sentences, paragraphs and whole texts, using a variety of linguistic and structural features to support cohesion and overall coherence. (2W2) Present information on complex subjects clearly and concisely. (1W1) Write clearly and coherently, including an appropriate level of detail. J350 A642 (AO3) Write clearly, effectively and imaginatively, using and adapting forms and selecting vocabulary appropriate to the task and purpose in ways that engage the reader. (1W2) Present information in a logical sequence. J350 A642(AO3) Organise information and ideas into structured and sequenced sentences, paragraphs and whole texts, using a variety of linguistic and structural features to support cohesion and overall coherence. (1W3) Use language, format and structure suitable for purpose and audience. J350 A642 (AO3) Organise information and ideas into structured and sequenced sentences, paragraphs and whole texts, using a variety of linguistic and structural features to support cohesion and overall coherence. (1W1) Write clearly and coherently, including an appropriate level of detail. J350 A642 (AO3) Write clearly, effectively and imaginatively, using and adapting forms and selecting vocabulary appropriate to the task and purpose in ways that engage the reader. (1W3) Use language, format and structure suitable for purpose and audience. J350 A642 (AO3) Write clearly, effectively and imaginatively, using and adapting forms and selecting vocabulary appropriate to the task and purpose in ways that engage the reader. Organise information and ideas into structured and sequenced sentences, paragraphs and whole texts, using a variety of linguistic and structural features to support cohesion and overall coherence. (E3W1) Plan, draft and organise writing. (E3W2) Sequence writing logically and clearly. Writing to compose Understanding sentences Using sentences Listen and respond Speaking Discussion skills Understanding sentences Interpret meaning in sentences in complex texts Functional Skills Unit number and coverage/range LO1 LO2 LO3 Entry code 5433 Unit 19 Level 1 Interpret meaning in sentences in straightforward texts LO1 LO2 LO3 LO4 Entry 3 LO5 Entry 2 PROGRESSION Entry 1 Cambridge Level 2 Entry code 5434 Unit 26 Entry code 5432 Unit 12 LO2 Understand meaning in compound sentences LO5 Entry code 5431 Unit 7 LO3 Unmapped: LO3, LO4 Understand simple phrases and sentences LO5 Unmapped: LO1, LO2, LO6 LO7 Entry code 5430 Unit 2 LO3 Unmapped: LO1, LO2, LO4 Understand simple words and punctuation UNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL KILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS UNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL KILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS UNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL KILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS UNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE Reading GCSE Unit number and criteria (2R3) Identify the purpose of texts and comment on how meaning is conveyed. J350 A641 (AO2) Explain and evaluate how writers use linguistic, grammatical, structural and presentational features to achieve effects and engage and influence the reader. (2R3) Identify the purpose of texts and comment on how meaning is conveyed. J350 641 (AO2) Explain and evaluate how writers use linguistic, grammatical, structural and presentational features to achieve effects and engage and influence the reader. (2R4) Detect point of view, implicit meaning and/ or bias. J350 A641 (AO2) Explain and evaluate how writers use linguistic, grammatical, structural and presentational features to achieve effects and engage and influence the reader. (1R1) Identify the main points and ideas and how they are presented in a variety of texts. J350 A641 (AO2) Explain and evaluate how writers use linguistic, grammatical, structural and presentational features to achieve effects and engage and influence the reader. (1R3) Utilise information contained in text. J350 A641 (AO2) Read and Understand texts, selecting materials appropriate to purpose, collating from different sources and making comparisons and cross-referencing as appropriate. (1R3) Utilise information contained in text. J350 A641 (AO2) Explain and evaluate how writers use linguistic, grammatical, structural and presentational features to achieve effects and engage and influence the reader. (1R3) Utilise information contained in text. J350 A641 (AO2) Explain and evaluate how writers use linguistic, grammatical, structural and presentational features to achieve effects and engage and influence the reader. (1R2) Read and understand texts in detail. J350 A641 (AO2) Explain and evaluate how writers use linguistic, grammatical, structural and presentational features to achieve effects and engage and influence the reader. (E3W4) Check words for accuracy, including spelling. (E3R4) Read and understand texts inn different formats using strategies/techniques appropriate to the task. (E2W2) Punctuate correctly, using upper and lower case, full stops and question marks. (E2W4) Spell correctly all high frequency words and words with common spelling patterns. (E2R4) Use knowledge of alphabetical order to locate information. (E1R1) Read and understand simple regular words and sentences. Writing to compose Understanding sentences Using sentences Listen and respond Speaking Discussion skills Functional Skills Unit number and coverage/range Entry code 5439 Unit 27 LO1 Construct complex sentences LO2 LO3 LO4 LO1 Construct compound sentences LO2 Level 1 Entry code 5438 Unit 20 LO3 Entry 3 LO4 Entry 2 PROGRESSION Entry code 5437 Unit 13 LO1 Construct compound sentences LO3 LO4 Entry code 5436 Unit 8 LO1 Construct straightforward compound sentences LO3 Unmapped: LO2 LO4 LO5 LO6 Entry 1 Cambridge Level 2 Using sentences UNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL KILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS UNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL KILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS UNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL KILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS UNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE Reading Entry code 5435 Unit 3 Construct simple sentences Unmapped: LO2 LO1 LO3 LO5 GCSE Unit number and criteria (2W6) Ensure written work is fit for purpose and audience, with accurate spelling in a range of texts. J350 A642 (AO3) Use a range of sentence structures for clarity purpose and effect. (2W6) Ensure written work is fit for purpose and audience, with accurate spelling in a range of texts. J350 A642 (AO3) Write clearly, effectively and imaginatively. (2W5) Punctuate written text using commas, apostrophes and inverted commas accurately in a range of texts. J350 A642 (AO3) Write clearly, effectively and imaginatively. Use a range of sentence structures for clarity purpose and effect. (2W6) Ensure written work is fit for purpose and audience, with accurate spelling. In a range of texts. (2W5) Punctuate written text using commas, apostrophes and inverted commas accurately in a range of texts. J350 A642 (AO3) Use a range of sentence structures for clarity purpose and effect with accurate punctuation and spelling. (1W4) Use correct grammar, including correct and consistent use of tense in more than one type of text. J350 A642 (AO3) Use a range of sentence structures for clarity purpose and effect with accurate punctuation and spelling. (1W5) Ensure written work includes generally accurate punctuation in more than one type of text. J350 A642 (AO3) Use a range of sentence structures for clarity purpose and effect with accurate punctuation and spelling. (1W5) Ensure written work includes generally accurate punctuation in more than one type fo text. (1W6) Spelling and that meaning is clear. J350 A642 (AO3) Use a range of sentence structures for clarity purpose and effect with accurate punctuation and spelling. (1W4) Use correct grammar, including correct and consistent use of tense in more than one type of text. (1W5) Ensure written work includes generally accurate punctuation in more than one type of text. J350 A642 (AO3) Write clearly, effectively and imaginatively. Use a range of sentence structures for clarity purpose and effect. (E3W3) Use basic grammar including appropriate verb-tense and subject-verb agreement. (E3W4) Check work for accuracy including spelling. (E3W4) Check work for accuracy including spelling. (E2W2) Construct compound sentences using common conjunctions. (E2W3) Punctuate correctly, using upper and lower case, full stops and question marks. (E2W4) Spell correctly all high frequency words and words with common spelling patterns. (E2W4) Spell correctly all high frequency words and words with common spelling patterns. (E2W1) Use written words and phrases to record and present information. (E1W1) Use written words and phrases to present information. (E1W3) Spell correctly some personal or very familiar words. (E1W3) Spell correctly some personal or very familiar words. Writing to compose Understanding sentences Using sentences Listen and respond Speaking Discussion skills Cambridge Level 2 Listen and respond Level 1 PROGRESSION Functional Skills Unit number and coverage/range Entry code 5725 Unit 31 LO1 Listen to respond in a constructive manner LO2 LO3 Entry code 5724 Unit 24 LO1 Listen to actively respond in dialogue LO2 LO3 LO4 Entry 3 Entry code 5723 Unit 17 Listen and respond to specific information Unmapped: LO3 LO1 LO2 LO4 LO5 Entry 2 LO6 Entry code 5722 Unit 10 LO1 Listen and respond to detail LO3 Unmapped: LO2,LO5 LO4 LO6 Entry 1 UNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL KILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS UNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL KILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS UNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL KILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS UNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE Reading Entry code 5721 Unit 5 LO1 Listen and respond to simple phrases LO2 LO3 GCSE Unit number and criteria (2S2) Present information and ideas clearly and persuasively to others. J350 A643 (AO1) Speak to communicate clearly and purposefully. (2S1) Consider complex information and give a relevant, cogent response in appropriate language. J350 A643 (AO1) Speak to communicate clearly and purposefully. (2S1) Consider complex information and give a relevant, cogent response in appropriate language. J350 A643 (AO1) Speak to communicate clearly and purposefully. (1S2) Prepare for and contribute to the formal discussion of ideas and opinions. J350 A643 (AO1) Speak to communicate clearly and purposefully. (1S1) Make relevant and extended contributions to discussions, allowing for and responding to others’ input. (1S1) Make relevant and extended contributions to discussions, allowing for and responding to others’ input. J350 A643 (AO1) Use a variety of techniques as appropriate. (1S4) Present information/points of view clearly and in appropriate language. J350 A643 (AO1) Adapt talk to different situations and audiences. (E3S1) Follow the main point of discussions. (E3S2) Use techniques to clarify and confirm understanding. (E3S4) Use appropriate language in formal discussions/ exchanges. (E3S5) Make relevant contributions, allowing for and responding to others’ input. (E3S3) Give own point of view and respond appropriately to others’ point of view. (E2S1) Identify the main points of short explanations and instructions. (E2S2) Make appropriate contributions that are clearly understood. (E2S3) Express simple feelings or opinions and understand those expressed by others. (E2S5) Ask and respond to straightforward questions. (E1S1) Understand the main points of short explanations. (E1S3) Respond appropriately to comments and requests. (E1S3) Respond appropriately to comments and requests. (E1S4) Make contributions to be understood. Writing to compose Understanding sentences Using sentences Listen and respond Speaking Discussion skills Cambridge Level 2 Speaking Functional Skills Unit number and coverage/range Entry code 5447 Unit 29 LO1 Speak to communicate information, ideas and opinions LO2 LO3 PROGRESSION Entry 3 Level 1 Entry code 5446 Unit 22 Speak to communicate information, ideas and opinions Entry 2 LO1 LO2 LO3 Entry code 5445 Unit 15 LO1 Speak to communicate information, ideas and opinions LO2 LO3 Entry code 5444 Unit 9 Entry 1 UNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL KILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS UNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL KILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS UNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL KILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS UNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE Reading Speak to provide and request information LO1 LO2 LO3 Entry code 5443 Unit 4 Speak to provide information Unmapped: L04 LO1 LO2 LO3 GCSE Unit number and criteria (2S3) Adapt contributions to suit audience, purpose and situation. J350 A643 (AO1) Speak to communicate clearly and purposefully. (2S1) Consider complex information and give a relevant, cogent response in appropriate language. J350 A643 (AO1) Speak to communicate clearly and purposefully. (2S4) Make significant contributions to discussions, taking a range of roles and helping to move discussion forward. J350 A643 (AO1) Speak to communicate clearly and purposefully. Structure and sustain talk, adapting it to different situations and audiences. (1S4) Present information/points of view clearly and in appropriate language. (1S1) Make relevant and extended contributions to discussions, allowing for and responding to others input. (1S3) Make different kinds of contributions to discussions. J350 A643 (AO1) Speak to communicate clearly and purposefully. Structure and sustain talk, adapting it to different situations and audiences. (1S2) Prepare for and contribute to the formal discussion of ideas and opinions. J350 A643 (AO1) Structure and sustain talk, adapting it to different situations and audiences; use standard English and a variety of techniques as appropriate. (E3S2) Use techniques to clarify and confirm understanding. (E3S4) Use appropriate language in formal exchanges/ discussions. (E3S5) Make relevant contributions, allowing for and responding to others’ input. (E2S2) Make appropriate contributions that are clearly understood. (E2S3) Express simple feelings or opinions and understand those expressed by others. (E2S5) Ask and respond to straightforward questions. (E2S2) Make appropriate contributions that are clearly understood. (E2S3) Express simple feelings or opinions and understand those expressed by others. (E1S4) Make contributions to be understood. (E1S3) Respond appropriately to comments and requests. (E1S5) Ask simple questions to obtain specific information. Writing to compose Understanding sentences Using sentences Listen and respond Speaking Discussion skills Discussion skills Entry code 5450 Unit 30 Manage discussions Functional Skills Unit number and coverage/range LO1 LO2 Level 2 LO3 LO4 LO5 Entry code 5449 Unit 23 Level 1 PROGRESSION LO1 Develop discussions LO2 LO3 Entry code 5448 Unit 16 Contribute to discussions Entry 3 Cambridge UNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL KILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS UNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL KILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS UNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL KILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS UNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL SKILLS FUNCTIONAL CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE CSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE Reading LO1 LO2 LO3 GCSE Unit number and criteria (2S4) Make significant contributions to discussions, taking a range of roles and helping to move discussion forward. J350 A643 (AO1) Speak to communicate clearly and purposefully. (2S3) Adapt contributions to suit audience, purpose and situation. J350 A643 (AO1) Structure and sustain talk, adapting it to different situations and audiences. (2S3) Adapt contributions to suit audience, purpose and situation. J350 A643 (AO1) Structure and sustain talk, adapting it to different situations and audiences; use standard English and a variety of techniques as appropriate. (2S2) Present information and ideas clearly and persuasively to others. J350 A643 (AO1) Speak to communicate clearly and purposefully; structure and sustain talk, adapting it to different situations and audiences; use standard English and a variety of techniques as appropriate. (2S4) Make significant contributions to discussions, taking a range of roles and helping to move discussion forward. J350 A643 (AO1) Structure and sustain talk, adapting it to different situations and audiences. Use standard English and a variety of techniques as appropriate. (1S1) Make relevant and extended contributions to discussions, allowing for and responding to others’ input. (1S2) Prepare for and contribute to the formal discussion of ideas and opinions. J350 A643 (AO1) Speak to communicate clearly and purposefully. (1S3) Make different kinds of contributions to discussions. J350 A643 (AO1) Structure and sustain talk, adapting it to different situations and audiences. (1S3) Make different kinds of contributions to discussions. (1S4) Present information/points of view clearly and in appropriate language. J350 A643 (AO1) Structure and sustain talk, adapting it to different situations and audiences; use standard English and a variety of techniques as appropriate. (E3S1) Follow the main point of discussions. (E3S3) Give own point of view and respond appropriately to others’ point of view. (E3S5) Make relevant contributions, allowing for and responding to others’ input. (E3S3) Give own point of view and respond appropriately to others’ point of view. (E3S5) Make relevant contributions, allowing for and responding to others’ input.
