English and Maths Toolkit
for delivery of
Apprenticeships
This toolkit is for staff whom are delivering and formatively assessing English and Maths within an apprenticeship
framework
Contents
1. Employer English and Maths Skill Posters
2. Initial assessment tool
3. Scheme of work
4. Online resources and practice test papers
1. This poster is used by the Apprenticeship unit to identify the English and Maths skills required in each job role and industry. It
is sent to each employer to identify specific needs and to inform the planning of each framework. This can then be planned,
embedded and prioritised into apprenticeships schemes of work.
2. Access to online Initial assessment, diagnostic, results and ILP practice resources. Each organisation can
obtain an online tool for apprenticeship use to embed in their intranet and to enable off site use by
employers, assessors and apprentices.
3. This is a template where English and Maths should be signposted and embedded into your scheme of work for
delivery of apprenticeship units.
Scheme of Work for 2014/15 : Lecturer evaluation and learner feedback
Scheme of work:
Course Title:
Core Unit:
Curriculum Leader:
Length of Course:
Background information on course:
Course Code:
Variety of learners aged
Please see separate learner profile.
Scheme is based on a session of ……..hours.
Course Leader:
Course team members:
Names of E.V.
Support staff:
Lead I.V.
Maths, English, wider key skills, Equality &
Diversity, employability skills, are highlighted
and linked throughout the scheme.
How are English and Maths assessed?:
Related mandatory Units:
How is the course assessed?
Practical assessments
Any GOLA/Written exam papers
Aim of the scheme:
Learning Outcomes:
When is the course assessed?
Link to assessment planner
Exam dates:
Link to assessment planner
Any portfolio evidence:
Internal submission date(s):
End of June 2014
Final submission date:
July 2014
.
Wider Skills/Personal
Development
Teaching and Learning
Week/
Date
Aim: (what you are aiming to
achieve)
Outcomes: (what the
student s will learn)
Try to give a broad overview
of the content.
Assessment (how will you
know they know?)
How will you check
learning? (including on-line
activities and homework)
http://www.google.co.uk/sea
rch?q=Blooms%20taxonomy
Objectives:
Skills
What are the specific
learning objectives?
(Activities – how will
they get there?)
Have you considered
how will you develop
English, maths, IT and
wider skills? How will
employability skills be
promoted? How will you
naturally embed E&D?
Stretch and Challenge: How
will you achieve this?
1
Click here
to enter a
date.
Lecturer Evaluation: To be completed at the end of the week
Student evaluation: What went well? Even better if? Did you feel supported / challenged?
2
Click here
to enter a
date.
Lecturer Evaluation: To be completed at the end of the week
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Student evaluation: What went well? Even better if? Did you learn something in every session?
Did you feel supported / challenged?
An example from the Level 2 Civil Engineering Apprenticeship Framework.
Aim of the
scheme:
Learning
Outcomes:
To ensure learners are equipped with the relevant skills and knowledge to perform civil
engineering tasks that conform to statutory rules and regulations with due regard to their own
personal health and safety and that of the general public and others around them. The
learners will understand the reason for activities being carried out in a specific order and why
the following of installation guidelines are important in order to meet a fully cost effective and
quality audited activity.
At the completion of the programme learners will be able to carry out relevant tasks as directed
by their employer with little or no supervison in order to contribute to the economic viability of
the employer that they are working for.
Teaching and Learning
Week/
Date
Wider Skills/Personal Development
Aim: (what you are Outcomes: (what
aiming to achieve) the student s will
learn)
Try to give a broad
overview of the
content.
Assessment (how will you know they know?)
Objectives:
Skills
How will you check learning? (including on-line activities
and homework)
What are the
specific learning
objectives?
(Activities – how
will they get
there?)
Have you
considered how
will you develop
English, maths, IT
and wider skills?
How will
employability skills
be promoted? How
will you naturally
embed E&D?
http://www.google.co.uk/search?q=Blooms%20taxonomy
Stretch and Challenge: How will you achieve this?
Induction and
Enrolment of
learners to
Gloucestershire
College
15
14/11/2014
Meet and greet
and an explanation
of where facilities
are including a tour
of the college
campus to
establish the
location of all
learner centred
support services.
Learners complete feedback sheets and identify location of
facilities on a college map.
Activities will be reviewed and feedback given to ensure all
learners are familiar with what is available at college and
the wider.
General and directed oral questioning will be undertaken to
establish the learners understanding throughout the day.
Initial assessment of learners abilities through skillscan
Presentation of the and recording of individual leaners achievement of prior
type of activities
learning.
English will be
established
through the
completion of
forms and spelling
/ grammar checked
at all opportunities
throughout the
enrolment process
and gathering of
information.
IT skills will be
Teaching and Learning
Week/
Date
Wider Skills/Personal Development
Aim: (what you are Outcomes: (what
aiming to achieve) the student s will
learn)
Try to give a broad
overview of the
content.
Assessment (how will you know they know?)
Objectives:
Skills
How will you check learning? (including on-line activities
and homework)
What are the
specific learning
objectives?
(Activities – how
will they get
there?)
Have you
considered how
will you develop
English, maths, IT
and wider skills?
How will
employability skills
be promoted? How
will you naturally
embed E&D?
http://www.google.co.uk/search?q=Blooms%20taxonomy
Stretch and Challenge: How will you achieve this?
that wlll be
undertaken both in
college workshops
and classrooms.
With an
explanation of the
required standards.
Presentation of the
type of activites
and evidence
required for the
building of the
NVQ (workplace
experience)
Introduction to key
personnel including
Maths and English
tutors
Ice breaker
activities (use
Standards Unit
Materials where
possible)
alternative
activities include
word search,
addressed through
the process by use
of research using
internet gfacilities
as the learners
gain access to the
college systems
and receive log in
details.
Maths will be
encouraged
throughout
thesession as
naturally occurring
and through
diagnostic checks
to establish
learners abilities
from the outset of
the programme.
Opportunites for
equality and
diversity will be
addressed through
naturally occurring
events including
the completion of
Teaching and Learning
Week/
Date
Wider Skills/Personal Development
Aim: (what you are Outcomes: (what
aiming to achieve) the student s will
learn)
Try to give a broad
overview of the
content.
Assessment (how will you know they know?)
Objectives:
Skills
How will you check learning? (including on-line activities
and homework)
What are the
specific learning
objectives?
(Activities – how
will they get
there?)
Have you
considered how
will you develop
English, maths, IT
and wider skills?
How will
employability skills
be promoted? How
will you naturally
embed E&D?
http://www.google.co.uk/search?q=Blooms%20taxonomy
Stretch and Challenge: How will you achieve this?
crossword, team
discussion and
feedback
enrolment
documentation
where ethnicity,
sexual orientation
etc. is requested.
Employability skills
will be discussed
through the use of
ERR
documentation.
This will be an on
going process and
will be picked up
by WBL reviewers
as all of the
learners in this
cohort are
apprentices.
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4. English and maths links—teaching and learning resources for functional skills
http://www.pearsonschoolsandfecolleges.co.uk/FEAndVocational/SkillsForLifeAndKeySkills/19plus/FunctionalSkills/ISBN/TeachingandLearningR
esourceDisks/FunctionalSkillsEnglishLevel2TeachingandLearningResourceDisk.aspx
http://www.pearsonschoolsandfecolleges.co.uk/Secondary/Mathematics/1416/EdexcelFunctionalSkillsMathematics/ISBN/ActiveTeachCDROM/EdexcelFunctionalMathematicsActiveTeachLevel2.aspx
http://www.edexcel.com/quals/func-skills/wbl-resources/Pages/english-level-1.aspx
http://www.edexcel.com/quals/func-skills/wbl-resources/Pages/english-level-2.aspx
http://www.edexcel.com/quals/func-skills/wbl-resources/Pages/maths-level-1.aspx
Links to Edexcel example videos and assessments
http://www.edexcel.com/quals/func-skills/english/Pages/assessment-videos.aspx
http://www.edexcel.com/quals/func-skills/english/Pages/default.aspx
http://www.edexcel.com/quals/func-skills/wbl-resources/Pages/maths-level-2.aspx
Additional English resources
http://www.grammar-monster.com/
http://learnenglish.britishcouncil.org/en/
http://learnenglishkids.britishcouncil.org/en/grammar-games
http://www.bbc.co.uk/bitesize/ks2/english/spelling_grammar/
http://www.funbrain.com/grammar/
http://resources.woodlands-junior.kent.sch.uk/interactive/literacy2.htm
http://classroom.jc-schools.net/basic/la-grammar.html
English resources and advice
Edexcel (use the Past Papers search to download question papers, mark schemes and examiner’s reports):
http://www.edexcel.com/Pages/Home.aspx
Practice online tests (use the onscreen on-demand practice tests with the mark schemes)
http://www.edexcel.com/quals/func-skills/Pages/Onscreen_testing.aspx
BBC Skillswise (covers Level 1 skills):
http://www.bbc.co.uk/skillswise/english
Online resources for Maths Functional Skills
Mostly Level 1:
http://www.bbc.co.uk/skillswise/maths
http://www.bbc.co.uk/bitesize/ks3/maths/
http://www.bbc.co.uk/bitesize/ks2/maths/
Level 1 and Level 2:
http://www.bbc.co.uk/schools/gcsebitesize/maths/
http://www.move-on.org.uk/practicetests.asp
Edexcel online tests:
http://www.edexcel.com/quals/func-skills/about/Pages/Onscreen_testing.aspx
Edexcel past papers, mark schemes and examiners’ reports
http://www.edexcel.com/quals/func-skills/maths/Pages/default.aspx
Maths requirements for Civil Engineering
http://www.ice.org.uk/What-is-civil-engineering/What-do-civil-engineers-do/How-to-become-a-Civil-Engineer
https://nationalcareersservice.direct.gov.uk/advice/planning/jobprofiles/Pages/civilengineer.aspx - Nov 14
To become a civil engineer, you will need to have:
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excellent maths, science, and IT skills
the ability to explain design ideas and plans clearly
the ability to analyse large amounts of data, and assess solutions
a confident decision-making ability
excellent communication skills
project management skills
the ability to work within budgets and to deadlines
good teamwork skills
full knowledge of relevant legal regulations.
http://www.mymajors.com/career/civil-engineers/skills/
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Speaking - Talking to others to convey information effectively.
Mathematics - Using mathematics to solve problems.
http://www.skillsworkshop.org/contextual?page=1&tid[0]=47&tid_depth[0]=4 – Construction, Carpentry and Plumbing
http://www.skillsworkshop.org/contextual?tid%5B%5D=47&tid_depth%5B%5D=5 – Electrical, Electronics and Technology
http://rwp.excellencegateway.org.uk/Embedded%20Learning/Vocational/Trowel%20occupations/ - resources
The following tables are useful
when laminated and used as
posters, handouts,mouse-mats
or keyboard placemats
Skills required for Level 2 English Functional skills
Speaking and Listening
Skill area
1 Speaking &
Listening
Make a range of
contributions to
discussions in a range
of
contexts, including
those
that are unfamiliar,
and
make effective
presentations
Skills needed
1.1 Consider complex
information and give a
relevant, cogent response in
appropriate language
1.2 Present information and
ideas clearly and persuasively
to
others
1.3 Adapt contributions to suit
audience, purpose and
situation
1.4 Make significant
contributions to discussions,
taking a range of roles and
helping to move discussion
forward
What it really means for the learners
- show active listening by linking their own comments
and questions to what others have said
- use correct vocabulary and avoid slang terms to avoid
being misunderstood
- explain their ideas clearly so their audience
understands and is persuaded to share their views
- use visual aids to support their presentation without
replacing or weakening their own role in it
- match their words, volume and tone of voice to suit
their audience
- pay attention to others’ views and to what the group is
trying to achieve
- explain relevant points clearly
- encourage others to put their views forward and
support their ideas by comments, questions or nonverbal means
- help to keep the discussion moving forward towards a
decision
- take a range of roles, e.g. negotiate, lead, keep
records, summarise, ask questions, chair
Remind them to
- decide on the points they want to make and research
their material well (adds confidence)
- be clear about their point of view and what they
want to get across.
- be clear about their purpose and focus on achieving
it.
- not to rely too much on visual aids for their
presentation and not get distracted by the technology.
- make a few brief notes to help them stay on track.
- speak calmly and not too quietly or loudly – make
sure everyone can hear them and have eye contact
- contribute to the discussion in different ways (i.e.
range of roles)
- listen carefully when others speak
- respond politely and treat everyone’s ideas as worth
considering
- give extended contributions
Note: these reminders are now also available in poster
format to be used with your learners
Reading
Skill area
2 Reading
Select, read,
understand
and compare texts
and
use them to gather
information, ideas,
arguments and
opinions
Skills needed
2.1 Select and use different
types of texts to obtain and
utilise relevant information
2.2 Read and summarise,
succinctly,
information/ideas from
different sources
2.3 Identify the purposes of
texts and comment on how
meaning is conveyed
2.4 Detect point of view,
implicit meaning and/or
bias
2.5 Analyse texts in relation
to audience needs and
consider
suitable responses
What it really means for the learners
- identify the main purpose of the text
- find a number of pieces of information and evidence in
the text
- identify what a text is about and make a summary
- decide whether statements they are given are presented
in the text as facts or opinions
- identify bias in text
- give features of the text that convey information
- respond to the text – find solutions to questions by using
information in the text
- make a decision based on comparing information in
different parts of the text
Remind them to
- read each question carefully before they look for the
answer. They could highlight key words in the question
so that they stay focused.
- not to make assumptions about a writer’s purpose,
but to find evidence in the text to support their ideas
- use different reading techniques: skimming to get the
gist, scanning to find a specific detail and close reading
to understand the text
- read carefully to choose the most correct answer.
- name features of text and say how and why they are
used.
- look out for ideas and views which are suggested
indirectly through language or layout of the text. Is it
fact or just the writer’s opinion?
- some words may give clues about the writer’s point
of view or bias. Do they recognise these?
Note: these reminders are now also available in poster
format to be used with your learners
Writing
Skill area
3 Writing
Write a range of
texts,
including extended
written documents,
communicating
information, ideas
and
opinions, effectively
and
persuasively
Skills needed
3.1 Present information/ideas
concisely, logically, and
persuasively
3.2 Present information on
complex subjects clearly and
concisely
3.3 Use a range of writing
styles for different purposes
3.4 Use a range of sentence
structures, including complex
sentences, and paragraphs to
organise written
communication effectively
3.5 Punctuate written text
using commas, apostrophes
and
inverted commas accurately
3.6 Ensure written work is fit
for purpose and audience, with
accurate spelling and grammar
that support clear meaning in
a range of text types.
What it really means for the learners
- use the correct format for their writing (e.g. emails,
letters, articles, reports, leaflets, reviews and web
forum)
- include all the relevant information the reader needs,
and present it clearly so that they can understand it
- use appropriate register (i.e. formal or informal) for
the purpose
- give opinions and write persuasively if they are asked
to
- build an argument and back up their ideas with
evidence
- organise their writing, using paragraphs and other
text features if needed
- use a range of sentence types and use joining words
to link ideas
- ensure their spelling (e.g. plurals, homophones,
prefixes and suffixes) and grammar (e.g. subject-verb
agreement, correct and consistent use of verb tense)
are accurate so the reader can understand their
meaning
- use a range of punctuation correctly, including
commas, apostrophes and inverted commas
Remind them to
check the following:
- Have they made a quick plan first to help them
organise their ideas?
- Have they planned paragraphs?
- Has it got all the features they would expect in the
text type?
- Do their language, content and presentation suit their
audience?
- Will their writing achieve its purpose?
- Have they backed up their points with evidence?
- Have they included the right content?
- If they are given ideas for things to include, have they
used them?
- Is it formal or informal enough all the way through?
- Does each sentence make sense? Read the text
‘aloud’ in their head to check.
- Check for homophones – have they used the right
one?
- Read the text backwards, focusing on the spelling of
each word. Correct any errors.
Note: these reminders are now also available in poster
format to be used with your learners
Read, write, order, compare
number
(including negative integers)
6 − (−3) = 6 + 3 = 9
Add and subtract
(including negative integers)
Read, write, order, compare
numbers (up to 2 decimal places)
Multiply and divide
(Including negative
integers)
Multiply and divide
by
10
100
Use direct proportion in simple
problems
1000
Integers
are whole numbers
(positive or negative)
8
10
Round to the
nearest 10, 100, 1000
Understand place value
Ratio and
Proportion
Know and use
multiplication
and division facts
up to 10 x 10
Round decimals to 2
decimal places
Convert units of time including:
Order and compare simple
percentages
19 %
Add and subtract decimals
up to 2 decimal places
Find percentages of
quantities
Divide decimals up to 2
decimal places (calculator)
Calculate percentage
increase and decrease
Seconds
Hours
Weeks
Years
Minutes
Days
Months
Read, write, order,
compare money
Add, subtract, multiply and
divide amounts of money,
Household bills
Utility bills
Finance Interest (for 1 year)
51 %
Percentages
0.25 = ¼ = 25%
Use equivalencies between
decimals fractions and
percentages
Work out intervals of
time
Time
Decimals
Multiply decimals with up to 2
decimal places
Divide a quantity into 2
or 3 parts in a given
ratio
45 is
% of 60
45/60 = 0.75 x 100 =
75%
45 is 75% of 60
Work out percentages of
quantities, including VAT
Express one number as a
percentage of another
Money
Round money in
calculations to
the nearest penny
Calculate wages and
salaries (including
deductions N.I and tax)
Convert
between
currencies
Order and compare
fractions and mixed
numbers
Write fractions
in simplest form
Add and subtract simple fractions with the
same denominator, excluding mixed
numbers
Work out the perimeter of shapes
Area
Fractions
1÷4=
Convert simple
fractions
to decimals
(up to 2 decimal places)
Use
equivalent
fractions
of 80 = ?
Find a fraction of a
whole number quantity
45 = 3/4 of 60
Express a number as a
fraction of another
Know and use units of measure for including metric and imperial units
inc
ft
lbs
Length
Temperature
kg
Weight
Draw lines accurate to the
nearest cm
Measures
Add and subtract
measures
Make comparisons and predictions from data.
Describe trends and represent data
Find the class interval
which contains the median
middle value when the
values are arranged in
size order)
ig
Read, write & use everyday tables,
charts
Capacity
Interpret and compare composite bar
charts (made of 2 or more criteria)
Draw and interpret
Tables and Charts
pt
Read decimal scales
Interpreting
data
Work out the area
of shapes
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Mileage charts
Bar charts
Line graphs
Timetables
Currency conversion table
Check solutions to questions
and problems by using suitable
approximations
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Bar charts
Pie charts
Line graphs
2 way tables
Check solutions to questions
and problems by considering
whether the answer is sensible
Approximation and
Find the modal class interval
from
a frequency table or diagram
the mode is the value that occurs
most often )
Formulae
Substitute numbers into a formula and complete the calculation.
These are the current specifications Functional Skills at level 1 and 2 in English and Maths:
http://www.edexcel.com/migrationdocuments/Functional%20skills1/FC026704-Functional-Skills-English-Levels-1-and-2-issue-3-090211.pdf
http://www.edexcel.com/migrationdocuments/Functional%20skills1/FC023242-Functional-Skills-Mathematics-Lev-1-and-2-issue-2-1810101.pdf
To download past papers