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A collection of 12 non fiction texts, with accompanying questions and marking guides, all mapped to the Functional Skills Scope of Study. Thoughtful resources, with embedded British Values. Ideal resource pack for using in the classroom, or for self guided study. Suitable for Functional Skills level 1-2 Learners aged 14+ including adult learners. Rescources included in this version (version 1) include: NATIONAL CAREERS SERVICE: NURSE CELEBRATING INTERNATIONAL NURSES’ DAY FERAL PARAKEETS IN GREAT BRITAIN WHY ARE THERE SO MANY PARAKEETS IN SURREY? BILLIONAIRES FALL AS KING RISES IN LATEST SUNDAY TIMES RICH LIST MARVEL’S ‘THUNDERBOLTS’ PROVES A HIT AT BOX OFFICE OPEN LETTER CALLING FOR INCREASED ACCESS TO FRUIT AND VEG SEASONAL GUIDE TO BRITISH FRUIT AND VEG BANANA OAT PANCAKE RECIPE THE HISTORY OF PANCAKES 10 YEAR OLD DJ STEADY TO DJ AT FESTIVALS IN UK AND IBIZA HAS F1’S ICONIC MONACO GRAND PRIX BECOME BORING?

A collection of 12 non fiction texts, with accompanying questions and marking guides, all mapped to the Functional Skills Scope of Study. Thoughtful resources, with embedded British Values. Ideal resource pack for using in the classroom, or for self guided study. Suitable for Functional Skills level 1-2 Learners aged 14+ including adult learners. Rescources included in this version (version 1) include: RAF ENGINEERS WHO STOLE PADDINGTON STATUE ’ANTITHESIS’ OF EVERYTHING HE STANDS FOR, JUDGE SAYS WHAT IS NET ZERO AND HOW ARE THE UK AND OTHER COUNTRIES DOING? ONE IN SIX YOUNG PEOPLE EAT FAST FOOD ‘TWICE A DAY’ GENERATIONS SHARPLY DIVIDED OVER KEEPING MONARCHY 5.ALL I COULD DO WAS SCREAM, SAYS WOMAN RESCUED BY RNLI NEW DATA REVEALS RNLI IN BRIGHTON LAUNCHED 61 TIMES IN 2024 WHY WOULD PEOPLE VOTE FOR KAMALA HARRIS? 5 THINGS TO UNDERSTAND ABOUT WHY HER SUPPORTERS BACK HER VAL KILMER WAS HANDSOME, CHARISMATIC AND DIFFICULT TO WORK WITH— BUT HE WAS WORTH IT UK WILDLIFE: STATE OF THE NATURE 2023 REPORT SAYS MORE NEEDS TO BE DONE TO PROTECT UK WILDLIFE STATE OF NATURE REPORT 2023: UK WILDLIFE CONTINUES TO DECLINE WHEN WAS THE FIRST PARALYMPIC GAMES? THE PARALYMPIANS WITH THE MOST GOLDS

Encourages learners to read a non fiction text, on the topic of the recent theft of a Paddington Bear Statue - To identify key information through a series of questions. Accompanying marking guide, matched to FS learning Criteria. Suitable for Level 1 learners who require stretch to Level 2. This resources addresses the following FS English Reading Learning Criteria: L1: Identify and understand the main points, ideas and details in texts L1: Recognise vocabulary typically associated with specific types and purposes of texts (e.g. formal, informal, instructional, descriptive, explanatory and persuasive) L2: Identify implicit and inferred meaning in texts L2: Identify implicit and inferred meaning in texts L2: Use a range of reference materials and appropriate resources (e.g. glossaries, legends/keys) for different purposes, including to find the meanings of words in straightforward and complex sources

Encourages learners to read a non fiction text, on the topic of ‘Net Zero’ - To identify key information through a series of questions. Accompanying marking guide, matched to FS learning Criteria. Suitable for Level 1 learners who require stretch to Level 2. This resources addresses the following FS English Reading Learning Criteria: L1: Identify and understand the main points, ideas and details in texts L1: Read and understand a range of specialist words in context L2: Understand organisational features and use them to locate relevant information in a range of straightforward and complex sources L2: Understand the relationship between textual features and devices, and how they can be used to shape meaning for different audiences and purposes L2: Follow an argument, identifying different points of view and distinguishing fact from opinion

Encourages learners to read a non fiction text, on the topic of ‘Early Detection of Mouth Cancer using Lollipops’ - To identify key information through a series of questions. Accompanying marking guide, matched to FS learning Criteria. Suitable for Level 1 learners. Encourages learner to: Identify and understand the main points, ideas and details in texts Compare information, ideas and opinions in different texts Identify meanings in texts and distinguish between fact and opinion Recognise that language and other textual features can be varied to suit different audiences and purposes Use reference materials and appropriate strategies (e.g. using knowledge of different word types) for a range of purposes, including to find the meaning of words Understand organisational and structural features and use them to locate relevant information (e.g. index, menus, subheadings, paragraphs) in a range of straightforward texts Infer from images meanings not explicit in the accompanying text Recognise vocabulary typically associated with specific types and purposes of texts (e.g. formal, informal, instructional, descriptive, explanatory and persuasive) Read and understand a range of specialist words in context Use knowledge of punctuation to aid understanding of straightforward texts

Encourages learners to read a non fiction text, on the topic of ‘Lab grown food’ - To identify key information through a series of questions. Accompanying marking guide, matched to FS learning Criteria. Suitable for Level 1 learners. Encourages learner to: Identify and understand the main points, ideas and details in texts Compare information, ideas and opinions in different texts Identify meanings in texts and distinguish between fact and opinion Recognise that language and other textual features can be varied to suit different audiences and purposes Use reference materials and appropriate strategies (e.g. using knowledge of different word types) for a range of purposes, including to find the meaning of words Understand organisational and structural features and use them to locate relevant information (e.g. index, menus, subheadings, paragraphs) in a range of straightforward texts Infer from images meanings not explicit in the accompanying text Recognise vocabulary typically associated with specific types and purposes of texts (e.g. formal, informal, instructional, descriptive, explanatory and persuasive) Read and understand a range of specialist words in context Use knowledge of punctuation to aid understanding of straightforward texts

Spelling skills are essential in everyday life, and word searches provide an engaging way to practice them. This simple starter or extension task, encourages learners to identify their favourite musical stars, in a wordsearch format. Scope of Study: Recognise that language and other textual features can be varied to suit different audiences and purposes Understand organisational and structural features and use them to locate relevant information (e.g. index, menus, subheadings, paragraphs) in a range of straightforward texts

An article on the topic of empolyability / preparing for a job interview. Learners are encourage to read this non fiction text, identifying and correcting numerous spelling, punctuation and grammer errors. Complete with answers sheet.

A simple and quick activity / worksheet that encourage learners to read / listen to a speech, from the film The Green Mile, to identify and analyse examples of similie. Scope of study: Compare information, ideas and opinions in different texts, including how they are conveyed Identify implicit and inferred meaning in texts Identify different styles of writing and writer’s voice

Learners are encourage to read this non fiction text, for information and deeper meaning, including interpreting the text, using the Dictionary and analysing language techniques. Learners are encouraged to form and share their own opinions. Scope of study: Identify the different situations when the main points are sufficient and when it is important to have specific details Compare information, ideas and opinions in different texts, including how they are conveyed Identify implicit and inferred meaning in texts Understand the relationship between textual features and devices, and how they can be used to shape meaning for different audiences and purposes Use a range of reference materials and appropriate resources (e.g. glossaries, legends/keys) for different purposes, including to find the meanings of words in straightforward and complex sources Understand organisational features and use them to locate relevant information in a range of straightforward and complex sources Analyse texts, of different levels of complexity, recognising their use of vocabulary and identifying levels of formality and bias Follow an argument, identifying different points of view and distinguishing fact from opinion Identify different styles of writing and writer’s voice

**Trigger warning: This resource, adapted from a BBC News Online article, features drug abuse and cannibalism, and may not be suitable for some learners. ** Learners are encourage to read this non fiction text, for information and deeper meaning, including interpreting the text, and analysing language techniques and presentation features. Scope of study: Identify the different situations when the main points are sufficient and when it is important to have specific details Compare information, ideas and opinions in different texts, including how they are conveyed Identify implicit and inferred meaning in texts Understand the relationship between textual features and devices, and how they can be used to shape meaning for different audiences and purposes Use a range of reference materials and appropriate resources (e.g. glossaries, legends/keys) for different purposes, including to find the meanings of words in straightforward and complex sources Understand organisational features and use them to locate relevant information in a range of straightforward and complex sources Analyse texts, of different levels of complexity, recognising their use of vocabulary and identifying levels of formality and bias Follow an argument, identifying different points of view and distinguishing fact from opinion Identify different styles of writing and writer’s voice

Learners are encouraged to read a non fiction text, a news article from the BBC. There are 6 accompanying questions that encourage learners to break down the text, reading for key information and **deeper meaning. ** Scope of study: Identify the different situations when the main points are sufficient and when it is important to have specific details Compare information, ideas and opinions in different texts, including how they are conveyed Identify implicit and inferred meaning in texts Understand the relationship between textual features and devices, and how they can be used to shape meaning for different audiences and purposes Use a range of reference materials and appropriate resources (e.g. glossaries, legends/keys) for different purposes, including to find the meanings of words in straightforward and complex sources Understand organisational features and use them to locate relevant information in a range of straightforward and complex sources Analyse texts, of different levels of complexity, recognising their use of vocabulary and identifying levels of formality and bias Follow an argument, identifying different points of view and distinguishing fact from opinion Identify different styles of writing and writer’s voice

Adapted from a City and Guilds past exam paper, this is a truly engaging Powerpoint I created to help break down and guide learners, to complete a Functional Skills Level 2 Reading Exam. This lesson makes reference to four non fiction texts; a magazine article (Document 2) an online forum (Document 3) and a flyer for a hypnotherapist (Document 4). The theme is ‘parenthood’ - an ideal FS English resource for those engaged in health, social, and childcare courses. Scope of study: Identify the different situations when the main points are sufficient and when it is important to have specific details Compare information, ideas and opinions in different texts, including how they are conveyed Identify implicit and inferred meaning in texts Understand the relationship between textual features and devices, and how they can be used to shape meaning for different audiences and purposes Use a range of reference materials and appropriate resources (e.g. glossaries, legends/keys) for different purposes, including to find the meanings of words in straightforward and complex sources Understand organisational features and use them to locate relevant information in a range of straightforward and complex sources Analyse texts, of different levels of complexity, recognising their use of vocabulary and identifying levels of formality and bias Follow an argument, identifying different points of view and distinguishing fact from opinion Identify different styles of writing and writer’s voice

Printable double sided reading practice / revision cards with a text to read on one side, and an exam style question on the reverse. Can be incorporated into lessons one by one as activities, or used in sequence to practice a Level 1 Reading exam. Scope of study: Identify the different situations when the main points are sufficient and when it is important to have specific details Compare information, ideas and opinions in different texts, including how they are conveyed Identify implicit and inferred meaning in texts Understand the relationship between textual features and devices, and how they can be used to shape meaning for different audiences and purposes Use a range of reference materials and appropriate resources (e.g. glossaries, legends/keys) for different purposes, including to find the meanings of words in straightforward and complex sources Understand organisational features and use them to locate relevant information in a range of straightforward and complex sources Analyse texts, of different levels of complexity, recognising their use of vocabulary and identifying levels of formality and bias Follow an argument, identifying different points of view and distinguishing fact from opinion Identify different styles of writing and writer’s voice

Printable double sided reading practice / revision cards with a text to read on one side, and an exam style question on the reverse. Can be incorporated into lessons one by one as activities, or used in sequence to practice a Level 1 Reading exam. Scope of study: Identify and understand the main points, ideas and details in texts Compare information, ideas and opinions in different texts Identify meanings in texts and distinguish between fact and opinion Recognise that language and other textual features can be varied to suit different audiences and purposes Use reference materials and appropriate strategies (e.g. using knowledge of different word types) for a range of purposes, including to find the meaning of words Understand organisational and structural features and use them to locate relevant information (e.g. index, menus, subheadings, paragraphs) in a range of straightforward texts Infer from images meanings not explicit in the accompanying text Recognise vocabulary typically associated with specific types and purposes of texts (e.g. formal, informal, instructional, descriptive, explanatory and persuasive) Read and understand a range of specialist words in context Use knowledge of punctuation to aid understanding of straightforward texts

A full lesson, guided using MS Powerpoint Slide Deck. Centering on the theme of ‘learning to drive’ all learners will be guided to: Complete a reading comprehension task with a variety of questions. Write a blog and/or internet discussion piece using informal, but appropriate, language Explore the use of capital letters for the letter ‘I’

A full, guided lesson, using MS Powerpoint. Featuring a numeracy starter task, encouraging learners to explore percentages. All learners will: Analyse two adverts for UK based charities, and be encouraged to explore how persuasion has been used effectively Observe examples of effective speeches, including by Barack Obama. Explore the format of a speech, what persuasive techniques have been used effectively? Write a speech with a clear opening and obvious close. Explore correct use of punctuation and grammar with a focus on the use of its and it’s Some learners may: Stretch themselves to give feedback to a peer – one medal, and one mission. Topics covered; Fundraising, charity, politics

A full lesson, guiding learners to: Identify persuasive techniques within several non fiction texts. Identify information within a text and answer a variety of questions Create a leaflet / guide applying suitable layout features and language techniques Explore correct use of punctuation with a focus on using commas appropriately Some learners may also: Stretch and challenge themselves to attempt additional tasks. Numeracy is embedded within the starter task, with additional ICT embedded and encouraged through the use of QR codes. Topics included; Healthy eating, healthy lifestyles and smoking.

A full lesson contained within a Powerpoint presentation; Learners will identify differing opinons on the topic of Graffitti from a written and video text. They will communicate with others to share their own opinions, and complete a reading comprehension task based on an article, with a variety of accompanying questions including to identify the authors opinion. Learners will be prompted to write their own article using correct layout features and appropriate language, and then develop their piece with an emphasis on punctuation, including the use of exclamation marks and apostrophes. Some learners may also complete extra tasks to stretch and challenge themselves at a higher level, including applying additional persuasive techniques to their writing.

A full lesson contained within a Powerpoint presentation, guiding the learner to identify examples of formal versus informal language, read and analyse a formal complaint and write their own email complaint using appropriate language. Learners are encouraged to reflect on their own work, using the 3-2-1 method. Helpful and engaging age appropriate Domix video linked.