Functional Skills English (Entry Level 2 to Level 2) – Curriculum Intent

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The Functional Skills English curriculum is designed to develop learners’ reading, writing, speaking, listening, and communication skills, enabling them to participate confidently and effectively in education, employment, and everyday life. Through a carefully sequenced and ambitious curriculum from Entry Level 2 to Level 2, learners progressively build the literacy skills required to communicate independently, think critically, and engage successfully with the wider curriculum.

We have high expectations for all learners and believe that every individual can make meaningful progress regardless of their starting point. The curriculum is designed to challenge learners appropriately while providing the support necessary to achieve success. Learners develop the confidence and competence to read a range of texts, write clearly for different purposes and audiences, and communicate effectively through speaking and listening. These skills are fundamental to academic achievement, employability, and active participation in society.

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A strong emphasis is placed on communication and social development, enabling learners to express opinions, engage in discussion, listen respectfully to others, and communicate effectively in a variety of formal and informal contexts. Opportunities for collaborative learning, presentations, debates, and group discussions are embedded throughout the curriculum to develop confidence, independence, and resilience.

Learning is informed by a robust baseline assessment process that identifies individual strengths, barriers, and next steps. Progress is carefully monitored and tracked throughout each learner's journey, ensuring that teaching is responsive to individual needs. Where gaps in learning are identified, targeted intervention and catch-up sessions are provided to accelerate progress and support achievement, reducing the need for external intervention wherever possible.

The curriculum also incorporates pupil-led topics and areas of interest, helping to increase engagement, motivation, and ownership of learning. Learners are encouraged to explore themes that are relevant to their lives and future aspirations, while developing the literacy skills required for progression into further education, training, and employment.

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Recognising the importance of emotional wellbeing and learner confidence, access to appropriate therapy and wellbeing support is available to help learners develop self-regulation strategies, manage anxiety, and prepare effectively for assessments and examinations. This support contributes to increased confidence, resilience, and exam readiness.

The curriculum promotes progression through increasingly challenging reading, writing, and communication activities while providing meaningful opportunities to apply literacy skills across the wider curriculum. Through cross-curricular links with GCSE History and GCSE Geography, learners develop subject-specific vocabulary, critical reading skills, and the ability to analyse and evaluate information from a variety of sources.

Cross-Curricular Links

GCSE History (Eduqas): Health and Medicine in Britain c.500 to the Present Day

GCSE Specification Template

Functional Skills English supports learners in accessing the literacy demands of the Eduqas GCSE History course by developing the skills needed to interpret sources, evaluate evidence, communicate ideas, and construct reasoned arguments.

Learners explore key themes within Health and Medicine in Britain c.500 to the Present Day, including:

• Causes, treatments, and prevention of disease throughout history.

• The development of medical knowledge and public health.

• The impact of individuals, discoveries, and technological advances on medicine.

• Historical interpretations and the evaluation of evidence.

A particular focus is placed on the Black Death, where learners engage with historical accounts and source material to understand medieval beliefs about disease, compare historical and modern responses to illness, and evaluate the social impact of epidemics.

Learners also explore the Historic Environment study of Eyam, examining the village's response to the plague outbreak of 1665–1666. Through reading, discussion, and writing activities, learners analyse how communities responded to disease, consider issues of responsibility and public health, and develop their ability to communicate historical understanding using evidence.

wjec-eduqas-gcse-history-guidance-for-teaching.pdf

 

GCSE Geography (AQA)

Functional Skills English also supports the literacy requirements of AQA GCSE Geography through the study of contemporary environmental issues.

Tropical Rainforests

Learners develop their reading and analytical skills through exploring:

• The characteristics and importance of tropical rainforests.

• Biodiversity and ecosystem interdependence.

• Deforestation and its impacts.

• Sustainable management and conservation strategies.

Activities include analysing articles, reports, case studies, and information texts, as well as producing persuasive and informative writing.

GCSE Geography Specification Specification for first teaching in 2016

Climate Change

Learners investigate:

• Causes and impacts of climate change.

• Environmental, social, and economic consequences.

• Strategies to reduce and manage climate change.

• Different viewpoints on sustainability and environmental responsibility.

Through reading reports, interpreting data, participating in discussions, and presenting arguments, learners develop the critical literacy skills required to understand and evaluate complex global issues.

GCSE Geography Specification Specification for first teaching in 2016

 

Personal Development and British Values

The curriculum supports learners' personal development by encouraging confidence, resilience, independence, and effective communication. Through discussions of historical events, environmental issues, and contemporary challenges, learners develop respect for differing viewpoints and learn to participate constructively in debate and discussion.

British Values are embedded throughout the curriculum through:

• Democracy – expressing opinions and engaging in discussion.

• Rule of Law – understanding rights, responsibilities, and societal structures.

• Individual Liberty – developing confidence and independence in communication.

• Mutual Respect and Tolerance – considering different perspectives and experiences.

Intended Outcomes

By the end of Level 2, learners will:

• Read, understand, and evaluate a range of texts confidently and independently.

• Write accurately and effectively for a variety of purposes and audiences.

• Communicate clearly and appropriately in spoken discussions, presentations, and workplace situations.

• Apply literacy skills across GCSE History, GCSE Geography, vocational learning, and everyday life.

• Use evidence to support ideas, opinions, and arguments.

• Demonstrate increased confidence, resilience, and independence in learning.

• Progress successfully into further education, apprenticeships, training, or employment.

• Develop the literacy, communication, and critical-thinking skills needed to become active, informed, and successful members of society.