Guidance

English Functional Skills: subject content

Updated 8 November 2024

Applies to England

Introduction 

This guidance sets out the:

• purpose of Functional Skills in English

• learning aims and outcomes

• scope of study at:

  • Entry Levels 1, 2 and 3
  • Levels 1 and 2

Content at each level builds on that at lower levels.

Functional Skills in English comprise:

• speaking, listening and communicating

• reading

• writing

Speaking, listening and communicating

Speaking, listening and communicating is defined in this context as non-written communication, normally conducted face to face. It can also include virtual communication methods, such as telephone or spoken web-based technologies.

The terms ‘speaking, listening and communicating’ are intended to be interpreted in a broad, inclusive way. They are not intended to create any unnecessary barriers to students with a speech or hearing impairment.

Reading

Reading is defined in this context as the understanding of written language on screen or on paper.

Writing

Writing is defined in this context as the independent construction of written language on screen or on paper.

Teachers should use effective methods based on the best available evidence to support students in gaining these skills. They should teach Entry Level students phonics in a structured way that aids their reading and writing.

Purpose

Gaining Functional Skills helps students develop:

• confidence, fluency and a positive attitude toward English

• a sound grasp of basic English knowledge and skills

Functional Skills qualifications:

• provide reliable evidence of students’ achievements against demanding content relevant to the workplace

• assess students’:
  • underpinning knowledge and skills
  • ability to apply this in different real-world situations
• offer a foundation for:
  • moving on to further technical education
  • progressing into employment
  • developing skills for everyday life

In some contexts, Functional Skills qualifications will play a part in the government’s accountability systems.

Purpose: Entry Levels 1, 2 and 3

An English Functional Skills qualification at Levels 1, 2 or 3 demonstrates that a student is able to:

• read, write, speak, listen and communicate at an appropriate level

• apply their knowledge and skills in familiar situations

• provide the basis for further study at Levels 1 and 2.

Purpose: Levels 1 and 2

An English Functional Skills qualification at Levels 1, 2 or 3 demonstrates that a student is able to:

• read, write, speak, listen and communicate at an appropriate level

• apply their knowledge and skills effectively in a range of contexts in the workplace and other real-life situations

Learning aims and outcomes: Entry Levels 1 to 3

A qualification at Entry Levels 1 to 3 indicates that a student is able to:

• speak, listen, communicate, read and write with increasing clarity, accuracy and effectiveness at each level

• 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 both in everyday life and at 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

• apply these Functional Skills to informal and some formal contexts in familiar situations, with some direction and guidance

Subject content and scope of study: Entry Level 1

Speaking, listening and communicating

Texts should include:

• simple:
  • narratives
  • information
  • instructions
• short:
  • statements
  • explanations
  • discussions
  • questions
  • exchanges

Students should be able to:

• say the names of the letters of the alphabet

• identify and extract the main information from short statements and explanations

• follow single-step instructions, asking for them to be repeated if necessary

• make requests and ask straightforward questions using appropriate terms and registers

• respond to questions about specific information

• make clear statements about basic information, and communicate their feelings and opinions on straightforward topics

• understand and participate in simple discussions or exchanges with another person about a straightforward topic

Reading

Texts should be short and simple examples that:

• inform

• describe

• narrate

Students should be able to:

• read correctly words designated for Entry Level 1 (see appendix)

• read simple sentences containing one clause

• understand a short piece of text on a simple subject

Writing

Texts should be short and simple examples such as:

• messages

• notes

Spelling, punctuation and grammar

Students should be able to:

• punctuate simple sentences with a capital letter and a full stop

• use a capital letter for the personal pronoun ‘I’ and the first letter of proper nouns

• use lower-case letters when there is no reason to use capital letters

• write the letters of the alphabet in sequence and in both upper and lower case

• spell correctly words designated for Entry Level 1 (see appendix)

Writing composition

Students should be able to:

• communicate information in words, phrases and simple sentences

Subject content and scope of study: Entry Level 2

Speaking, listening and communicating

Texts should include:

• short:
  • narratives
  • explanations
  • discussions
• straightforward:
  • information
  • instructions

Students should be able to:

• identify and extract the main information and detail from short explanations

• make requests and ask clear questions appropriately in different contexts

• respond appropriately to straightforward questions

• follow the gist of discussions

• clearly express straightforward information

• communicate feelings and opinions on a range of straightforward topics

• make appropriate contributions to simple group discussions with others about straightforward topics

Reading

Texts should be short and straightforward examples that:

• instruct

• inform

• describe

• narrate

Students should be able to:

• read correctly words designated for Entry Level 2 (see appendix)

• understand the main points in texts

• understand organisational markers in short, straightforward texts

• use effective strategies to find the meaning of words and check their spelling (e.g. a simple dictionary, a spell-checker)

• read and understand sentences with more than one clause

• use illustrations, images and captions to locate information

Writing

Texts should be short and straightforward examples such as:

• letters

• emails

• simple narratives

Spelling, punctuation and grammar

Students should be able to:

• use basic punctuation correctly (e.g. full stops, capital letters, question and exclamation marks)

• form regular plurals

• use the first and second letters to sequence words in alphabetical order

• spell correctly words designated for Entry Level 2 (see appendix)

Writing composition

Students should be able to:

• communicate information using words and phrases appropriate to the purpose and audience

• complete a form asking for personal information (e.g. first name, surname, address, postcode, age, date of birth)

• write in compound sentences, using common conjunctions (e.g. ‘or’, ‘and’, ‘but’) to connect clauses

• use adjectives and simple linking words in the appropriate way

Subject content and scope of study: Entry Level 3

Speaking, listening and communicating

Texts should include straightforward:

• narratives

• accounts

• explanations

• instructions

• discussions

• information

• descriptions

Students should be able to:

• identify and extract relevant information and detail in straightforward explanations

• make requests and ask concise questions using appropriate language in different contexts

• communicate information and opinions clearly on a range of topics

• respond appropriately to questions on a range of straightforward topics

• follow and understand the main points of discussions

• make relevant contributions to group discussions about straightforward topics

• listen to and respond appropriately to other points of view, respecting the conventions of turn-taking

Reading

Texts should include straightforward examples that:

• instruct

• describe

• narrate

• explain

Students should be able to:

• read correctly words designated for Entry Level 3 (see appendix)

• identify, understand and extract the main points and ideas in and from texts

• identify the different purposes of straightforward texts

• use effective strategies to find the meaning of words (e.g. a dictionary, working out the meaning from the context, using their knowledge of different word types)

• understand organisational features and use them to locate relevant information (e.g. contents, index, menus, tabs, links)

Writing

Texts should include straightforward examples, such as

• narratives

• instructions

• explanations

• reports

Spelling, punctuation and grammar

Students should be able to:

• use a range of punctuation correctly (e.g. full stops, question marks, exclamation marks, commas)

• form irregular plurals

• use mostly correct grammar (e.g. subject-verb agreement, consistent use of tense, definite and indefinite articles)

• use the first, second and third letters in a word to sequence words in alphabetical order

• spell correctly words designated for Entry Level 3 (see appendix)

Writing composition

Students should be able to:

• communicate information, ideas and opinions clearly and in a logical sequence (e.g. chronologically, by task)

• write text of an appropriate level of detail and of appropriate length (including where this is specified)

• use an appropriate format and structure when writing straightforward texts, including the appropriate use of headings and bullet points

• write in compound sentences and paragraphs where appropriate

• use language appropriate to the purpose and audience

Learning aims and outcomes: Levels 1 and 2

Students at Levels 1 and 2 should be able to:

• speak, listen, communicate, and read and write clearly, accurately and confidently, with effectiveness and an increasing level of independence

• listen, understand and make relevant contributions to discussions with others in a range of contexts

• apply their understanding of language to adapt their delivery and content to suit the purpose and audience

• read a range of different text types confidently and fluently, applying their knowledge and understanding of texts to their own writing

• write texts of varying complexity, with accuracy, effectiveness, and correct spelling, punctuation and grammar

• understand the situations when, and audiences for which, planning, drafting and using formal language are important, and when they are less important

• use these Functional Skills autonomously, applying them to a range of formal and informal contexts, both in the workplace and in real life

Subject content and scope of study: Level 1

Speaking, listening and communicating

Texts should include:

• narratives

• explanations

• discussions

• instructions

• information

• descriptions

• presentations

all of varying lengths

Students should be able to:

• identify relevant information and lines of argument in explanations or presentations

• make requests and ask relevant questions to obtain specific information in different contexts

• respond effectively to detailed questions

• communicate information, ideas and opinions clearly and accurately on a range of topics

• express opinions and arguments, and support them with evidence

• follow and understand discussions and make contributions relevant to the situation and subject

• use appropriate phrases and registers, and adapt contributions to take account of purpose, audience and medium

• respect the turn-taking rights of others during discussions, using the appropriate language for interjections

Reading

Texts should include straightforward examples, on a range of topics and of varying lengths, that:

• instruct

• describe

• explain

• persuade

Students should be able 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) 

• 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, persuasive)

• read and understand a range of specialist words in context

• use their knowledge of punctuation to aid understanding of straightforward texts

Writing

Texts should include straightforward texts of varying lengths, such as:

• narratives

• instructions

• explanations

• reports

Spelling, punctuation and grammar

Students should be able to:

• use a range of punctuation correctly (e.g. full stops, question marks, exclamation marks, commas, possessive apostrophes)

• use correct grammar (e.g. subject-verb agreement, consistent use of different tenses, definite and indefinite articles)

• spell words used most often in work, study and daily life, including specialist words

Writing composition

Students should be able to:

• communicate information, ideas and opinions clearly, coherently and accurately

• write text of an appropriate level of detail and of appropriate length (including where this is specified) to meet the needs of the purpose and audience

• use format, structure and language appropriate for the audience and purpose

• write consistently and accurately in complex sentences, using paragraphs where appropriate

Subject content and scope of study: Level 2

Speaking, listening and communicating

Texts should include extended examples of varying lengths, such as:

• narratives

• information (which may be on technical, concrete or abstract topics)

• discussions

• detailed explanations

• detailed presentations

Students should be able to:

• identify relevant information from extended explanations or presentations

• follow narratives and lines of argument

• respond effectively to detailed or extended questions and feedback

• make requests and ask detailed and pertinent questions to obtain specific information in a range of contexts

• communicate information, ideas and opinions clearly and effectively, providing further detail and development if required

• express opinions and arguments, and support them with relevant and persuasive evidence

• use language that is effective, accurate and appropriate to the context and situation

• make relevant and constructive contributions to move a discussion forward

• adapt their contributions to suit the audience, purpose and medium

• interject and redirect a discussion using appropriate language and register

Reading

Texts should include a range of straightforward and complex examples, on a range of topics and of varying lengths, that:

• instruct

• describe

• explain

• persuade

Students should be able to:

• identify different contexts 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

• 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 or 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 the writer’s voice

Writing

Texts should include straightforward and complex examples of varying lengths, such as:

• articles

• narratives

• explanations

• reports

Spelling and punctuation

Students should be able to:

• punctuate correctly, using a wide range of punctuation markers (e.g. colons, commas, inverted commas, apostrophes, quotation marks) 

• use correct grammar (e.g. subject-verb agreement, consistent use of a range of tenses, definite and indefinite articles) and modality devices (e.g. to express probability or desirability)

• spell words used in work, study and daily life, including a range of specialist words

Writing composition

Students should be able to:

• communicate information, ideas and opinions clearly, coherently and effectively

• write text of an appropriate level of detail and of appropriate length (including where this is specified) to meet the needs of the purpose and audience

• organise writing for different purposes using the appropriate format and structure (e.g. standard templates, paragraphs, bullet points, tables)

• convey clear meaning and establish cohesion using organisational markers effectively

• use different language and register (e.g. persuasive techniques, supporting evidence, specialist words) suited to the audience and purpose

• construct complex sentences consistently and accurately, using paragraphs where appropriate

Glossary

Appropriate

Describes a text, word or style that is suitably phrased for its intended audience and form. ‘Appropriate’ accepts that different contexts require different approaches. ‘Correct’, in contrast, is more concerned with the right grammatical formulation of an expression.

Basic information

Includes facts such as personal details, and everyday situations such as directions, weather etc.

Common words 

Words that occur frequently. Someone who is unable to read or spell these words will therefore be at a disadvantage. Attempts have been made – notably in the 1940s, by educator Dr Edward William Dolch – to identify those that students most need to acquire to advance in their learning.

Context

The purpose and audience for which spoken or written language is used.

Formal language

Tends to be characterised by more elaborate grammatical structures and sophisticated language (e.g. ‘receive’ rather than ‘get’, ‘gratuity’ rather than ‘tip’). Typically used to convey a more serious tone.

Format

The way in which a text is arranged or presented (e.g. as a book, leaflet, essay, film, animation or audio tape) or structured (e.g. the use made of headings, subheadings, diagrams or photographs with captions).

Gist

The main point or idea of a text. Reading for gist is reading for identification of only the main points.

Linking words

Words used to link sentences and show the relationship between information or ideas. Linking words can be used to show a sequence (e.g. ‘first’, ‘next’, ‘finally’), results (e.g. ‘therefore’, ‘so’) and addition (e.g. ‘and’, ‘also’).

Medium

The way in which language is transmitted from one person or agency to another. The 3 basic media of language are phonic (speech), graphic (writing) and signing (sign language for the hearing impaired). The term is also used to denote the means of communication (e.g. television, telephone, film, radio, computer, press).

Narrative

Describes text that re-tells events, often in chronological sequence.

Organisational features

Refers to those visual aspects of text that indicate its status and relation to other pieces of text. Such features include contents pages, chapter headings and other sub-headings, bullet-point lists, captions for photographs and illustrations, text presented in display boxes, tables, footnotes, indexes, etc.

Reading

Decoding and establishing the meaning of written text.

Register

A variety of language selected for use in a specific social situation. In particular, the register differentiates formal from informal use of language.

Regular

A term used to describe words, typically verbs and nouns, that conform to general rules. It is possible to predict the plural form of a regular noun, or the simple past and past participle forms of a regular verb. It is not possible to do so with irregular nouns and verbs.

Sentence

In writing, sentences are marked by using a capital letter at the beginning and a full stop (or question mark or exclamation mark) at the end. A simple sentence consists of a single clause with a single subject. A compound sentence consists of more than one subject or more than one independent clause. A complex sentence consists of a main clause and one or more subordinate clauses (e.g. ‘Although it was late, I wasn’t tired.’).

Short

Denotes words, sentences and texts of such a length as to be accessible to students, allowing them to experience a sense of achievement at successfully decoding them. A short text is typically used to communicate everyday or functional information such as notices, announcements, instructions, messages or invitations. ‘Short’ and ‘long’ are terms that are also applied to vowel sounds.

Simple

When applied to narratives, words or sentences, this means a basic, uncomplicated structure. A simple sentence structure, for example, follows the standard pattern of subject, verb and, optionally, object. A simple narrative will follow a chronological sequence and be told from only one viewpoint.

Specialist words

Specialist words that have a specific meaning within a certain context, such as those related to a specific job or work environment, pastime or hobby, or a certain area of study.

Straightforward

Describes subjects and texts that students often meet in their work, studies or other activities. Straightforward content is put across in a direct way, with the main points being easily identifiable. Usually, the sentence structures of such texts consist of more than one subject or independent clause (i.e. a compound sentence) and students will be familiar with the vocabulary. Straightforward texts are more demanding than simple texts containing simple sentence structure. The vocabulary of straightforward texts will typically consist of a range of familiar and common words, and some specialist words.

Style

Style can be defined as the selection of certain linguistic features in relation to audience and purpose (e.g. formal or informal, non-specialist or technical). All language users have the opportunity to make linguistic choices that will determine the style of a piece of writing or an utterance.