FUNCTIONAL SKILLS
ENGLISH
Functional Skills Qualification in English
at Levels 1 and 2
I.D: 501/1497/9 FSE01
501/1498/0 FSE02
CENTRE GUIDANCE
Note:
This guide should be read in conjunction with the IMI Operating Manual.
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Qualification Codes:
Skillsfirst
Qualification code
FSE01
FSE02
Qualification Title
Skillsfirst Functional Skills Qualification in English at Level 1
501/1497/9
Skillsfirst Functional Skills Qualification in English at Level 2
501/1498/0
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QAN number
Contents
Page
Section 1 – About IMI
1.1 IMI Centre Recognition and Qualification Approval
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Section 2 – Introduction to Functional Skills
2.1 What are Functional Skills
2.2 Who is this qualification for?
2.3 What does the English Functional Skill qualification cover?
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Section 3 – Qualification Structure
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Section 4 – Qualification Details
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4.1 Standards for Level 1 English components with Assessment Weightings
4.2 Standards for Level 2 English components with Assessment Weightings
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Section 5 – Delivering Functional Skills
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5.1 Teaching staff
5.2 Learners
5.3 Registering learners
5.4 Entering learners for the speaking, listening and communication component
5.5 Scheduling reading and writing Functional Skills exam
5.6 Preparing learners for the Functional Skills reading and writing exam
5.7 Conduct of Functional Skills exams
5.8 Pass marks
5.9 Learner certification process
5.10 Re-sits
5.11 Access to Functional Skills English
5.12 Centre Malpractice Guidance
5.13 Complaints and Appeals Procedure
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Section 6 – Further Support
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Section 7 – Summary of the English Functional Skills qualification
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1.0 About IMI
IMI as an Awarding Body
IMI is one of the foremost awarding bodies in the retail automotive industry. IMI is accredited by
OfQual (Office of Qualifications and Examinations Regulation) to offer Functional Skills. This allows
IMI to approve assessment centres, i.e. colleges, training providers and employers to run Functional
Skills for potential learners. To achieve Functional Skills, learners must be registered through an
approved IMI assessment centre.
IMI representatives, i.e. external quality assurers, regularly visit each of the approved centres to
ensure that they are working to regulations. These visits can include the auditing of all centre
management systems, sampling of learners’ evidence and observing assessors and learners during
assessment.
Should you need to contact IMI, please refer to the following details:
IMI
Fanshaws
Brickendon Lane
Brickendon
Hertford
SG13 8PQ
Tel: 01992 511521
email: [email protected]
http://www.theimi.org.uk/awarding
1.1 Centre Recognition and Qualification Approval
Centres wishing to offer these qualifications will need to comply with this guidance and IMI centre
approval criteria for these qualifications. Centres must also put in place the appropriate physical and
human resources and administration systems to effectively offer them.
For existing IMI Centres to put the qualification on your centre remit:
 Please complete the qualification approval application form through the IMI Centres Hub.
Please contact your External Quality Assurer (EQA) or IMI (see above) if you need any
assistance.
For non IMI Centres to gain centre approval to run the qualification:
 please contact IMI will be delighted to hear from you:
Tel: 01992 511521
Email: [email protected]
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2.0 Introduction to Functional Skills
2.1 What are Functional Skills?
Functional Skills have been developed as part of a government initiative to improve the levels of
literacy, numeracy and ICT in the UK. The qualifications have been designed to assess skills that can
be applied to a learner’s life, learning and work.
IMI currently offers Functional Skills at levels 1 and 2, with flexible, onscreen testing opportunities
for all subjects.
2.2 Who is this qualification for?
Functional Skills underpin nearly all forms of 14+ learning in England and are intended for a vast
range of different settings.
There are specific rules around the achievement of Functional Skills within Apprenticeship
frameworks, as well as an expectation that Foundation Learning and other programmes (eg
GCE/GCSE) should include opportunities to develop and achieve appropriate Functional Skills
qualifications.
2.3 What does the English Functional Skill qualification cover?
Competence in Functional Skills English it is broadly about being able to:
In speaking, listening and communication:




take part in discussions and allow for and respond to input from others
prepare for and contribute with ideas and opinions
adapt contributions to suit the audience
present information /ideas clearly using appropriate language
In reading:
 select/read and understand/compare texts
In writing:
 write a range of texts
 present information clearly and in a logical sequence
 use correct grammar
 use correct spelling and punctuation
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3.0 Qualification Structures
These qualifications can be obtained by the learner completing the single mandatory unit.
Skillsfirst Functional Skills qualification in English at level 1 – FSE01
Mandatory components: The learner is required to complete one mandatory unit which is made up of
the following three components:
Guided
Learning
Hours
Unit Title
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English Writing Level 1
15
English Reading Level 1
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Speaking, Listening and Communication Level 1
Skillsfirst Functional Skills qualification in English at level 2 – FSE02
Mandatory components: The learner is required to complete one mandatory unit which is made up of
the following three components:
Guided
Learning
Hours
Unit Title
English Writing Level 2
English Reading Level 2
Speaking, Listening and Communication Level 2
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15
15
All three of these assessment components are externally-set. The Reading and Writing components
are also externally marked, whilst the speaking, listening and communication component is
internally assessed.
When a registered learner has achieved the speaking, learning and communication component the
Web Portal should be updated. Results are subject to moderation by IMI.
The achievement of each component is reported positively on the qualification certificate.
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4.0
Qualification details
4.1 Standards for the English Level 1 Components with Assessment Weightings:
Reading
Skill standard
Read and understand a
range of
straightforward texts.
Coverage and range
Identify the main points and ideas and how they
are presented in a variety of texts.
Read and understand texts in detail.
Utilise information contained in texts.
Assessment
weighting
Equal weighting
across all the
coverage and
range.
Identify suitable responses to texts.
Writing
Skill standard
Write a range of texts to
communicate information,
ideas and opinions, using
formats and styles suitable
for their purpose and
audience.
Coverage and range
Assessment
weighting
Write clearly and coherently, including an
appropriate level of detail.
Present information in a logical sequence.
Use language, format and structure suitable
for purpose and audience.
55-60%
Use correct grammar, including correct and
consistent use of tense.
Ensure written work includes generally
accurate punctuation and spelling and that
meaning is clear.
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40-45%
Speaking, Listening and Communicating
Skill standard
Take part in formal and
informal discussions
and exchanges that
include unfamiliar
subjects.
Coverage and range
Make relevant and extended contributions to
discussions, allowing for and responding to
others’ input.
Prepare for and contribute to the formal
discussion of ideas and opinions.
Assessment
weighting
Equal weighting
across all the
coverage and
range.
Make different kinds of contributions to
discussions.
Present information / points of view clearly and
in appropriate language.
IMPORTANT NOTE: Centres must ensure that all staff involved in the assessment of the Speaking,
Listening and Communication have accessed, used and be conversant with the content of the IMI
training videos before carrying out any assessments.
To access the training videos, please see as follows:
http://awarding.theimi.org.uk/Centres/Functional-Skills-English
Reading and writing components are each assessed through externally set and externally (examiner)
marked assessments.
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4.2 Standards for the English Level 2 Components with Assessment Weightings:
Reading
Skill standard
Select, read, understand and
compare texts and use them
to gather information, ideas,
arguments and opinions
Coverage and range
Select and use different types of texts to
obtain and utilise relevant information.
Read and summarise, succinctly,
information / ideas from different sources
Identify the purposes of texts and comment
on how meaning is conveyed.
Assessment
weighting
Equal weighting
across all the
coverage and
range.
Detect point of view, implicit meaning
and / or bias.
Analyse texts in relation to audience needs
and consider suitable responses.
Writing
Skill standard
Write a range of texts,
including extended written
documents, communicating
information, ideas and
opinions effectively and
persuasively
Coverage and range
Assessment
weighting
Present information / ideas concisely,
logically and persuasively.
Present information on complex subjects
clearly and concisely.
Use a range of writing styles for different
purposes.
55-60%
Use a range of sentence structures,
including complex sentences, and
paragraphs to organise written
communication effectively.
Punctuate written text using commas,
apostrophes and inverted commas
accurately.
Ensure written work is fit for purpose and
audience, with accurate spelling and
grammar that support clear meaning in a
range of text types.
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40-45%
.
Speaking, Listening and Communicating
Skill standard
Make a range of
contributions to discussions
in a range of contexts,
including those that are
unfamiliar and make
effective presentations.
Coverage and range
Consider complex information and give a
relevant, cogent response in appropriate
language
Present information and ideas clearly and
persuasively to others.
Adapt contributions and ideas clearly and
persuasively to others.
Assessment
weighting
Equal weighting
across all the
coverage and
range.
Make significant contributions to
discussions taking a range of roles and
helping to move discussion forward.
IMPORTANT NOTE: Centres must ensure that all staff involved in the assessment of the Speaking,
Listening and Communication have accessed, used and be conversant with the content of the IMI
training video before carrying out any assessments.
To access the training videos, please see as follows:
http://awarding.theimi.org.uk/Centres/Functional-Skills-English
Reading and writing components are each assessed through externally set and externally (examiner)
marked assessments.
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5.0 Delivering Functional Skills
The time taken to complete the Functional Skills qualifications will vary significantly between
learners – dependent upon their previous experience, interests and their exposure to work related
activities. Programmes of learning should take factors such as this into account.
During the delivery, it is important to maximise the association with real life situations as the
assessments will be based on real life scenarios.
To effectively delivery Functional Skills, centres must ensure that the appropriate teaching,
administrative and physical resources are in place.
5.1 Teaching Staff
Teaching staff must:
Have 2 years experience in teaching/training

Or
Are working towards an appropriate teaching/training qualification (Cert Ed or Learning &
Development trainer units)

Or

Hold an appropriate teaching/training qualification (Cert Ed or Learning & Development
trainer units)

Have knowledge and experience in the subject being taught to be able to judge the learner’s
performance against the Functional Skills Standards and to be able to justify their teaching
practices

As a minimum hold the same level of the qualification being taught – but preferably hold a
higher level.
5.2 Learners
There are no formal entry requirements for this qualification. However, centres will need to make an
initial assessment of each candidate prior to the start of their programme to ensure they are working
towards relevant Functional Skills qualifications at the appropriate level.
5.3 Registering learners
In order to enter learners for any of the Functional Skills examinations, centre staff should first
register learners with IMI through our secure online Web Portal.
If you don’t have a username and password for the Web Portal, please contact IMI on 01992
511521 or email [email protected]
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5.4 Entering learners for the Speaking, Listening and Communication component
As long as the learner is registered for the English qualification, they can sit the assessment when
they are ready. This component is internally assessed using IMI example material or centreproduced material that has been approved by IMI.
Skillsfirst Awards have designed Functional Skills English Level 1 and 2 Speaking, Listening and
Communication assessment tasks to meet the requirements of the Functional Skills English Skills
standard. These assessment tasks are available from IMI website:
http://awarding.theimi.org.uk/Qualifications/Life-Skills
Centres who do not wish to use these assessment tasks, or who wish to tailor tasks for specific
industries or client groups, may produce their own. However, centre devised tasks must be
approved by the Skillsfirst senior examiner before use and should meet the setting specification
which can be found within the Guidance on Setting Centre Devised SLC Assessment Tasks.
Amended and / or new tasks, along with a completed setting matrix, should be sent to Skillsfirst for
review at least six weeks before assessment is due to take place. Only if your amendments / new
tasks meet the requirements will approval be given. If approval is not received by the time the
assessment takes place, centres should use one of the Skillsfirst approved tasks. This also applies
if the centre wishes to adapt any of the set assessment tasks.
When a registered learner has achieved this component the Web Portal should be updated. Results
are subject to moderation by IMI
As previously stated, it is important that anyone involved in the delivery of the speaking, listening and
communication component must have accessed, used and be conversant with the content of the
training videos before carrying out any assessments.
5.5 Scheduling Reading and Writing Functional Skills exam
When taken onscreen, Functional Skills Reading and Writing exams can be taken at any time (ondemand). For details on how to schedule and manage onscreen exams please refer to the
SecureAssess/Secure Client Functional Skills User Guide
Marking of papers takes place in frequent windows. For information on marking windows and result
release dates, please refer to the Functional Skills Exam Delivery Calendar available on our website.
5.6 Preparing learners for the Functional Skills Reading and Writing exam
A free onscreen practice test will be made available to centres. This can be used by staff and
learners to familiarise themselves with the onscreen system functionality.
http://awarding.theimi.org.uk/Qualifications/Information/FS-practice-on-screen-assessments
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5.7 Conduct of Functional Skills exams
Functional Skills examinations must be taken under supervised conditions, that is:

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

Learners must be continually supervised by a reliable person
All necessary facilities must be available to learners
Any time restrictions must be complied with
Learners work must be independent and unaided
The document ‘JCQ instructions for conducting Functional Skills examinations’ includes further
information relating to:
 Invigilation
 Test Environment
 Guidance on conducting onscreen exams
 Safe custody of exam papers
 Dealing with malpractice and emergencies
The Centre Coordinator is responsible to IMI for making sure that assessments are conducted in line
with IMI and qualification requirements, see Section 5.1 of the IMI Operating Manual.
5.8 Pass marks
At both levels 1 and 2, it is anticipated that the pass mark is set at 60% of available marks and that
should continue to reflect minimal competence at this level. However this will be confirmed or
amended through the awarding process. The marks required to pass may be achieved over the
coverage and range as a whole. There is no requirement to achieve 60% of available marks within
each component of the coverage and range in order to achieve a pass overall.
Note: In ‘writing’ at both Level 1 and Level 2, between 40% and 45% of the available marks will be
allocated specifically to spelling, punctuation and grammar.
5.9 Learner certification process
Functional Skills are ‘pass’ or ‘fail’ qualifications, they are not graded. They are also free standing
qualifications so each subject will be certificated separately. Certificates are titled by skill and level
achieved.
In the case of Functional Skills English, IMI will automatically dispatch a learner’s certificate when
they have achieved the required pass mark in their examination and the speaking, listening and
communication component has been claimed by the centre via Web Portal.
Attainment table points for Functional Skills qualifications are as follows:


Level 1 = 12.5 points (equivalent to Skills for Life (adult literacy and numeracy at Level1; Key
Skills at Level 1; GCSE at grades D – G and NVQ Level 1).
Level 2 = 23 points (equivalent to Skills for Life (adult literacy and numeracy at Level 2; Key
Skills at Level 2; GCSE at grades A* - C and NVQ Level 2)
The points for Levels 1 and 2 are in addition to points allocated for other qualifications such as
GCSEs.
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5.10 Re-sits
There are no limits on the number of times a learner may re-sit a Functional Skills assessment.
However, a learner must wait 14 days from the date of the last exam (or the date uploaded for
onscreen exams).
It is strongly recommended that a learner receives proper tuition and preparation before any re-sit.
5.11 Access to Functional Skills English
In line with the guidance provided by the Ofqual inclusion sheets for Functional Skills, learners can
have access to all forms of equipment, software and assistance that constitute their normal way of
working.
However, these must not affect the reliability or validity of assessment outcomes or give the learner
an assessment advantage over other learners undertaking the same or similar assessments.
The Functional Skills qualifications criteria require awarding organisations to develop assessment
materials that anticipate the needs of candidates with disabilities and which minimise, as far as
possible, the need to make reasonable adjustments or exemptions whilst still assessing the skills
standards.
Candidates may be permitted access to any of the following when undertaking Functional Skills
English assessments:











Dictionary
Readers
Scribes
Practical Assistants
Word Processors
Transcripts
BSL Interpreters
Oral language modifiers
Modified question papers (including Braille)
Extra time
Models, visual/tactile aids, speaking scales
Exemptions – please note
Disability Discrimination legislation (now incorporated into the Equality Act 2010) permits the
granting of exemptions for specific assessment components within qualifications in certain
circumstances.
Functional Skills qualifications and assessments have been designed to be inclusive and to
minimise any later need to make reasonable adjustments or exemptions.
5.12 Centre Malpractice & Maladministration guidance
Malpractice and maladministration is outlined in section 1.10 of the IMI Operating Manual for
Approved Centres.
5.13 Complaints and Appeals Procedure
The Complaints and Appeals procedure is outlined in sections 1.7 and 1.8 of the IMI Operating
Manual for Approved Centres.
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6.0 Further Support
All the teacher, learner and centre support materials can be accessed from the centres area of the
website:
http://awarding.theimi.org.uk/Qualifications/Information/About-Functional-Skills
Other information is available from:
The Functional Skills Support Programme is available free of charge to all schools and post-16
education and training centres. Post-16 support covers colleges, sixth-form colleges and
independent training organisations, as well as the secure estate and adult and community settings.
For more information about the programme and for contact information, visit www.fssupport.org.
Guroo Ltd produces learning materials around a series of real life problem solving tasks and
challenges. Visit www.guroo.co.uk for further details.
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7.0 Summary of the English Functional Skill qualifications
Subject
Level
Total
Number of
Tasks
Total
Length of
Papers
Type of Paper
Open/Closed
Mix
Divided into
Sections?
Total
Number
of Marks
Comments
SLC* is 3 x 10min sessions within a 1 hour
period with a minimum of 3 and maximum
of 5 learners
YES – as
below
English
SLC*
1
3
310min
Externally set Internally
marked
Reading
1
3 Reading
Texts
45 mins
Externally Set
and Marked
>50% Open
30
Writing
1
2
45 mins
Externally Set
and Marked
100% Open
60
Note: 40/45% Marks for spelling
punctuation and grammar
SLC* is 3 x 10min sessions within a 1 hour
period with a minimum of 3 and maximum
of 5 learners
100% Open
60
YES – as
below
English
SLC*
2
3
310min
Externally set Internally
marked
100% Open
60
Reading
2
3 Reading
Texts
I hour
Externally Set
and Marked
>50% Open
30
Writing
2
3
I hour
Externally Set
and Marked
100% Open
90
*SLC= Speaking, listening and communication
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Note: 40/45% Marks for spelling
punctuation and grammar
© 2012 IMI/Skillsfirst Awards
All rights reserved. No part of this publication may be reproduced, stored in retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying,
recording or otherwise, without the prior written permission of IMI/Skillsfirst Awards
Requests should be made in writing and addressed to:
IMI, Fanshaws, Brickendon, Hertford SG13 8PQ
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