Functional Skills ENGLISH
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1 Functional Skills ENGLISH Level 2 Report on the Examination 4725 Nov 2015 Version: 1.0
2 Further copies of this Report are available from aqa.org.uk Copyright 2015 AQA and its licensors. All rights reserved. AQA retains the copyright on all its publications. However, registered schools/colleges for AQA are permitted to copy material from this booklet for their own internal use, with the following important exception: AQA cannot give permission to schools/colleges to photocopy any material that is acknowledged to a third party even for internal use within the centre.
3 Component 1 Reading This report covers both the OnScreen and the paper versions of this test. The theme of this series was books and reading, which is particularly relevant to this test and appeared engaging and popular for the majority of candidates. As in the previous series, some of the multiple choice questions proved to be particularly challenging for a number of candidates. Question 2 This was a simple comprehension question answered correctly by less than half the candidature. Those who failed to score were unable to realise that the correct option of one boy in four reads outside of school every day was simply another way of wording the sentence from the text which read only one boy in four reads outside of class every day. Question 3 This was particularly unsuccessful owing to the inability of most candidates to recognise the pun in the headline Frank Lampard kicks off 11 th year of Premier League Reading Stars Programme. Question 9 It is difficult to understand why almost 2/3 of candidates failed to notice that all the sub-headings in Source B were rhetorical questions, which was the correct answer to the question about the way the text helps the reader to follow its meaning. Question 13 This question is still proving problematic with almost 40% failing to gain any marks. Again, this series, a considerable number did not attempt the question or used the wrong source. Others seemed oblivious to the list of purposes included in the question and wrote completely irrelevant content. Too often, candidates identified a correct purpose but selected inappropriate text to 3 of 8
4 exemplify their chosen purpose. In the January 2016 series, candidates will be awarded a mark for the purpose and an additional mark for correct exemplification and it is hoped that this will improve performance on this question. Question 14 This was very well done overall, almost 60% of candidates scoring 4 or above. However, far too many candidates under-achieved as a result of failing to read the question correctly. In a debate about the merits of e-books versus real books, candidates were asked to identify six ways the writer felt that real books were better than e-books. Too often, candidates offered answers which were simply citing disadvantages of e-books rather than the opposite merits of the alternative. Question 15 This question asked candidates to summarise the reasons why Book Aid International is a good cause to support. Although almost 2/3 scored more than half marks, the task was clearly challenging for a number of candidates, many of whom chose to write a type of leaflet persuading people to support the organisation rather than doing the task given. Since the requirement to remove a particular form for writing in Q15, the task is simply to summarise and detect any implied meaning so these are skills which could usefully be practised. It was pleasing to see that there were very few who failed to attempt the question this series, and also that the number of overlong responses has diminished considerably, both of which are evidence of good teaching and support of students in this area. Question 16 It is very discouraging to report, series after series, the lack of understanding of what constitutes presentation. Once again this series, 17% of candidates gained no marks on this question. It is difficult to understand why this may be, particularly when the opposite trend is seen on the Level 1 paper. Explicit teaching of this element of the paper together with access to previous mark schemes is once again suggested. Encouraging candidates to move away from generic comments would also be helpful. Such comments as the picture makes it stand out ; the colour makes it attractive are fairly meaningless and the picture tells you what the text is about will not be given credit. Candidates should be taught to think about why that particular picture/colour has been chosen and what it contributes to the meaning of the text. 4 of 8
5 Overall, however, performance in this series has been pleasing which bodes well for those candidates moving on to the final series of the current GCSE. It is hoped that the benefits of reading will have been reinforced through the source texts, and that candidates will have more awareness of the problem of illiteracy in other countries where ownership of books is a luxury and how lucky they themselves are to live in a country where they are surrounded by books. Functional Skills remains a good test of reading and understanding; is a useful step to further English examinations and a benchmark for EAL learners. With the advent of the new GCSE English specification and it s much more rigorous terminal assessment, the role of Level 2 Functional Skills takes on new importance. The skills of close reading, understanding, selection, identification of bias, implication and point of view; purpose, audience and summary are all vital to success in GCSE English Language. Functional Skills therefore is an excellent vehicle in which to practise and develop these skills, possibly in Year 9 or 10, as preparation for GCSE. Those centres and teachers who are already working with such commitment on Functional Skills are very well-prepared for the use of this assessment as a stepping stone to the single entry GCSE or maybe as an alternative, credible English qualification for candidates unable to access the new GCSE. Component 2 Writing Overview This qualification continues to maintain very high standards and a pass at this level is a strong indicator of ability in writing Standard English. With a consistent approach to assessment, in terms of question style and mark schemes, the examination provides a rigorous and fair test of writing skills for candidates. It is has established itself as a strong currency in regards to educational progression and employment and for some candidates this qualification may be the only formal English qualification of value that they have achieved. Centres are increasingly confident in entering candidates who are well able to meet the demands of the Level 2 paper and consequently there are few very weak, or inappropriately entered, candidates within this cohort. This examination is excellent preparation for the GCSE English/English Language Unit 1 and with its focus on functionality it is likely to be is well suited to future specifications. It is also important to note that in 5 of 8
6 the context of recent reform, where re-sit GCSE may not be an option for candidates, the need to achieve a creditable qualification in English is paramount for some students and this is where the Level 2 qualification will have a significant role to play. Question 1 Question 1 asked candidates to write a letter to a local newspaper to put across their views about the local council s proposal to provide a free cycle scheme for people aged over 45. The stimulus material provided further information about the scheme, including how it would be funded. The question asked candidates to express their views on this scheme, whether for or against. This seemed to work well with a generally good level of response and a clear majority of candidates were able to gain a mark of 6 or more for content. The source material was well used and many candidates produced well thought out responses in the light of the funding arrangements. Most candidates voiced clear opposition to the scheme for a number of reasons: older people were working and could afford to buy bicycles of their own; the funding for the scheme was at the expense of the youth and nursery budgets; younger people also needed to keep fit; the scheme was impractical as most people over 45 would not use it; and many other reasons. The best answers were able to marshal a good number of these points and, with some analysis and exploration, were able to present a very strong case against the scheme. The candidates wrote in a style appropriate to purpose and audience and were often able to use letter form to good effect. There was use of an appropriate vocabulary, with the use of strong adjectives such as devastating and unfair to deliver a persuasive case. Although opposition was the most evident response there were good answers from those who supported the scheme and many of the best answers were able to bring their letter to a powerful conclusion through the use of a strong closing paragraph. Weaker answers fell down for a number of reasons. Firstly, there simply was not enough information or persuasion to take the mark up to 6 or more. Such candidates often expressed themselves in a rather simple manner and failed to produce a letter suitable for the task. Among this group were a number of candidates who looked at both sides of the case and supported both, without taking any position. Some simply failed to take a side and introduced their letters with something along the lines of I am for and against When asked to take one side or another, this is a weak option. It also means that the evidence is often thin as the candidates do not seem able to develop the points made. This usually meant that the candidate was unable to get beyond a 6 of 8
7 mark of 5. It should be noted that good answers which adopted a balanced approach, where both sides are considered before a position is clearly taken were not of this sort and often reached Band 3. Another weakness of some answers was that Jan Pierce, the editor of the paper to whom the letter was sent, was often taken to be the instigator of the scheme and came in for some inappropriate criticism. Weaker answers also often fell down on structure and tone. Question 2 This question took candidates into standard territory: providing information for a service. Candidates were asked to Emily at the Community Swimming Pool and Leisure Centre in order to make arrangements for a birthday party. The stimulus material, an advertisement for the pool/leisure centre, provided information and ideas that could be introduced into the answer. Overall, this question was not as well answered as Question 1 with a significant shortfall in those reaching 6 marks and above for content. This is often the case on Level 2 writing and candidates should be advised to ensure that each question is given the same amount of time. No extra marks are given for the length of an answer and a good short answer may well edge up into Band 3 to reflect the functional impact of conciseness of expression. The best answers to this question conveyed the key information: who the party is for; how many people; dates; budget; arrangements on the day for catering and entertainment. This information was then structured clearly within the to provide coherent details for Emily to use in the booking process. Many candidates provided clear instructions in regards to decoration, food and entertainment. They had put a lot of thought into these features to ensure their planned party was successful and fitting for the birthday person. Examiners pointed out that answers with highly imaginative and barely credible requirements were fewer than expected. This falls in line with advice given in previous reports where it was pointed out that responses which stretched credibility often undermined the functionality of the response. Nevertheless, there were many original approaches to arranging the party which were entirely credible and this feature lifted some answers into Band 3. Many weaker answers simply provided insufficient information in one or more of the categories mentioned above and it was often the case that answers which had omitted to mention the date/time of the planned party often omitted other key elements as well, leaving the answer with 7 of 8
8 very limited functionality, at the bottom end of band 2 or occasionally falling off into Band 1. Another key weakness was a failure to provide structure to the , charging straight into the requirements without any kind of context as well as failing to provide any appropriate form of closure. Accuracy Perhaps the most important descriptor for Band 2 achievement is meaning is clear and in this series the vast majority of candidates reached this band. However, this descriptor is likely to carry a mark of 3 unless correct grammar, punctuation and spelling are present to some significant extent. Unfortunately, many candidates are unable to produce correctly punctuated sentences, lacking closure with full stops and failing to begin with upper case. Where this is consistent, the candidate is unlikely to gain more than 3 marks, and where it is intermittent the mark is likely to be 4. Candidates who cannot sustain clear, well punctuated sentences are unlikely to achieve a Band 3 mark for accuracy (5-6), no matter how well written the response is otherwise. It is also the case that poorly constructed sentences are rarely found in answers where the mark for content is 6 or above. It is clear, therefore, that some candidates would benefit from additional support in these areas. Generally, grammar is effective. The main areas of weakness here are subject-verb agreement and the use of appropriate tense. The occasional mistake would not hold a candidate back from achieving a top band mark, but regular mistakes in grammar would generally mean a Band 2 or even a Band 1 mark. Alongside grammatical weakness, syntactic inadequacy often reflects mother tongue interference in second language speakers. Such candidates would benefit from additional support. Mark Ranges and Award of Grades Grade boundaries and cumulative percentage grades are available on the Results Statistics page of the AQA Website. Converting Marks into UMS marks Convert raw marks into Uniform Mark Scale (UMS) marks by using the link below. UMS conversion calculator 8 of 8
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