Maths & English

This course is for learners enrolled onto a study programme, who have not achieved a minimum grade 4 or grade D in GCSE English Language 

 Learners who wish to progress onto GCSE English and further study can accelerate through the FS levels.  

 Here are a couple of examples of learners who have achieved this: 

James David Sharratt 

 His tutor’s comments: 

 “James is a remarkable young person with an excellent imagination and a real flare for creative writing; after working with the College for a number of years and progressing through Functional Skills to GCSE, I am very proud to say that he has passed!​ 

 James is a shining example of what hard-work, tenacity and never giving up can get you; he should be extremely proud of himself! I wish him all the best for the future now that he can focus more of his energies on the apprenticeship he loves and the career-path he’s set on! Excelling through FS to GCSE will make him a more rounded individual. What an amazing journey!”​ 

Morgan Wilkins  

 His comments:  

 “I have enjoyed my time studying English at Buxton and Leek College. My lessons have always been detailed and well taught. The teachers were not only teachers, they were friends who have got to know me, and I have got to know back. They also helped me if I was unsure on the tasks or have not done enough work. ​ 

 I am delighted to pass my English, from FS to now in GCSE. I am extremely proud of my achievements over the last couple of years. I would like to thank Karen (FS) and Joe (GCSE).” 

His tutor’s comments:  

 “Following rapid progress in Functional Skills English, Morgan gained a Level 2 pass in 2019. He started the GCSE English course in the same year, and showed the same effort, enthusiasm and endeavour as he had in the Maths group, attending all extra sessions. His hard work was rewarded with a Grade 6 pass.​ 

His time in FS English gave him the base and components to excel in GCSE English, due to the transferrable skills he possessed. He is a shining example of what can be achieved in English and Maths at college with hard work and an unquenchable desire to improve.” 

There are 3 separate components to the English Functional Skills programme 

Reading component 

The reading component has different facets which all contribute to the overall importance of reading and spelling correctly.  Learners will benefit from an independent understanding of written English Language and different forms of text in a purposeful context – whether this be dissecting and coming to terms with a persuasive letter or advert, an article offering advice to its readers or an informative website article. Learners will read and summarise, succinctly, information/ideas from different sources, identifying the audience of purposes of texts and commenting on how meaning is conveyed. 

Writing component 

Like the reading component, learners will benefit from a greater understanding of the importance of diction (word choice), structure and SPaG (Spelling, punctuation and grammar). Write a range of texts, including writing letters (such as writing a job application) and emails (such as writing to a colleague about sponsored walk), communicating information, ideas and opinions effectively and persuasively. Expanding on the communication point, learners will discover the value of presenting information/ideas concisely, logically and persuasively, using a range of sentence structures (including complex sentence, and paragraphs) to organise written communication effectively (using commas, apostrophes and inverted commas accurately.) 

Speaking, Listening and Communication 

Learners will make contributions to discussions in a range of contexts, including those that are unfamiliar, and make effective presentations. The importance of speaking and vocalising personal opinions and points is central to this aspect of the course. Topics could range from a discussion about mental health, cyber security, global warming, surveillance, etc – the breadth is considerable.  

Equally so, listening and communication is explored in this component.  Learners can choose their own topic to research and are required to create a PowerPoint presentation to discuss their chosen topic. This gives learners the opportunity to express and explore a personal subject. Previously, some adult learners have focused their presentation on their job or family life (such as ‘Covid in the Care homes’ or ‘Assisting and supporting my child with Autism’ or ‘Why Mechanical Engineering is of vital importance’) and have inspired the others in the room. Learners are required to deliver this presentation to a minimum of 3 other learners (plus tutor) and there are opportunities for inquisitive questions and detailed answers at the end of the presentation, thus listening skills need to be demonstrated. 

Functional Skills English from Entry 1 – Level 2, dependent on starting level

Learners will learn in the classroom face to face with tutors for 1 x 2 hours

Learners will be expected to complete additional learning outside of the timetabled evening class with resources provided by their tutor

Learners can progress onto the next level of Functional Skills English, this will depend on the level on which they started.  

Learners can progress from Entry 1 to Level 2

Learners can progress onto further studies in English such as GCSE English Language at BLC

Learners can progress onto some Degree programmes at University with a Functional Skills Level 2 English Language qualification

Learners can progress onto further employment opportunities

Learners will continuously be assessed through
in-class assessments during the academic year and entered for an exam when the tutor believes the learners is ready.

Learners can sit their exam in the same sitting or they can be completed in 2 separate exam sittings. For each of the reading and writing exams they are 1 hour in duration.

Reading exam – 1 hour
Writing exam – 1 hour

Learners will receive their results within 4 weeks and if they have achieved in the year they can progress onto the next Functional Skills Level.

If learners have not achieved, the college will rebook these learners in for a resit.

None

Firstly, this course is for learners enrolled onto a study programme, who have not achieved a minimum grade 4 or grade D in GCSE English Language. 

Secondly, this course is also for adult learners who primarily need an English grade in order enhance in their career or chosen field/sector. Some learners simply wish to expand on their literacy skills to assist others (i.e., children). 

Success Stories 

Aisha Riley – Grade 6 (Adult student): 

“The main difference between this year as an adult learner and past years at the college is my desire to succeed. Not passing last summer made me even more resilient, and I wanted to prove to myself that I could do it. Last year spurred me on.​ 

Being in the adult class was less distracting than usual college. Everyone was very mature and professional in their studies, which meant I could get my head down and focus. ​ 

I am extremely proud of myself. When I spoke to Joe [about getting a 6] I thought he was making it up. Me… a 6? Re-enrolling as an adult student was a great decision. It has made me more confident and focused, and I’m looking forward to seeing where it takes me career wise. I have a couple of things lined up. ​ 

I am so proud of myself. It is a massive relief. My tutor and family have been so supportive.” 

Jenna Pitt – Grade 7 (Adult student): 

“I really enjoyed the subject [English] this time around. Joe has taught us new things every week and I don’t remember English being this engaging at school. I wanted to attend class every week because it’s so much fun. Having been given the basics again in the first weeks, the work became easier for me and every lesson was different and interesting.  

When we covered the same exam question for a couple of weeks, Joe kept us thinking of ways to improve our answers for maximum result and not just a pass. We always had good amount of homework to do the keep the subject matter fresh in our minds outside the classroom. I wish we could have been in college more due to the lockdowns, but I think Joe has been very supportive even with the distance. The class were great, lovely bunch of people and fantastic teacher.” 

Reuben Rae – Grade 7 (16-19 student) 

“When I first came to college, I was afraid that I had squandered my high GCSE predictions, as I had left school after year 7 under unfortunate circumstances. My tutors really helped me catch up on the stuff I had either forgotten or never had the chance to learn in school; I came in with no qualifications past SATs, and left my first year with a 7 in GCSE English. 

My English teacher gave lots of constructive criticism, and towards the end of the year and during quarantine I really felt myself really improve. I came to understand what was and was not important to talk about on specific questions, especially on those about analysis and structural features. It was such a wonderful feeling to find out how well I did, especially given my previous educational circumstances, which I am so thankful of my tutor for helping me overcome.​” 

Students will sit two separate exam papers at the end of the course: Paper 1 and Paper 2 (worth a total mark of 160) 

Paper 1 (out of 80 marks) comprises of exploring creative reading and writing. The aim of this paper is to engage learners in a creative text and inspire them to write creatively themselves by: 

-In section A, reading a literature fiction text in order to consider how established writers use narrative and descriptive techniques to capture the interest of readers 

-In section B, writing their own creative text, inspired by the topic that they have responded to in section A to demonstrate their narrative and descriptive skills in response to a written prompt, scenario or visual image.  

Section A consists of four questions which amount to 40 marks, while Section B consists of one question, also amounting to 40 marks. Further, in section A learners are asked four questions about a fictional extract from the 20th or 21st centuries.  In section B learners answer one question from a choice of two, one being a descriptive question and the other being a narrative (story writing) question.  

At BLC, the English department are huge supporters and advocates for/of Equality and Diversity. The team deliver a highly engaging, thought-provoking and distinctive curriculum to fit the times we are living in and the conversations that exist in and relate to today’s ever-changing society. In English, learners will cover crucially important topics such as gender, sexuality, race, identity multiculturalism, conflict and culture – topics learners may have not studied or been taught at school. Several members of the team have investigated and explored such topics at degree and Master’s level, therefore their passion for teaching is not only for English but it extends to a broader picture, educating learners about how modern societies and cultures operate and function (through the medium of literary texts).  

As a team, the English department acknowledged that both Buxton and Leek are predominantly ’white’ areas. Due to this lack of exposure to different cultures, races and nationalities, in comparison to learners in inner city schools/colleges, the team stress the idea that learners need to be educated on all of the matters referred to above. Having worked and trained in multicultural schools, the team observed the richness of these schools’ reading lists in comparison to other schools/colleges they have worked and trained at. Because of these potential gaps in the understanding of their own learners, the English department took note and now expose their learners to the works of minority writers such as Zadie Smith.  

Through literary texts, learners will immerse themselves into the worlds of people who are different to them in a racial, religious, and cultural sense, learning about individuals and communities who have different challenges and obstacles in life to them. Some of the texts the learners will study for Paper 1 are Angie Thomas’ ‘The Hate U Give’, Toni Morrison’s ‘Beloved’ and Hanif Kuireshi’s ‘The Buddha of Suburbia’. Learners are positively responding to the texts and topics in question; they can see the complexities and the richness and beauty in other culture’s traditions and ways. Fundamentally, the team believe exposure to ‘difference’ can raise awareness and/or change the mindset of people, which they hope will have a knock-on effect with the next generations to come, with their learners having a positive impact all round. In terms of Paper 1, learners in English will also study literary texts around stimulating topics/themes such as class divisions, wealth, power dynamics/conflicts, mental health, relationships, unity and companionship – catering towards the learners’ interests or needs.   

Paper 2 (out of 80 marks) comprises of exploring non-fiction writers’ viewpoints and perspectives. The reading section of this paper will be based on two non-fiction texts. The non-fiction texts will include extracts/writing from the 19th century and 20th or 21st century text. The non-fiction texts may be in the format of a letter, an article, a blog, an extract of travel writing or from an autobiography. Section A consists of 4 questions (amounts to 40 marks), in which learners analyse two linked sources across different time periods and genres. Section B consists of one question (amounts to 40 marks) by which learners have to produce a piece of writing (for a particular purpose). Learners could be asked to argue/persuade/explain in the form of a letter, article, essay, etc.  

Adopting a similar stance from Paper 1, the English Department see Paper 2 as an opportunity for learners to delve into important and culturally and socially relevant topics through engaging in dialogue, whether this be discussing issues, debating, arguing, counterarguing, probing, critiquing, or collaborating by communicating, engaging in group work and presenting ideas. The team are aware that all learners seek comfort in expressing and exploring matters that are relevant and socially and culturally important to them. Thus, the team is future focused in that they create lesson material and resources that they know will engage learners and encourage them to vocalise their thoughts in an honest manner, whether this be matters such as social media and its impact on young people, the recent lockdowns and their impact on positive and/or negative mental health or whether boxing should be banned or celebrated, whether we should move from a five day working week to a four day working week – the breadth is considerable. Learners will soon realise that the English department are flexible and will create and stage a lesson if there is a demand from the learners. Student voice is celebrated. At all times, the team link such conversations to a particular exam question, fuelling the learners’ ability to answer the relevant question. 

Fast track GCSE English  

At BLC we offer a fast-track course commencing between the months of February and May, leading up to the summer exams. The course is 8 weeks long (excluding holidays). Learners thoroughly enjoy the intensity and pace of the course after the first couple of weeks. In these first couple of weeks the tutor will ease students into grasping the expectations of the Paper 1 exam, specifically focusing on creative writing and how learners can structure their writing pieces effectively whilst stretching their diction (word choice) and crafting their own linguistic devices (e.g., similes). In a short space of time, learners will be able to comprehend these devices, then use them effectively and consciously in their own writing. The tutor is always conscious of not overwhelming or bombarding learners, allowing learners to enjoy the process and journey they are on. 

Paper 2 will be taught and explored in weeks 5-8, once the Paper 1 exam has taken place. Along with comparing and contrasting non-fiction texts from different times and eras, learners will be presented with thought-provoking statements, by which they have to examine the pros and cons before framing their own argument. After two weeks focusing on article writing, all the fast-track learners were proud of their attempts to produce an engaging and stimulating article, which then was counterargued by another learner in their own attempt to debunk their peer’s viewpoint. Collaboration and team-work are essential on this course. Despite being intense at times, the tutor is always calm and collected, understanding the learner’s highs and (understandable) frustrations, considering the time frame. The tutor will guide the learners through this 8-week journey.  

Feedback from fast-track course: 

Charlotte Narajeko (student):  

“A massive thank-you to Joe for being such an awesome tutor and a huge inspiration! 

I enjoyed today’s paper (Paper 2) and I’m confident I will have passed – it’s just a case of what grade I will achieve.” 

GCSE English Language

Learners can progress onto further studies in English Language (and English Literature) such as A-Level (not at BLC).
Learners can progress onto Higher Education with a GCSE English Language qualification which will sit alongside a Level 3 qualification. Learners could study English-related degrees such as English Language/Literature, Journalism, Creative Writing and Linguistics or transfer their subject knowledge of textual/structural/language analysis by applying themselves in other related areas such as Media Studies, Film or Education (teaching), transferring the skills they have gained.
Learners can progress onto further employment opportunities, enhancing their chances of gaining more favourable positions within their workplace. For instance, a marketing assistant will more than likely need an English grade in order to be promoted to Assistant Team Leader of Marketing/Team Leader.

Learners will continuously be assessed through
in-class assessments during the academic year.

In February 2023 learners will sit mock exams for both papers.

Learners will sit 2 national exams during May and June 2023.

May 2023 – Paper 1
Creative reading and writing

June 2023 – Paper 2
Writer’s viewpoints and perspectives

Grade 3 or Grade D or below