ࡱ>  @ <'bjbj$$ +FF )P P P P    ( GGG8$H\HD( i\II"III>L>L>L[[[[[[[$^R`\ mMKK@mMmM\P P II#\NNNmMdP 8I RI[NmM[NNVU@  "VII p SGMdV X9\0i\(Vxma5NdmaV( ( P P P P ma Vt>L>|L,NL$L>L>L>L\\( ( =GNd( ( GScheme of Work - L2 Functional Skills Week NoLesson OutlineTeaching & Learning StrategiesAssessmentResources1.Induction and assessments Overview of Functional Skills Learning styles assessment Analysis of initial assessment results Preparation for Diagnostic Assessment Results of initial assessment Discussions and ILPs with individual studentsComputers Assessor checklists Learning styles assessment 2.Awareness raising on: Functional Skills standards and coverage and range requirements and activitiesGroup discussion/feedback on: Understanding standards Requirements of FS Purpose of FS Suggested activities to meet criteria Small groups to each read and choose one standard, then: Discuss and agree understanding suggest desired learning activities based on preferred learning styles Tutor observation Feedback on suitability of activityFS standards whiteboard3.Focus on text types: Instructive, Persuasive, Descriptive Language, structure and purpose of text relevant test practice Analysis of text type Group discussion Organising and analysing text genre Student personal record log Group discussion activity Class games assessing text genres Paired/individual work Update/completion of personal text type record logComputers, internet, interactive whiteboard, text types from various sources 4.Focus on text types: Formal and informal, Information, Language, structure and purpose of text relevant test practice Analysis of text type Group discussion Organising and analysing text genre Student personal records Group discussion activity Class games assessing text genres Paired/individual work Update/completion of personal test type recordsComputers, internet, interactive whiteboard, text types from various sources, student personal record logs 5.Reading and spelling strategies: Distinguishing a range of text varying in complexity and accuracy. Application of reading strategies and techniques. Group discussion on identifying and applying reading strategies in text Revision on purpose of text Inference techniques Q and A Group and individual assessment activities Feedback to class Interactive quizzes and games Tutor Observation and accurate completion of workDictionaries, Worksheets, computers, interactive whiteboards, 6.Reading and spelling strategies: Association of image and text. Understanding charts and graphs Strategies to understand technical vocabulary Relating text to image group matching activity to consolidate understanding Spelling strategies revision/practise Individual/paired activity spelling technical vocabulary Q and A Group and individual assessment activities Feedback to class Interactive quizzes and games Tutor Observation and accurate completion of work Dictionaries, Worksheets, computers, interactive whiteboards, 7.Note taking and summarising skillsIdentifying key words in text Accurate summarising techniques Vocabulary building/extension activity Linear notes, web notes Q&A directed questions Accurate completion of summarising task Written and verbal activity on meaning of words Feedback and tutor observationVideos, internet, whiteboard, vocabulary worksheet 8.Revision/assessment weekRevision activities for all work completedIndividual assessments completed by discussion, interactive activities and accurate completion of work. Student led completion of ILPsILPs Assortment of assessment activities 9. Discussion Skills: Verbal and non-verbal communication Whole group discussion on awareness of and meeting FS discussion standards Group discussion: developing and practising good discussion and presentation techniques. Analysis of positive and negative body language (video clips to analyse body language) Share ideas Role play scenarios Student participation in discussion and role play to demonstrate understanding, Tutor observation Whiteboard, videos FS Speaking and listening and communication standards10.Presentation practice based on FS standards Revision of previous weeks lesson Individual practice presentations: Tutor observation and assessment of student presentation Students to practise note taking skills as part of giving feedback Class feedbackWhiteboard 11. Revision of writing techniques: Matching format to presentation business letters, memos, forms and reports, CVs, emails Styles of writing formal and informal text. Persuasive text, instructional text (link to vocational work) Teacher-led discussion/ sharing ideas on appropriate uses of formal and informal language in text. Compare and analyse the use of language and punctuation in different text types Effective uses of punctuation revision Recap on features of persuasive and instructional text. Q and A Student input Tutor feedback Completion of written work in appropriate formatsWhiteboard, Pens Written tasks Materials for group task Punctuation worksheet12.Revision of writing techniques: Writing styles formal /informal text, persuasive and instructional text Simple sentences/complex sentences (link to vocational work) Recap formal and informal language and use. Writing frames (differentiation) Small group work: Students create example texts using key vocabulary (could be appropriate to vocational subject) Features of simple and complex sentences Revision of appropriate tense and punctuation. Q and A Teacher to class Peer assessmentWhiteboard, key vocabulary reminders Computer/paper writing frames13.Proof reading skills: Technical and commonly used words are spelled correctly Complex sentences are used and formed correctly Subject verb agreement Punctuation is correctly and appropriately used Paragraphing Group discussion and activity on: Importance of developing independent proofreading skills- Relevance to course work Relevance to personal life Devise and use personal proof- reading checklist covering key areas Pair- work identifying and correcting errors in written texts Q and A Note taking skills Accurate proof-reading checklist Worksheets Peer assessment Whiteboard, pens, dictionaries, Proofreading checklist 14. Revision weekRevision activities based on requests from students Students to update ILPs based on achievement and understanding so far15.Structure and requirement of FS tests Re-cap of knowledge of FS standardsGroup discussion on format of FS test. Analyse key and technical vocabularyQ and A Take notes Quiz on key vocabulary FS standards, Whiteboard, pens 16.FS test preparation Group analysis of past papers and mark schemeGroup discussion: Personal observations/feelings about the paper rigour of mark scheme Students to identify/discuss personal barriers to completing test paper: i.e. time keeping language barriers planning and drafting work  Tutor feedback Tutor observation Student feedbackPast papers 17.FS test preparation Individual completion of past papers Individual work: Students to complete past papers under exam conditions  Tutor observationPast papers  18.FS test preparation Peer marking of test papers Recap on requirements of mark scheme Students to swap and mark papers observing mark scheme requirements  Tutor observation on understanding and accuracy of marking Accurate completion of test paper Peer feedback Tutor feedback Past papers Mark schemes ILPs19.Revision (to complete as often as necessary) Students to discuss, identify and revisit subject areas of personal difficulty Preparation and discussion of revision activities Students to research and complete activities based on learning needs Tutor feedback and observation Accurate identification and completion of assessment activities  ILPs Computers Personalised worksheets       PAGE  PAGE 2    &'./=>\]ghqrsuv  ; = j k ͹͹͹͹pccVccccccch^hF.OJQJ^Jh4fhF.OJQJ^JhS)xhF.5OJQJ\^J&h4fhF.5CJOJQJ\^JaJ hqz}hF.hS)xhF.OJQJ^J h4fhF.CJOJQJ^JaJ'hS)xhF.5B*OJQJ\^Jph/h4fhF.5B*CJOJQJ\^JaJph hF.5CJOJQJ\^JaJhqz}hF.5\!&'/>]hr $Ifgd}c $Ifgd}c $$Ifa$gd}c $Ifgdqz}gdqz}gdqz} '2'4';'rsvPGGG> $Ifgdqz} $Ifgd}ckd$$Iflr ,,9. e\ 0;44 laP  < = k u v $Ifgd}c $$Ifa$gd4fk t v   0 2 I J \ ] j k 3 6 H J m n z |   ! # 4 6 Z \ w y ǷǷhF.CJOJQJ^JaJh4fhF.5OJQJ\^J&h4fhF.5CJOJQJ\^JaJ hS)xhF.h4fhF.OJQJ^J h4fhF.CJOJQJ^JaJB  1 2 PGGGGGG $Ifgd}ckd$$IflV r ,,9. e\ 0;44 laP2 J ] k 4 5 6 I J n { | $Ifgd}c h$If^hgd  & F$Ifgd  & F$IfgdjN $Ifgd $Ifgd  & F$Ifgd-W PGGGGGGG $Ifgd}ckd$$Ifl!r ,,9. e\ 0;44 laP  " # 5 6 [ \ x y  ? O R $IfgdJg $Ifgd  $Ifgd% $Ifgd}c  > ? N O Q R S U V j l #%>@YZ|}34578XZ:<PT[]ǷǷhF.CJOJQJ^JaJh4fhF.5OJQJ\^J&h4fhF.5CJOJQJ\^JaJ hS)xhF.h4fhF.OJQJ^J h4fhF.CJOJQJ^JaJBR S V k l PG>>>>> $Ifgd1Y $Ifgd}ckdm$$Iflr ,,9. e\ 0;44 laP $%?@Z}4 $Ifgd}c $Ifgd1Y458YZPGGGGGGG $Ifgd}ckd<$$Iflr ,,9. e\ 0;44 laP;<QRST\]-./012 $Ifgd}c $Ifgd,2356VXvx,-?A\]|~&'>?XZ[]^  ǷǷhF.CJOJQJ^JaJh4fhF.5OJQJ\^J&h4fhF.5CJOJQJ\^JaJ hS)xhF.h4fhF.OJQJ^J h4fhF.CJOJQJ^JaJB236WXwxPGGG>>> $Ifgd $Ifgd}ckd $$Iflx r ,,9. e\ 0;44 laP@A}~'?YZ $Ifgd}c $IfgdZ[^PGG>>5 $Ifgd[c= $Ifgd $Ifgd}ckd$$Iflx r ,,9. e\ 0;44 laP HIyz $Ifgd $Ifgd[c=  GIxz~  UW  +,-}1ǷǷǷhF.OJQJ^Jh4fhF.5OJQJ\^J&h4fhF.5CJOJQJ\^JaJ hS)xhF.h4fhF.OJQJ^J h4fhF.CJOJQJ^JaJ?PGG>>>> $Ifgd $Ifgd}ckd$$Iflx r ,,9. e\ 0;44 laPG>>> $Ifgd}ckdx$$Ifl r ,,9. e\ 0;44 laP $Ifgd VW  ,-~ $Ifgd}c $Ifgd Z;PGGGGGG $Ifgd}ckdG$$Iflr ,,9. e\ 0;44 laP12;=`c"$DE}SU "$24efqrvx(*L͹͹h4fhF.5OJQJ\^J&h4fhF.5CJOJQJ\^JaJ hS)xhF.h4fhF.OJQJ^J h4fhF.CJOJQJ^JaJhF.CJOJQJ^JaJB<=abc $Ifgd> $Ifgd}c $IfgdE #$~PGGGGGGG $Ifgd}ckd$$Iflr ,,9. e\ 0;44 laPTU   #$34frwx $Ifgd}c)*MGkd$$Ifl r ,,9. e\ 0;44 laP $Ifgd}cMNhij/0Z[ $Ifgdw $Ifgd}cLNgj.0Y[PQ78PQln   6 8 B F ǷhF.CJOJQJ^JaJh4fhF.5OJQJ\^J&h4fhF.5CJOJQJ\^JaJ hS)xhF. h4fhF.CJOJQJ^JaJh4fhF.OJQJ^JBQI< & F$Ifgd}ckd $$Iflr ,,9. e\ 0;44 laP $Ifgd}cQ8Qmn    7  & F$Ifgd 6 $Ifgd}c $Ifgd 6 & F$Ifgd 6 & F$Ifgd}c7 8 C D E F V W w $Ifgd}c F U W v w !! !#!$!I!K!o!p!!!!!!!!!!!!! """""&"ǷǷۢy.h4fhF.5CJOJQJ\^JaJmH sH  h4fhF.OJQJ^JmH sH (h4fhF.CJOJQJ^JaJmH sH h4fhF.5OJQJ\^J&h4fhF.5CJOJQJ\^JaJ hS)xhF.h4fhF.OJQJ^J h4fhF.CJOJQJ^JaJ( !!PGGGGG $Ifgd}ckd $$Iflr ,,9. e\ 0;44 laP! !$!J!K!p!!!PGGG>>> $Ifgd[ $Ifgd}ckdN $$Iflr ,,9. e\ 0;44 laP!!!!!!!!! " "" $Ifgd}c $Ifgd[ """'"("V"h"PGGGG> $Ifgd}c $Ifgd}ckd $$Iflr ,,9. e\ 0;44 laP&"("U"V"g"h""""""" # ###6#9#H#J#[#^#n#o#z#|#}#########$$$$$$&$'$($öööööööööööööööyh4fhF.5OJQJ\^J h4fhF.OJQJ^JmH sH (h4fhF.CJOJQJ^JaJmH sH  hS)xhF.h4fhF.OJQJ^J h4fhF.CJOJQJ^JaJ.h4fhF.5CJOJQJ\^JaJmH sH &h4fhF.5OJQJ\^JmH sH *h""""" ##7#8#9#I#J#\#]#^#o#{#|# $Ifgd , $Ifgd}c $Ifgd[  & F$Ifgd}c $Ifgdbe $Ifgdbe  & F$Ifgdbe|#}######PG>>>5 $Ifgd , $Ifgd[ $Ifgd}ckd $$Iflr ,,9. e\ 0;44 laP##$$$%$&$'$>kd $$Iflr ,,9. e\ 0;44 laP $Ifgd}c $Ifgd ,'$($,$@$A$]$^$_$`$a$b$c$d$$$$$$$ % %/%0%>%?%O%[%h% $IfgdjN $Ifgd}c($+$,$?$A$\$d$$$$$ % %.%0%=%?%N%O%Z%[%g%h%l%m%n%q%r%|%}%%%%%&&(&m&p&&&&&&&&&&''' ' ' ' '''''''˾˾˾˾˾˾˾˾˾˾˾˾˾˾˾˾˾˾˾˾˾˯jhF.UmHnHtH uhD?jhD?U hS)xhF.h4fhF.OJQJ^J h4fhF.CJOJQJ^JaJh4fhF.5OJQJ\^J&h4fhF.5CJOJQJ\^JaJ;h%m%n%r%}%%%%%Gkd$$Iflr ,,9. e\ 0;44 laP $Ifgd}c%'&(&n&o&p&&&&&&&&&&&&&'' $Ifgd}c $Ifgd~('''''''' 'PKKKKKKIgdqz}kdY$$Iflr ,,9. e\ 0;44 laP ' ' '''''''''!'"'#'.'0'1'2'3'4'6'7'9':'h]hgdN#gd Y &#$gd4fh]h&`#$#gda''''' '!'"'#'$'*'+','-'.'/'0'2'3'4'5'6'7'8'9':';'<'ž h4fhF.CJOJQJ^JaJ hNhF.j"hF.U hhF.j(hF.UjhF.UmHnHtH uh@"0JmHnHu hF.0JjhF.0JUhD?hF.:';'<')0P:p0O.A .!"#$%$$IfP!vh55. 55e5\ #v#v. #v#ve#v\ :V l0;55. 55e5\ aP$$IfP!vh55. 55e5\ #v#v. #v#ve#v\ :V lV 0;55. 55e5\ aP$$IfP!vh55. 55e5\ #v#v. #v#ve#v\ :V l!0;55. 55e5\ aP$$IfP!vh55. 55e5\ #v#v. #v#ve#v\ :V l0;55. 55e5\ aP$$IfP!vh55. 55e5\ #v#v. #v#ve#v\ :V l0;55. 55e5\ aP$$IfP!vh55. 55e5\ #v#v. #v#ve#v\ :V lx 0;55. 55e5\ aP$$IfP!vh55. 55e5\ #v#v. #v#ve#v\ :V lx 0;55. 55e5\ aP$$IfP!vh55. 55e5\ #v#v. #v#ve#v\ :V lx 0;55. 55e5\ aP$$IfP!vh55. 55e5\ #v#v. #v#ve#v\ :V l 0;55. 55e5\ aP$$IfP!vh55. 55e5\ #v#v. #v#ve#v\ :V l0;55. 55e5\ aP$$IfP!vh55. 55e5\ #v#v. #v#ve#v\ :V l0;55. 55e5\ aP$$IfP!vh55. 55e5\ #v#v. #v#ve#v\ :V l 0;55. 55e5\ aP$$IfP!vh55. 55e5\ #v#v. #v#ve#v\ :V l0;55. 55e5\ aP$$IfP!vh55. 55e5\ #v#v. #v#ve#v\ :V l0;55. 55e5\ aP$$IfP!vh55. 55e5\ #v#v. #v#ve#v\ :V l0;55. 55e5\ aP$$IfP!vh55. 55e5\ #v#v. #v#ve#v\ :V l0;55. 55e5\ aP$$IfP!vh55. 55e5\ #v#v. #v#ve#v\ :V l0;55. 55e5\ aP$$IfP!vh55. 55e5\ #v#v. #v#ve#v\ :V l0;55. 55e5\ aP$$IfP!vh55. 55e5\ #v#v. #v#ve#v\ :V l0;55. 55e5\ aP$$IfP!vh55. 55e5\ #v#v. #v#ve#v\ :V l0;55. 55e5\ aPDd  tJ  C A@?"bcM"2ll20ncM"2lPNG  IHDRLaPLTE:3< @CG #S,Z0]r~K.\eu"R &U3`&=g.EnSem}&U+Y :e8PvAX|G\w{¢!R )X/\ ?\=3'mV̙X6\>,,?m~N|p,ǵfǵ{L$H\Oؒ^X^a MX`W$/ eY)G&,'X Vp׉بWƭk#Ѕ;7kof7ux7'>o͜h8FWeu/zM+{JٮD}}ƻ|eIr_?~_{fqLc2 ( ]04i_ʙ6Lķ.{<ϯ ZZZ9~.yZyg9N}4Pg|Tyxx|4>#׼?dΕA X ON^"/Xzy:*IeLiQu4ÖN^s=?Rl9=n5r77ajB8`/ƞ iQȩKv鏘-UƦbM0JB!:ϧbt>ZNjj y ^t( 81J^/ߊq͖/8'0~ɦBч91ZX]B_g<,`KM@^.(=PxT$4DP`:aY'GGOh=wvt 5zGg/r -\J30m:І$ܘcdݽՍ^xh܅Epz\Ui_3-|F|֟~ F6IRT}aic f$J7EnAL4Lg{*Sa "d6`9T#V 9&CǵάC43,ܨA%-PC,jlX^.}T.hz8]|C#&G$ׄ9k0Xzff4\r- #ju>=К;sŨI qXS P-KUr8E}OBjoU3f{(^"&%9hy4=-n:IO+$kqy#. a5#kJ7,|q{`9Tmm.ՄD4[Ws]/(1ˌfC}_oՓ4֖}T]pר.Rl9BJ$Js{#ju\НUl9قh s|eLw}sy=mߖfnpu:4@/ =%ʌziyσ*x:ȁte;T&(O?[KxDeV7Ui?&3z ڦ^ЖP/a۽q 1&;zc*L(ͳ+=7;&Yw,eThaΖ!Mc&T:&XrH:tmWyȲ K:,dY dJXyκx;v\<.ZzK !K-Hajn5<ßY'bB>rPA|0&_:VPpqqgP%}|nk\/֯$7QMI)z4Q7#֖&7mv\w#:X75WE?ڕ4[sovdS,rrZbqR8Ce5W|q>,t sϞ2g7YdC-dVTQ3lr_饶 Jm2r,g`Ɖ 4Bu )b`GJnosXlڇiXRh_"} 8.چ <{ov*[Lz?爵ÙTb ^d靊bYubњ׬]dr()2\wSad1-D'`ur~,bw(%X u>Aw^1'))▰E+d͵{8iY ̫G{Ŀʃq mlX2$3R`]!N[.MR K˙q8-;IGR$2M"AReߒ0*|o.-tpTkK&dJ*^E3adGTT, h(g=*\El%qSWsw͈ev&qf6-vml*c.',IaX|Ȱ9 MDؓLdX58˰.6o#qƀ~c\c}7wb] βBL2ܵT/RXVK\:T"'Oz6blC8PŘ7x+x/E9.I!Kv>2!:NIHbX=9ȥ$1-;0Z잦!SDHDɸ`#"s$Č!Xq0M¿3H8OLLAERIKB|t{XXp(0\Czy-r`W"[¦=D$"18HkiBC}w互<[iCX؋hl<]v1dG#,97NdejJ{M+4BQ[aPAE2ɗI *)΍K<“OREwyڻzjywل 4|WzvZ15C7$(nuuгuhm0PrGb_1u}q.?M&#NZ592Xk4?[P:˭ƇƢՉwzUq;XT:N/*vV'V}rcQFMTIENDB`Dd S3 P  S A@?"bEE'uS@BP qz}Title$a$#5B*CJOJQJ\^JaJphPOQP qz} Title Char#5B*CJOJQJ\^JaJphVC@bV qz}Body Text Indent5OJQJ\^JmH sH ^Oq^ qz}Body Text 2 Char&5CJOJQJ\^JaJmH sH tH4 @4 qz}Footer  9r BOB qz} Footer CharCJOJQJ^JaJ2)@2 qz} Page Number^JDOD 6List Paragraph ^m$F'@F -NComment Reference CJ^JaJ<@< -N Comment TextCJaJNON -NComment Text CharCJOJQJ^JaJ@j@@  -NComment Subject5\FOF -NComment Subject Char5\H@H "-N Balloon Text!CJOJQJ^JaJNO!N !-NBalloon Text CharCJOJQJ^JaJ4@24 $sVHeader # 9r NOAN #8F Header Char CJOJQJ^JaJmHsHtH << < &'/>]hrsv<=kuv12J]k456IJn{| "#56[\xy?ORSVkl$%?@Z}458YZ;<QRST\] - . / 0 1 2 3 6 W X w x    @ A } ~    ' ? Y Z [ ^     H I y z    VW  ,-~<=abc#$~TU   #$34frwx)*MNhij/0Z[Q8Qmn78CDEFVWw $JKp  '(Vh 789IJ\]^o{|}%&'(,@A]^_`abcd  /0>?O[hmnr}'(nop !"#.0234679:=H;0H;0H;0H;0 H;0 H;0 H;0 mH;0 H;0H;0H;0H;0 H;0H;0H;0H;0H;0H;0H;0H;0 H;0H;0H;0 H;0H;0H;0H;0H;0 H;0 H;0H;0H;0 H;0H;0H;0H;0H;0H;0H;0H;0H;0H;0H;0H;0 H;0H;0H;0 H;0H;0H;0 *XH;0  H;0 H;0 H;0 H;0 H;0 H;0 H;0 H;0  H;0 H;0 H;0 H;0 H;0 H;0 H;0 H;0  H;0 H;0 H;0 H;0  H;0 H;0 H;0  vzH;0  H;0 H;0 H;0 H;0 H;0 H;0 H;0 H;0 H;0  H;0 H;0 H;0 H;0 H;0 H;0 H;0 H;0  H;0 H;0 H;0 H;0  H;0 H;0 H;0  0 0000000 00000000 000000000 00000000 0 0 00000000 0000000 00000000000 0000 0 0 0 000000000 0000000 0 0 0 0 0 000 000 0 0 00000 0000000000 00000000000 000 0 0 00000 00000 00000 0 0 0 00000000000 000000000 0000000 00000000 0 0 000000000 000000000000 000000 000000 0 0 00 0 0 0 0 000 000 0 00000000 000000000000 000 0 0 0 0 0 0 0 0 000 000 000000 0000 0 0 000 0 0 000 0 0 00 0000000 00 0 0 000 0000 0 00 0 00 0000000000 00000 00000000 000 0 0 00000 00000 000 00000000000 0 00x0x0x0x0x0@#0H{0!H{0H{0@0@0H!#0H;0 d#0H@#00@#0  (((+k  1LF &"($'<'#(-37<AFr 2 R 42ZMQ7 !!"h"|##'$h%%' ':'<' !"$%&')*+,./01245689:;=>?@BCDEG;'!#+!!@  @ 0(  B S  ?(  b  C " b  C " < %+h.n;U2Cv<U"#dye${j%886 6 =??= = =8*urn:schemas-microsoft-com:office:smarttagsCity9*urn:schemas-microsoft-com:office:smarttagsplace       #-=U      #-=      #-=U      #-=q1(@5gc@vd8 hh^h`OJQJo( 88^8`OJQJo(o ^`OJQJo(   ^ `OJQJo(   ^ `OJQJo(o xx^x`OJQJo( HH^H`OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJPJQJo(- ^`OJQJo(o p^p`OJQJo( @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o P^P`OJQJo(^`OJPJQJo(- ^`OJQJo(o p^p`OJQJo( @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o P^P`OJQJo(q15gcv         Jb        ؊rk        W8%O 6N - T/$]B!@"~(4(n>(0O.V/*4y6:1n: Z;[c=tADD8FjN=rO!2SgS-W1Y4 sV44fD?6W ,`E4>F.-Jw[p }c-N1!LE}(]8^Fp%{4vx^a6rJ'/>]hrsvk6n yRSV@458T2 3 6 ~  Z [ ^   -c fjW $pV8o|}&',dOmnrp=@l<@Unknowngz Times New RomanTimes New Roman5SymbolI& z Arial HelveticaA& Arial Narrow5& zaTahoma7&{ @Calibri?5 z Courier New;Wingdings"hrFrFh8h842H$Pqz}%Scheme of Work - L2 Functional SkillsaJohn-Paul Williams   ?@ABCDEFGHJKLMNOPQRSTUVWXYZ[]^_`abcdefghijklmnopqrstuvwxyz{|}~t> This value indicates the number of saves or revisions. The application is responsible for updating this value after each revision. curs="0" maxOccurs="1" type="xsd:string"/> exType> exType> This value indicates the number of saves or revisions. The application is responsible for updating this value after each revision. as.microsoft.com/office/2006/metadata/longProperties"/>DocumentLibraryFormDocumentLibraryFormDocumentLibraryForm020-4B1F-4265-A1E4-C6BD57AA8756}" xml w>ffice/2006/metadata/longProperties"/> fied" minOccurs="0" maxOccurs="1"/> Oh+'0d   , 8DLT\a Normal.dotJohn-Paul Williams2Microsoft Word 10.0@@zS@zSh8English Level 2 - Sample Scheme of Work (word document)lliams@edexcel.comWilliams, John-Paul12010-09-14T20:41:02Z450800.000000000Edexcel Awards DocumentEnglishFunctional skillsfs-engTeacher Support MaterialsTeache