To what extent does the attainment of a Level 2 English qualification affect teaching and learning in Further Education?

Abstract

Semi-structured interviews were conducted with 9 teachers in order to explore the question ‘To what extent does the attainment of a Level 2 English qualification affect teaching and learning in Further Education’? The outcomes of these interviews were characterised by four overarching themes: the question of the validity of assessment techniques; a confusion of Key Skills and Functional Skills; concerns about the different funding allocations of schools and further education institutions and accountability pressures.