Themes for Success by Lifelong Learning UK

SPECIFICATION

Themes for success: Supporting learners to achieve Learning support practitioners: Defining the knowledge and understanding of literacy, language, numeracy and ICT needed to support learners

Themes for success: Supporting learners to achieve

Contents The learning support practitioner and literacy, language, numeracy and ICT

Structure and the content of document

Section One: Knowledge and understanding

Theme One: Factors that can affect the acquisition and development of literacy, language, numeracy and ICT skills

Theme Two: The importance of English language and literacy, numeracy, and ICT in enabling people to participate in life, learning and work

Theme Three: The literacy, language, numeracy and ICT learning needs of learners with learning difficulties and disabilities

Theme Four: Literacy and language

Theme Five: Numeracy

Theme Six: Information and Communication Technology (ICT)

Summary of the themes for success

Section Two: Further guidance

Theme One: Factors that can affect the acquisition and development of literacy, language, numeracy and ICT skills

Theme Two: The importance of English language and literacy, numeracy and ICT in enabling people to participate in life, learning and work

Theme Three: The literacy, language, numeracy and ICT learning needs of learners with learning difficulties or disabilities

Theme Four: Literacy and language

Theme Five: Numeracy

Theme Six: Information and Communication Technology (ICT)

Useful sources of further information

Themes for success: Supporting learners to achieve

The learning support practitioner and literacy, language, numeracy and ICT Supporting learners to achieve Supporting literacy, language, numeracy and ICT in the learning context is a core function of the generalist learning support role. Learning support practitioners work under the direction of the person[s] leading the learning. They contribute to the provision of learning opportunities that promote the achievement and progression of the learners they support. The learner is at the heart of this process. In this role, learning support practitioners are a vital part of a teaching and learning team. They have close contact with learners and can provide the support and motivation to enable learners to achieve their goals. This document specifies the minimum knowledge and understanding that is expected of all learning support practitioners for the areas of literacy, language, numeracy and ICT, in order to support the needs of the learner. This document will be of value to all learning support practitioners, their employers and managers, and learning support practitioner educators. It also provides guidance for awarding institutions for mapping the defined knowledge and understanding to appropriate units of assessment within the Level 3 Certificate in Learning Support (QCF) and associated pathways.

It is anticipated that programmes for learning support practitioner education will include additional elements of literacy, language, numeracy and ICT to those specified in this document, to meet the particular needs of learning support practitioners and the demands of their roles. Programme deliverers are encouraged to provide programmes that will enable learning support practitioners to support learning in a wide range of settings and contexts taking account of the literacy, language, numeracy and ICT backgrounds and experiences of their learners. This document is not solely for incorporation into learning support practitioner education programmes for those new to learning support practitioner roles. It can also be used in a variety of ways to enable staff in learning support practitioner roles to develop their expertise and understanding of learnersâ&#x20AC;&#x2122; literacy, language, numeracy and ICT needs. For example, it can be used as a basis to audit staff skills and to determine appropriate continuing professional development opportunities. It will support learning support practitioners to develop and apply the skills, knowledge and understanding that is important for fulfilling the requirements of their roles. This document does not consider or specify the personal skills in English, mathematics and ICT that learning support practitioners require.

Themes for success: Supporting learners to achieve

The structure and content of the document Section One: Knowledge and understanding

Section Two: Further guidance

Section one outlines the essential knowledge and understanding of literacy, language, numeracy and ICT to enable any learning support practitioner to support learning effectively.

Section two provides further guidance and information about the importance, extent and relevance of the six themes and associated elements. It will provide examples of why the elements outlined in section one are essential for learner success and progression.

These are identified as six primary themes. These themes are expanded for further detail as elements (bullet points), shown as ‘What do I need to know?’ Some examples of why these elements are important for learning support practitioners to understand when supporting learners’ are identified under ‘Why do I need to know about this?’ The elements are listed at the end of the section as a quick look guide. Altogether there are 23 elements that make up this guidance.

Case studies are used to give examples of how an understanding and application of these elements may inform the learning support practice. Icons are used at key points to reference to further guidance in Inclusive learning approaches for literacy, language, numeracy and ICT, (Lifelong Learning UK, 2007). This can be accessed online at www.lluk.org/3394.htm.

Themes for success: Supporting learners to achieve

Section One: Knowledge and understanding Learning support practitioners: Defining the knowledge and understanding of literacy, language, numeracy and ICT needed to support learning Learning support practice, that ensures learners are given the support they need when they need it, will depend on knowledge and understanding which encompasses the following themes:

Factors affecting the acquisition and development of language, literacy numeracy and ICT skills The importance of English language and literacy, numeracy, and ICT in enabling people to participate in life, learning and work The literacy, language, numeracy and ICT learning needs of learners with learning difficulties and disabilities Literacy and language Numeracy Information and Communication Technology (ICT) Learning support practitioners have a vital role in supporting learners to minimise the impact of any factors that may hinder their progress and to maximise their potential to succeed in their learning. Understanding these factors, and providing learning support that enables learners to achieve their aims and aspirations is essential if learners are to develop their autonomy in learning and achieve their goals. Literacy, language, numeracy and ICT are the underpinning skills required by learners in their everyday life, learning and work. Learning support practitioners can provide the support for learners to help them meet their primary learning goals, whilst understanding that some of the literacy, language, numeracy and ICT demands of the learnerâ&#x20AC;&#x2122;s programme of study may require particular support. This would enable the learning support practitioner to contribute to the support of the learner in agreement with the person leading the learning.

Themes for success: Supporting learners to achieve

Theme One:

Factors that can affect the acquisition and development of literacy, language, numeracy and ICT skills This theme will help you understand why learners approach their learning in different ways influenced by their very different backgrounds and wide range of experiences.

What do I need to know?

Why do I need to know about this?

In supporting learners to access and achieve in their learning, learning support practitioners need to be aware of:

You will be able to take account of these factors when supporting learning. Some examples might include:

• a range of social, personal, cultural and institutional factors that can impact on learners and their learning, which can include:

• Supporting your learners to understand that literacy, language, numeracy and ICT are important for success in their learning. For example, measuring accurately in a construction programme will contribute to achieving a qualification.

• personal experiences and circumstances, and attitudes in wider society • motivation • age and gender • culture and ethnicity • socio-economic factors • disability or learning difficulty • institutional factors • the impact of these factors on a learner’s ability to learn in different ways and on a learner’s participation and achievement in learning literacy, language, numeracy and ICT.

• Using learning support activities that meet your learners’ levels of literacy, language, numeracy and ICT skills and their preferred ways of learning. For example, finding out if a learner is comfortable using podcasts before suggesting it as a way to learn information. • Keeping up-to-date with findings from local and national projects and research on the impacts of social, personal, cultural and institutional factors on learners’ literacy, language, numeracy and ICT learning. For example, identifying a new resource or support strategy to support learning for a specific learner.

Themes for success: Supporting learners to achieve

Theme Two:

The importance of English language and literacy, numeracy, and ICT in enabling people to participate in life, learning and work This theme will help you understand why it is important that learners are able to use literacy, language, numeracy and ICT skills effectively so that they can participate fully in life, learning and work.

What do I need to know?

Why do I need to know about this?

In supporting learners to access and achieve in their learning, learning support practitioners need to be aware of:

You will be able to use your understanding of the importance of literacy, language, numeracy and ICT for learners’ success when supporting learning. Some examples might include:

• the role literacy, language, numeracy and ICT skills can have in enabling active participation in employment, formal and informal learning, and in the local and wider community • the impact that limited literacy, language, numeracy and ICT skills can have on: • families • mental and physical health • future earnings, access to financial help or other services, and access to civil rights • life chances and participation in public life.

• Supporting your learners to identify and address problems systematically so that they can work towards and review solutions. For example, helping a learner to understand some of the language used in number problems. • Understanding learners’ access to employment opportunities, participation in education and public and community life may be affected by a lack of access to ICT. For example, not being able to use the internet to find out about locally available education and training opportunities. • Encouraging learners to persist in their learning of literacy, language, numeracy and ICT and to develop the confidence to participate in life, learning and work. For example, supporting a learner to see how their learning can open up other areas of interest or employment.

Themes for success: Supporting learners to achieve

Theme Three:

The literacy, language, numeracy and ICT learning needs of learners with learning difficulties and/or disabilities This theme will help you to understand the literacy, language, numeracy and ICT learning needs of learners with learning difficulties and/or disabilities, and that these learners may require specialist adaptations or specific support.

What do I need to know?

Why do I need to know about this?

In supporting learners with learning difficulties and/or disabilities to access and achieve in their learning, learning support practitioners need to be aware of:

You will be able to use your understanding of the challenges that literacy, language, numeracy and ICT learning may hold for learners with learning difficulties and/or disabilities in your learning support. Some examples might include:

• the possible challenges that literacy, language, numeracy and ICT learning can create for learners with learning difficulties and/or disabilities and how learning difficulties and disabilities can sometimes affect the speed or rate of their learning • the positive effect that literacy, language, numeracy and ICT learning can have in promoting independence and the development of self-advocacy for learners with learning difficulties and/or disabilities • the different cultural viewpoints about disability within a society, community or family, and the effect these can have on the attitude and motivation of a learner who has a learning difficulty and/or disability.

• Providing support for your learners with different types of disability and/or learning difficulty. For example, trying different computer screen properties for a learner with visual impairment or dyslexia to make learning more accessible. • Understanding how and when to liaise with other staff about using support strategies for literacy, language, numeracy and ICT learning for your learners with a learning difficulty and/or disability. For example, discussing with your specialist how your learner feels about a suggested support strategy or technology. • Working with learners with learning difficulties and/or disabilities to help overcome challenges in their learning of literacy, language, numeracy and ICT, such as taking notes, re-phrasing questions, or providing additional opportunities to practice a technique.

Themes for success: Supporting learners to achieve

Theme Four: Literacy and language

This theme will help you understand the importance of literacy and language in life, learning and work, and how communication is an essential part of everyday life.

What do I need to know?

Why do I need to know about this?

In supporting learners to access and achieve in their learning, learning support practitioners need to be aware of:

You will be able to apply your knowledge of literacy and language factors in your learning support. Some examples might include:

• the links between speaking, listening, reading and writing in developing literacy and language skills

• Communicating literacy and language concepts and processes clearly with your learners so they can apply their language learning to communicative situations and activities. For example, explaining contexts when formal spoken English is used and other occasions when informal speech is more appropriate.

• a range of ways to communicate with learners about literacy and language concepts and processes to support confidence and competence in the application of communication skills • how literacy and language are used and their importance to everyday work, life and education • the importance of literacy and language skills for communicating effectively in a range of contexts • language learning preferences and some of the common errors relating to literacy and language use which need to be identified and addressed.

• Working with your learners to support them to use their language and literacy skills in real life situations for authentic purposes. For example, the use of formal English when writing a letter applying for a job. • Providing the support a learner needs based on appropriate literacy and language assessment and learning preferences. For example, for an ESOL learner, the value of being able to apply learning from their home language to the learning of a new language.

Themes for success: Supporting learners to achieve

Theme Five: Numeracy

This theme will help you understand the importance of numeracy in living, learning and work, and how problem-centred activities are part of everyday life.

What do I need to know?

Why do I need to know about this?

In supporting learners to access and achieve in their learning, learning support practitioners need to be aware of:

You will be able to apply your knowledge of numeracy factors in your learning support. Some examples might include:

• a range of ways to communicate with learners about numeracy concepts and processes to support application of skills to problem solving and for success in mathematics

• Communicating numeracy concepts and processes clearly with your learners so they can apply their numeracy learning to problemcentred activities. For example, explaining and demonstrating how adding on can be used to find the total of a set of numbers on a till receipt to check the change is correct.

• the key processes that underpin problem solving: representing, analysing and interpreting • the application of numeracy skills to problem solving in a range of contexts • the relevance of numeracy skills and problem solving approaches for everyday life, learning and work • numeracy learning preferences and some of the misconceptions or confusions that can occur which need to be identified and addressed.

• Raising your learners’ awareness of their numeracy misconceptions and confusions and supporting them to adopt other strategies or review the ones they currently use. For example, discussing how zero (0) can be used correctly as a place holder in calculations, and using support activities to help a learner understand place values in different contexts such as money. • Providing the support a learner needs based on their numeracy assessment results and learning preferences. For example, using solid shapes and other equipment for a learner who prefers to learn by experimenting and using real items.

Themes for success: Supporting learners to achieve

Theme Six:

Information and Communication Technology (ICT) This theme will help you to understand the importance of ICT in life, learning and work, and how purposeful use of ICT is relevant to everyday activities.

What do I need to know?

Why do I need to know about this?

In supporting learners to access and achieve in their learning, learning support practitioners need to be aware of:

You will be able to apply your knowledge of ICT factors in your learning support. Some examples might include:

• a range of ways to communicate with learners about ICT concepts and processes to support purposeful use of ICT and the development of discrimination in its application

• Communicating ICT concepts and processes clearly with your learners so they can apply their ICT learning to purposeful activities. For example, explaining how a word processing programme can be used to prepare a CV.

• the essential characteristics of ICT and the importance of using ICT selectively and appropriately for a particular purpose • the importance of ICT skills and the appropriate and safe use of a range of information and communication technologies • the application of ICT skills to purposeful activities in a range of contexts • the benefits that purposeful use of ICT confers in life, learning and work • the possible developmental and experiential nature of ICT learning and the range of ICT learning preferences.

• Raising your learners’ awareness of the need for discrimination in their use of ICT and the need to use ICT skills safely. For example, ways to recognise phishing emails, how software can be used to protect computer equipment and ascertaining the status of sites from which learners may draw information. • Providing the support a learner needs based on appropriate ICT assessment results and learning preferences. For example, showing how ICT skills used in everyday life, such as drawing money from an ATM, can be transferred to other ICT applications.

Themes for success: Supporting learners to achieve

Summary of the themes for success In supporting learners to access and achieve in their learning, learning support practitioners need to be aware of:

•

a range of social, personal, cultural and institutional factors that can impact on learners and their learning

•

the impact of these factors on a learner’s ability to learn in different ways and on learners’ participation and achievement in learning literacy, language, numeracy and ICT

•

the role literacy, language, numeracy and ICT skills can have in enabling active participation in employment, formal and informal learning, and in the local and wider community

•

the impact that limited literacy, language, numeracy and ICT skills can have on families, mental and physical health, future earnings, access to financial help or other services, and access to civil rights, life chances and participation in public life

•

the possible challenges that literacy, language, numeracy and ICT learning can create for learners with learning difficulties or disabilities and how learning difficulties and disabilities can sometimes affect the speed or rate of their learning

•

the positive effect which literacy, language, numeracy and ICT learning can have in promoting independence and the development of self-advocacy for learners with learning difficulties and disabilities

•

the different cultural viewpoints about disability within a society, community or family, and the effect these can have on the attitude and motivation of a learner who has a learning difficulty or disability

Themes for success: Supporting learners to achieve

•

the links between speaking, listening, reading and writing in developing literacy and language skills

•

a range of ways to communicate with learners about literacy and language concepts and processes to support confidence and competence in the application of communication skills

•

how literacy and language are used and their importance to everyday work, life and education

•

the importance of literacy and language skills for communicating effectively in a range of contexts

•

language learning preferences and some of the common errors relating to literacy and language use which need to be identified and addressed

•

a range of ways to communicate with learners about numeracy concepts and processes to support application of skills to problem solving and for success in mathematics

•

the key processes that underpin problem solving: representing, analysing and interpreting

•

the application of numeracy skills to problem solving in a range of contexts

•

the relevance of numeracy skills and problem solving approaches for life, learning and work

•

numeracy learning preferences and some of the misconceptions or confusions that can occur which need to be identified and addressed

•

a range of ways to communicate with learners about ICT concepts and processes to support purposeful use of ICT and the development of discrimination in its application

•

the essential characteristics of ICT and of the importance of using ICT selectively and appropriately for a particular purpose

•

the importance of ICT skills and the appropriate and safe use of a range of information and communication technologies

•

the application of ICT skills to purposeful activities in a range of contexts

•

the benefits that purposeful use of ICT confers in work, life and education

•

the possible developmental and experiential nature of ICT learning and the range of ICT learning preferences

Themes for success: Supporting learners to achieve

Section Two: Further guidance Introduction This section provides further guidance on each of the six themes. It expands the elements to give some suggested areas for determining the extent of each of the elements. It also contains case studies which illustrate how the particular elements might be reflected in learning support practice. The guidance offered is indicative and is by no means exhaustive. It is anticipated that learning support practitioner educators will plan programmes of training and continuing professional development for learning support practitioners that build on the content outlined in this document and reflect the contexts and settings within which the learning support practitioners will be fulfilling their duties. This icon signposts further detail about this topic in Inclusive learning approaches for literacy, language, numeracy and ICT: Companion guide to the minimum core (Lifelong Learning UK, 2007). The relevant page numbers are shown and the section indicated will provide further detail and information about the particular topic.

Themes for success: Supporting learners to achieve

Theme One:

Factors that can affect the acquisition and development of literacy, language, numeracy and ICT skills Introduction Learners engage in learning for a variety of very different reasons. They may need to gain a qualification for progression at work or they may want to prove to themselves that they can achieve a goal that has escaped them during their schooling or later years. They may want to gain a qualification for a chosen career or vocation. Whatever the reasons for learning, all learners will bring with them a wide range of backgrounds, experiences, expectations and prior knowledge. They may come with apprehensions about returning to learning, or they may be ashamed of or reluctant to disclose their lack of qualifications or achievements. They may worry about failure or be concerned about letting their family down. There are many factors that may influence how people approach their learning journey, and these factors can impact on how learners approach, acquire or develop their literacy, language, numeracy and ICT skills.

Social, personal, cultural and institutional factors A learning support practitioner needs to know and understand that the factors that can impact on literacy, language, numeracy and ICT learning are varied and will demand different learning support strategies: Personal experiences and circumstances, and attitudes in wider society Learners will have varied backgrounds and experiences. They may have previously had poor or limited educational experiences which could be because of a range of factors including illness in childhood, poor teaching, or limited formal education. They may have come from a background that discouraged learning, particularly if they were female and expected to raise a family and not aspire to a career, so their status or that of their family might have influenced their attitudes to learning. In the increasingly technological world, there are adults who will find ICT challenging, and the jargon used may make them feel excluded. Learners may have developed a strong dislike, even a phobia, about ICT. This can also occur with numeracy, as adults may have had a poor experience of mathematics learning in their youth or they may struggle with the words of problems even if they can complete the calculations required to solve them. How learners approach their learning may also be influenced by the attitudes of wider society. It is often acknowledged that poor numeracy skills are more socially acceptable than poor literacy skills. Often the views of family and peers can change or set learnersâ&#x20AC;&#x2122; attitudes to their learning, or learners could be influenced by information from news reporting, e.g. with ICT, the dangers of viruses, spam and phishing, or concerns about the availability of illegal or pornographic material. These factors can determine how learners may engage with their learning of literacy, language, numeracy and ICT. The role of the learning support practitioner can be key in using information from initial assessments and discussions with learners to enable the learning support practitioner to understand some of the reasons why learners may have different expectations and attitudes, and how learning support strategies can be personalised to minimise the impact these factors may have.

Themes for success: Supporting learners to achieve

Motivation There are different motivational factors that will engage learners in learning and maintain their involvement. These include progression towards a specific end such as following a specific career (instrumental factors), or through social impetus such as working towards obtaining British Citizenship (integrative factors). Learners may engage in learning for their own pleasure and purposes, for example accessing ICT learning to maintain contact with family members or enrolling on literacy or numeracy classes to be able to read with children or grandchildren or help their children with homework. How critical these factors are to the individual learner will determine, to some extent, their level of motivation. A learning support practitioner will have an important role in motivating learners, as they will know the learners well and understand how they think. This will enable the learning support practitioner to use the most effective support strategies to maintain that motivation to succeed and complete the course or programme. Effective communication with the learner and other members of the teaching and learning team is important to ensure that the learner is supported across all elements of their programme to maintain their engagement in learning. Jim is 46 years old. He has a responsible job in a manufacturing company but he has been asked to gain a management qualification under a new company structure. Jim is very concerned about this as he is only too well aware that his literacy skills are not as good as they should be. As a young child he was very ill and missed a great deal of his early schooling, which he never quite seemed to make up again, even in later years. He’s managed up till now to do his job well, but knows that he needs to improve his reading and writing if he’s to be able to pass the qualification and not feel foolish or worry that he’ll be found out. After six weeks on the course, Jim is getting despondent. He doesn’t feel he is making much progress, and still struggles with some of the writing for the course work. Junisa, Jim’s learning support practitioner, tells Jim how well he is doing, but that doesn’t seem to be giving Jim the self confidence he needs at the moment. Junisa takes a piece of work from the back of Jim’s folder which is dated five and a half weeks previously. He compares it with the piece of work Jim feels he is struggling with at the moment. The difference is very clear. Although the latest piece isn’t perfect, Jim can see that he has made a lot of progress, and this, together with the words of encouragement from Junisa, are enough to make Jim have another try at his homework and continue with his course.

Themes for success: Supporting learners to achieve

Page 46

Age and gender Many adults will approach their learning in ways that can differ and this may depend on the curriculum and methods taught at the schools they attended and the period when they were at school. For example, approaches to number work can vary depending on strategies learnt in schools for multiplication, addition, subtraction and division which have changed over the years. In addition the introduction of ICT into the curriculum has only been relatively recent. Learners may feel that learning is harder to do effectively as they get older and need reassurance. They may also have developed a wide range of coping strategies over the years as they found ways to manage in their everyday lives, and these can be valued as achievements on their learning journey. Gender can have an impact on learners’ attitudes and achievements. It links with other of the factors such as status and age, and with the different expectations of males and females in their achievements in English, Mathematics and ICT. Gender stereotyping may have an effect on how learners view the importance or otherwise of language, number and ICT learning, both in the past and for the present. Culture and ethnicity Cultural factors can impact on a learner’s literacy, language, numeracy and ICT learning. There are strong links between language and identity, and different cultures and communities may have different perspectives on language and literacy. This can also apply to numeracy as some cultures value number skills highly, although other countries may approach teaching mathematical skills in very different ways. Access to ICT in some countries and communities may be limited, which, alongside the difficulties posed by ICT terminology and language for speakers of other languages, may disadvantage some learners. Language and literacy learning and development may be more challenging in the UK for learners who have been educated in another country or for whom English is a second or other language. A learning support practitioner who knows and understands these factors can use communication strategies to find out about a learner’s background so that they can tailor their learning support to recognise and value the learner’s experiences and backgrounds, whilst providing the support to minimise any potential difficulties. Socio-economic factors Social inequality is linked to lack of literacy, language, numeracy and ICT skills and achievement, for example, the digital divide, which links poverty and access to ICT, or the rural communities and access to broadband and faster technologies. Annual income can be considerably less for an adult with low levels of numeracy, and promotion prospects can be more difficult for adults with low levels of literacy skills. Social inequality may also be related to disability and learning difficulty, such as access to employment opportunities. Different socio-economic backgrounds can also impact on learners’ self-confidence, their access to and experience of education, and need to be taken into account by the learning support practitioner.

Themes for success: Supporting learners to achieve

Disability and learning difficulty Learning support practitioners who are aware of some of the possible effects that disability or learning difficulty may have on literacy, language, numeracy and ICT learning are better equipped to provide learning support strategies that can enable their learners to access learning more effectively. They will be able to understand some of the reasons for the different rates of learner progress which may be influenced by a disability or learning difficulty. Josiah has a visual impairment and has just started a bricklaying course. He has some difficulty reading the small print on the diagrams the construction tutor uses in class. When he mentions this to Alice, his learning support practitioner, she says she will discuss this with the tutor. Alice explains the problem to the construction tutor and they discuss possible support strategies for Josiah. They agree that Alice could enlarge the diagrams on the photocopier as this would make them more accessible for Josiah, and he wouldn’t then be lagging behind the others in the class because he wasn’t able to locate the information when he was asked to do so. The construction tutor and Alice were pleased that such a straightforward solution could be found that would help Josiah keep up with his classmates. The construction tutor also said that he would let Alice have copies of any handouts that would be used in class so Alice could enlarge them for Josiah well in advance of the lessons.

Pages 9-12

Institutional factors An initial assessment of skills, both those required for the learner’s course and for literacy, language, numeracy and ICT skills, will help to inform the learner’s starting point on their learning journey. As a member of the teaching and learning team, the learning support practitioner can use the results, in discussion and with guidance from colleagues, to inform the learning support strategies that would suit the learner best. Effective assessment, not just initially, but throughout the learning journey, should be appropriate and fit for purpose. The learning support practitioner can use assessment responses to ensure that learners receive the necessary support in their learning to enable them to persist, progress and achieve in their core programme. The initial assessment will provide the teaching and learning team with information about a learner’s literacy, language, numeracy and ICT skill levels. This will be matched, by teachers of literacy, language, numeracy and ICT, against the levels of demand on these skills required by the learner’s programme, highlighting the potential learning support needs the learner may be entitled to receive, and the most appropriate ways of delivering that learning support according to a learner’s learning preferences, experiences and expectations.

Themes for success: Supporting learners to achieve

In discussion with other members of the teaching and learning team, the learning support practitioner will contribute to plans for supporting the learner to engage with literacy, language, numeracy and ICT learning relevant to their core programme of study. This should take account of the range of personal, social, cultural and institutional factors that may impact on that learning journey. This could include, for example, ensuring appropriate delivery strategies for learning support, accessing relevant learning support technologies and equipment, and valuing learnersâ&#x20AC;&#x2122; previous experiences and informal learning to enable learners to develop the confidence and competence to become autonomous learners. In his role as learning support practitioner, Barry supports Jamil and Ruth. Although they are on the same course, their initial assessments and interviews have suggested that they both have different approaches to their learning and Barry has to use different learning support strategies with each of them. Jamil prefers to learn by doing things and experimenting rather than reading about it in a book. Ruth, on the other hand, prefers to see things in a diagram or written as an explanation. When they both have to learn the names of shapes for their course, Barry adapts his learning support strategies. He uses cards made of the shapes with the relevant words written on them for Jamil, so that he can associate the word with the feel of the shape. For Ruth, Barry draws the shapes and gets her to colour them in different colours and then to write the name next to each shape so she has a visual record of her work.

Themes for success: Supporting learners to achieve

Theme Two:

The importance of English language and literacy, numeracy and ICT in enabling people to participate in life, learning and work Introduction A lack of literacy, language, numeracy and/or ICT skills can have wider implications than just those that affect the individual themselves. If learners improve their literacy, language, numeracy and/or ICT skills it can enable them to become more active citizens, enhance their employment prospects and earn more money. However, many learners will have full and interesting lives and have developed their own informal strategies for responding to situations requiring literacy, language, numeracy and ICT skills. It is essential that learning support practitioners recognise and value this experience and knowledge.

The impact of literacy, language, numeracy and ICT needs Learners with literacy, language, numeracy and/or ICT skills needs are potentially disadvantaged in several different areas of life, learning and work. Page 7

The impact might be on their families. For example, limited literacy and language skills are often intergenerational where grandparents with low levels of skill in literacy and language have children who are likely to have similar levels and their children in turn are more likely to be disadvantaged. If learners have literacy, language, numeracy and/or ICT needs, they may find it difficult to participate in their community life. For example, they may not feel able to help in a local organisation such as a Parent Teachers Association at their local school, as they will be aware that their lack of skills could be exposed and cause them shame and discomfort. Low levels of literacy, language, numeracy and/or ICT skills could impact on a learnerâ&#x20AC;&#x2122;s ability to access the information or help they and their family might need and/or be entitled to. For example, their lack of ICT skills might mean they are unable to access local government information about public services through the internet, or numeracy needs might mean that learners are unable to manage their budgets and are not able to find the information to help them manage their debts. Learners with low levels of skills have been found to have poorer physical health and are more likely to be depressed or suffer mental health problems. The impact this may have on their families and their work may make such health issues worse. Employment in the modern economy requires a higher level of literacy, language, numeracy and ICT than ever before. The current world of work requires fewer and fewer manual skills and there is an increasing demand for employees who can communicate effectively, are numerate and can problem solve, and are IT literate. Employers also value highly wider skills such as team working and being able to learn and develop further skills. These skills are much more difficult to acquire if learners have less effective literacy, language, numeracy and ICT skills. Learners with a lack of these skills can find themselves in more poorly paid employment with a greater risk to sustaining that employment and few prospects of progression or promotion.

Themes for success: Supporting learners to achieve

People who are more highly qualified are more likely to be employed and to earn more. The Leitch Review of Skills (2006) found that, although school standards have improved and more young people than ever are achieving five good GCSEs, ‘…more than one in six young people leave school unable to read, write and add up properly’. The Leitch review emphasises the critical importance of improving functional literacy and numeracy.1 Garry is coming to the end of his sentence in a young offenders institution, and hopes to continue with his plastering course when he gets back to his own area. He wants to apply for the course while he is still in the prison so that he can start as soon as possible after release as he says that “being busy is the best way to keep out of trouble”. He’s always felt uncertain about completing the complicated forms that this sort of application requires even though he has passed his entry 3 literacy and numeracy qualifications while in prison. He asks Rachael, his learning support practitioner, about it and tells her of his concerns. Rachael discusses Garry’s concerns with the literacy tutor, who suggests that Rachael could use the support sessions to give Garry additional support with completing the form for college. Page 19

Garry is relieved that he can have some help with form filling, and agrees to include this as his next target on his individual learning plan when he has his learning review.

A lack of literacy, language, numeracy and ICT skills can raise multiple issues for a learner, for example, low pay and poor prospects, ill health and inability to find appropriate support for the family. A learning support practitioner, as a member of the teaching and learning team, has a valuable role to play in providing the appropriate support for learners to improve their literacy, language, numeracy and ICT skills through the learning support practice to help learners overcome some of these detrimental impacts on their lives and futures.

Leitch, S. Prosperity for all in the global economy – world-class skills: final report. The Stationery Office (2006)

Themes for success: Supporting learners to achieve

Theme Three:

The literacy, language, numeracy and ICT learning needs of learners with learning difficulties and/or disabilities Introduction

Pages 41-42

Every learner is an individual, with individual skills and needs, and this applies equally to learners who have learning difficulties and/or disabilities. Although learners may have certain types and categories of disability, it is important to recognise that learners can be affected by more than one at the same time, and that the seriousness of the difficulties caused can vary greatly. A learning support practitioner may need to consult with other members of the teaching and learning team about a learner with a learning difficulty and/or disability to find out how the individual’s learning is likely to be affected and to identify how the most appropriate support strategies will be determined. Aisha came to the UK for the first time last year. She came from a country where civil war had interrupted education and medical services for several years, and she experiences anxiety and depression. She has done well on an ESOL course, and she can write and speak English, but she is having difficulty with numeracy. She is frustrated by not knowing how to do quite simple calculations, particularly when she sees other learners do them without difficulty. She can get them done by asking the others, but she wants to do them by herself. She talks to Jo, her learning support practitioner, about this problem, and Jo realises that it is contributing to her anxiety. She says that if she can’t get the hang of it she might give up her course. Jo isn’t certain, but wonders whether Aisha might experience dyscalculia, a difficulty in dealing with mathematics and calculations. Jo talks to the numeracy teacher on the team, who thinks she might be right. The teacher spends some time with Aisha, assesses her skills, and offers her extra support so she can learn some techniques to help her. The problem isn’t solved at once, but her confidence increases and she stays on the course.

The challenges of literacy, language, numeracy and ICT learning The challenges that literacy, language, numeracy and ICT can create for learners with learning difficulties and disabilities will depend, to a large extent, on the particular learning difficulty or disability. A learning support practitioner may work with people who: • are deaf or partially hearing and whose ways of communicating may include signing (using British Sign Language), lip-reading and speech, or use of a hearing aid • are blind or partially sighted. They may want materials in a large format, on paper or on screen, to use pre-recorded materials, to use Moon, Braille or another system of ‘reading’ by touch. They may want quiet surroundings while you talk with them, or while they work • are affected by mental health difficulties, including anxiety, stress and depression. These can affect their attendance, memory and mood, and interfere with their progress in learning • have learning difficulties like dyslexia (a difficulty with processing language) and/or related specific learning difficulties like dyspraxia (poor motor co-ordination or ‘clumsiness’), dysgraphia (difficulty with handwriting) and dyscalculia (difficulty with mathematics/calculations)

Themes for success: Supporting learners to achieve

• are affected by physical and neurological disabilities – for example, limitations which make it difficult for them to write, or speak, to remember information, to process visual and other information, to speak so others can understand easily, and to recall information when they need it • have ‘autistic spectrum’ disorders. The most well known of these are Autism and Asperger’s Syndrome, and they can have different effects on learners and learning. Difficulties often identified include not mixing much in groups, not understanding the body language and facial expressions of others, not making conversation easily, especially ‘small talk’, and not being able to respond flexibly to unpredictable events and the behaviour of others. Alex is 19 years old and experiences mental health difficulties. He is sometimes overbearing and intrusive in class, becoming noisy and giving the other learners little opportunity to contribute. After a few minutes he becomes worried and embarrassed about what he is doing and walks out, apologising for his behaviour. Quite often he will be absent the day after this happens, and will feel awkward when he returns. Now and then he is away sick for a few days on the advice of his doctor, and he worries about keeping up with the rest of the group. His learning support practitioner, Lindsay, set up some strategies to take the pressure off Alex when his mood, often influenced by events outside college, makes it impossible for him to stay in class. She works with rest of the team and takes advantage of expert advice. Lindsay and Alex agreed that he should quietly withdraw when he thinks he might be about to interrupt the class, and that Lindsay will come and talk to him and help him catch up on the session content. They also arrange for Lindsey and Alex’s tutor to keep in touch when Alex has to have time off. Alex thinks that he could do some learning work while he is at home, so he doesn’t fall behind. These strategies work well, Alex feels he is under less pressure and has nothing to apologise for, and his attendance record actually improves. The range of different learning difficulties and disabilities means that individuals will work at different speeds in different subjects. These learners will probably have met all sorts of challenges as they have worked through primary and secondary education. Some will have found ways to deal with the obstacles they met, some will have found it difficult to keep up, and others will have convinced themselves that they just can’t learn particular subjects. The type of learning difficulty experienced by individuals can result in what are called ‘spiky profiles’ – the learners achieve well where they don’t meet obstacles, less well where they do. A deaf learner may be fluent in British Sign Language, much less so with reading written English and understanding how English grammar works. These differences require a flexible learning environment, where the needs of each individual are carefully assessed, identified and met.

Themes for success: Supporting learners to achieve

Pages 18-19

Some learners may have had negative experiences of education, where they felt left behind by other learners and poorly supported by teachers. This may be the first time they have been adult learners, and the change to a more individual approach to learning can make a big difference to them. Learning support practitioners can develop the relationship with their learners by talking to them as individuals, finding out about their previous experiences, and working out the point where they stopped learning to help establish a new starting point for them. The learning support practitioner can play an important part in keeping learners motivated, for example by explaining that it’s fine to take as long as it takes to deal with something they find difficult, and helping them to persist and progress despite those difficulties. Developing independence and self-advocacy Learners with learning difficulties and/or disabilities can benefit greatly from increasing their skills. A formal qualification – a ‘piece of paper’ – can persuade an employer that the person can do a particular job. ICT skills open up a world of information and contact with others: many people with disabilities are not able to travel and get around as easily as others, but communicate effectively through the internet and e-mail. Self-advocacy – speaking and writing effectively for yourself about the things that matter to you – is so much easier when you have these methods of communication, and the literacy and language skills to back them up. Understanding mathematics and numeracy can make budgeting, borrowing and managing money in general much easier, and contributes towards the independence of the individual. Sean is 18 years old and wants to be more independent. He wants a flat of his own but he has to save for a deposit. That means finding a part-time job. This is a problem because he has difficulty with handwriting, and all the jobs he has found wanted him to fill in an application form in pen. He thinks if he did that he’d never even get an interview. Now he has seen an advert for a shelf-filling job at a big food store, and the advert says ‘e-mail applications only’. He has been on his course for nearly a term and is quite confident with the computer, and he asks his learning support practitioner if he will check his application before he sends it in, and make sure it goes to the right e-mail address. He mentions his disability on the form, and explains that it won’t interfere with doing the job. The manager at the shop can see from the form that Sean is suitable for the post, and after a quick interview offers him the job. Learning support practitioners have a vital role in promoting and supporting learners to develop their independence and in giving them the confidence for self-advocacy, so their learners will be better equipped to meet the challenges that living and gaining employment in the modern world can bring.

Themes for success: Supporting learners to achieve

The range of cultural viewpoints on disability There are a wide range of attitudes to disability. Many people assume that people with disabilities can do far less than they actually can. Others will be afraid of getting involved with people who use a wheelchair, or have a white stick, who donâ&#x20AC;&#x2122;t make casual conversation in a queue, who wonâ&#x20AC;&#x2122;t look them in the eye, or who have some physical disfigurement. Some learners may have come recently from countries where disabled people are given little help, support or respect. It is important to know how disabled people see themselves, often as different rather than disabled, and what action they are taking. People with disabilities are gradually winning greater protection from the law, better access to buildings and transport, and more equal opportunities for applying for and getting jobs they might not have had some years ago. The learning support practitioner can contribute to promoting equality of opportunity for all people with disabilities to have equal access to learning and employment, and be aware of how much more needs to be done to give all people with disabilities equal opportunities.

Pages 16-19

A learning support practitioner will be able to listen to individuals and groups with disabilities. Understanding their views, concerns and preferences is an essential part of being able to give them the right support. In particular, it is very important to find out the right words to use to describe the difficulties and disabilities that affect them. There are many words to avoid but learners will know the language they want the learning support practitioner and others to use. Some good examples of the terms used can be found in Access for All and ESOL Access for All2, but like the language in any lively community, the language about disability changes and it is important to keep up-to-date.

Access for All London: DfES (2001), ESOL Access for All: Guidance on making the adult ESOL curriculum accessible Part 1: DfES (2006)

Themes for success: Supporting learners to achieve

Theme Four: Literacy and language Introduction It is estimated that over 50 per cent of the population do not have functional literacy skills3. Learners need adequate levels of literacy in order to access the wider curriculum and function and progress at work and in society. Without these skills to communicate through a range of methods and media, learners can be disadvantaged in their own lives, their learning and in work, where progression opportunities may be denied to them. Many learners with low levels of literacy and language skills will struggle with day-to-day literacy tasks, for example filling in forms, reading information for gist and detail, and requesting goods or services. Unlike numeracy skills needs, learners are more reluctant to declare their difficulty with one or more of the literacy skills, and often develop complex coping strategies to avoid detection.

Pages 9-12

Communicating about literacy and language concepts and processes It is important that a learner’s initial level of literacy or language is assessed and considered alongside the demands of the learner’s programme of study. This will enable the teaching and learning team to determine the literacy and language support needs, if any, of learners. Learning support practitioners need to be aware of the interlinked and interdependent nature of the literacy and language skills: speaking, listening, reading and writing, and understand that learners may have a spiky profile of these skills, for example where learners are more proficient in some skills than in others. This spiky profile should be reflected in the initial assessment. Learning support practitioners need to be aware of the implications of the initial assessment results for a learner’s literacy and language skills as this may impact on their ability to access and complete their programme of study. Sara has worked with Henri as a learning support practitioner for the past two months. Henri attends a day centre in the local community and is following an IT course. Henri’s initial assessment of language indicated that he was at Entry 3 overall, although follow on assessment suggested that he had a spiky profile, showing a greater need to develop his reading skills in particular. In discussion between the literacy specialist, Sara and the IT course tutor, opportunities were identified where elements of language support could be incorporated into the IT work to help Henri. It was agreed that some of the technical vocabulary and concepts of the IT course might be challenging for Henri, and Sara’s learning support sessions with Henri would be ideal to help him develop his understanding of some of the IT terms he needed to use in his course.

Pages 36-39

Learning support practitioners will need to communicate effectively with learners in providing learning support. It is essential that this communication is a two way process, and learners are encouraged to develop and apply their literacy and language skills within the context of their programme of study. This makes it essential that learning support practitioners can communicate clearly with learners about how and when they use their communication skills purposefully. Literacy and language concepts, for example, the role of active listening in

Skills for Life national needs and impact survey , DfES (2003)

Themes for success: Supporting learners to achieve

discussion and the processes of selecting language for a purpose and audience, are more motivating for learners to acquire if they are set in the context of their core programme of learning. Learning support practitioners can encourage learners to apply their communication skills in all aspects of their lives, their learning and their work. It is important that learning support practitioners can use the meta language of literacy and language with their learners to maintain the coherence of learning the concepts and processes of language acquisition and use. Learning support practitioners therefore have a vital role in supporting learners to apply and practice their literacy and language skills in meaningful contexts through a range of communication strategies. Examples include questioning, explaining to clarify or demonstrate, discussing aspects of language use, and using written and oral feedback in assessment for learning. The application of communication skills Learners will need support to select and apply their speaking, listening, reading and writing skills in a range of contexts and for various purposes. They need to use their communication skills purposefully, and to apply and transfer skills in ways that are appropriate for the task and audience. For effective application of communication skills, learners should be able to: • choose appropriate communication methods • ensure their communication methods are fit for purpose • communicate in ways that meet the needs of the audience and situation • apply English skills in a range of meaningful contexts • become increasingly independent in their learning.4 It is important that learners are given opportunities to use, as appropriate, the full range of communication skills, and to apply them to all areas of their lives, learning and work. Employers frequently identify communication skills as one of the key requirements for their employees. It is also the skill area that employers often feel their employees lack. It is important that learners learn to communicate effectively as well as being able to apply these literacy and language skills in new situations. Selecting and applying the relevant literacy and language skills for a purpose and evaluating the effectiveness of the communication episode is an essential part of the communication process, whether that is oral or written. Learning support practitioners can provide learning support strategies that will enable learners to develop their confidence and competence in applying their communication skills in the context of their learning programme and their day-to-day lives.

Functional skills standards (English), QCA (2007)

Themes for success: Supporting learners to achieve

Learning support practitioners need to support learners, where appropriate, to use and develop their speaking and listening skills. These skills are essential tools for learning and for developing the interpersonal skills needed for life and work. Good oral communication skills can help learners to function more effectively in a range of contexts and settings, to obtain and exchange information, to discuss and explain, to clarify understandings, and to manage personal interactions to reduce the potential for misunderstandings and conflict. A range of oral communication skills can be used in any communicative episode, for example, active listening, questioning, discussion, explanation and demonstrating understanding. Learners need to be able to use their reading and writing skills in a wide range of situations, activities and purposes that they may encounter in their daily lives at home, at work and in their learning. Some of these skills are outlined with examples in the table below.

Skill needed

Example of everyday use

Able to determine the appropriateness of reading material to discriminate between different text types

Reading health and safety notices and advertisements for leisure activities.

An understanding of the implications that different text types may have on decision making

Reading legal or technical language in reference to health and safety matters or the persuasive language used in advertisements.

Able to write fluently

Making notes about information that is referred to, which may be delivered orally or in writing, or to complete forms or formal documents for work.

Fluency in reading and writing for pleasure

Reading a novel and writing an email to friends or family.

Working on the Three Rs: Employersâ&#x20AC;&#x2122; Priorities for Functional Skills in Maths and English, CBI (2007)

Themes for success: Supporting learners to achieve

Using the features of language such as format, structure and organisational features to assist understanding is an important skill for learners to acquire and develop. Writing that is fit for purpose is an essential requirement for employers who recognise that a first impression is often made on the basis of a piece of written work. A learning support practitioner is able to use a range of support strategies to enable learners to practice and apply their reading and writing skills to access the core learning of their programme of study and to encourage learner autonomy in learning. ‘The ability to put together a piece of writing that conveys meaning clearly and accurately is an essential functional skill. The inability [to do this] has serious implications for those seeking work or thinking of changing jobs.’ ‘… spelling and grammar… are widely seen as weak. A functionally literate employee should be expected… to observe basic rules of grammar, be able to spell everyday words correctly, use capital letters and basic punctuation properly, and use a writing style appropriate to the situation.’ ‘(as) some forms have to be completed by hand in most organisations, and these may potentially be called in evidence in legal proceedings, a functionally literate employee should have handwriting that is sufficiently well formed that others will be able to read the text with confidence.’

Themes for success: Supporting learners to achieve

Pages 44-45

Page 62

Learning preferences and common errors Learning support practitioners will be able to access information from initial discussions with learners about their preferred ways of learning literacy and language and use this to ensure their learning support practice is differentiated to meet these preferences whenever possible. For active learners they may be able to provide activities and exercises that will be engaging and applied so they are meaningful to their core programme of study. For other learners, using oral stimuli, such as tape recordings or radio broadcasts, may be more effective. Learning support practitioners can help learners to review their learning preferences to encompass other ways of learning, which may make some areas of their subject learning more accessible. Learners may make errors for a wide variety of reasons, for example, errors caused by translation from mother tongue to English, lack of understanding of the rules of grammar, or spelling mistakes which could be due to an inability to spell words or a careless slip. Some of these errors may be due to the teaching of English in their schooling or to their lack of access to formal education in other countries. Indeed, some ESOL learners may have very good grammatical understanding of their first language, but may have difficulty transferring that to English. There are a wide range of strategies that can be provided to support learners to address their errors and a literacy specialist would be able to identify key areas for development through formal processes, e.g. error analysis. However, it is important that a learning support practitioner notes any errors a learner may make in their literacy and language use, and provide the support, in agreement with the literacy specialist or the person leading the learning, that will help the learner to address their errors and mistakes. Garry has completed his application form for a place on the plastering course at the college near to where he lives, with the support of his learning support practitioner, Rachael. He is due to be released from the young offender institution in a few weeks and wants to create a good impression with the college’s plastering tutor to secure the place he so desperately wants. He also needs to send a formal letter with the application briefly outlining why he wants the place at college. He drafts a letter and asks Rachael to review it for him. Rachael notices that Garry needs some help with setting out the letter. After a discussion with the literacy tutor, Rachael gave Garry some templates to work from that provided a formal layout for letters. Gradually, Rachael asked Garry to try writing a letter without the templates, which, after a couple of false starts, he did very well. Rachael also noted that Garry was unable to differentiate the spellings of ‘there’ and ‘their’. She discussed the issue with the literacy tutor and Garry was given an additional session with the tutor who was able to focus on the spelling of these common words and their context. Subsequently Garry was able to spell them correctly in the final draft of his letter which he passed to Rachael for a final read through.

Themes for success: Supporting learners to achieve

Theme Five: Numeracy

Introduction Low levels of skill in mathematics may cost the British economy many billions of pounds a year, with significant financial implications for adults who struggle with the most basic mental arithmetic. These skills are essential to solve the problems that are part of our everyday working life and our lives at home and in the community. There are few places where number skills are not apparent or needed. Adults who are without strong numeracy skills are often disadvantaged at work, earning less on average than those with functional number skills. However, while maths is often perceived as difficult, and stigmatised by learners, many of them are applying mathematical skills and knowledge on a regular basis in their everyday lives, for example working out how much time is left in a football game and evaluating this against the number of goals needed to win, calculating medicine doses, drawing up a budget and so on. Part of the process of supporting formal learning can involve making links to everyday practices and prior knowledge and experiences such as these.

Pages 9-12

Page 40

Page 46

Communicating about numeracy concepts and processes It is important that a learner’s initial level of numeracy is assessed and that this is used to inform the support a learner will need on their programme of study. Some number skills are more relevant to some occupational sectors than others, and the initial assessment of a learner’s numeracy, together with the numeracy demands of the learner’s programme, will enable the teaching and learning team to determine the support that may be required. Learning support practitioners need to be aware of and understand the implications of the initial assessment of numeracy and of the broader assessment of a learner’s needs, aims, experiences and aspirations in number learning for the learning support they provide. As learners may have misgivings about numeracy learning for a variety of reasons, including their previous negative experience of mathematics learning, it is important that communicating with learners about numbers and number related activities is clear, effective and uses the language appropriate to the context and task. It is also important that language is used consistently. For example, saying 12 ÷ 3 sometimes as “3 into 12” and sometimes as “12 divided by 3” can be confusing for some learners. Language in numeracy can often provide challenges for a learner. There are, for example, many different ways of saying ‘add’, including ‘total’, ‘sum’, ‘and’, ‘plus’ and ‘make’. Mathematical terms may also prove difficult for learners such as prime numbers, integers, ratio and number bonds. This can cause confusion for learners and learning support practitioners have a vital role in providing clear explanations of the language that learners need to understand to access their numeracy learning within their core programme.

Themes for success: Supporting learners to achieve

Pages 52-56

Many learners are motivated to learn numeracy because it is relevant to their core programme, and this provides opportunities for learning support practitioners to use support strategies that are embedded within the vocational or other programme of study. Darren loves his construction course and his construction tutor has said he is very good at understanding about construction and buildings. What he is finding difficult is the number work that is involved in some of the tasks he is set. He finds measurements challenging enough, but someone mentioned ratios and percentages earlier in the day and he was really worried. He has painful memories of being hauled out to the front of the class because he couldn’t get the right answers to the number questions the teacher set, so to have to do it in the course he’s enjoying is making him wonder whether to stay or leave. He has reluctantly agreed some numeracy learning and associated targets on his individual learning plan with the construction skills for numeracy specialist, and Gemma, his learning support practitioner, works with him in theory lessons to help him meet his targets. Gemma knows about Darren’s experience in school and uses the construction context to explain how ratios relate to the tasks he has to do. Using support strategies agreed with the skills numeracy tutor, she is able to show him with the equipment in the construction workshop and explain the number-related concepts of ratios clearly so that Darren is able to work out the ratios he needs. When Darren sees how it relates to his tasks on his course, he feels more confident to have a go himself, as he feels that Gemma’s explanations made it very clear.

Page 46

Problem solving Numeracy in everyday life and work rarely comes as just numbers. Usually there are words wrapped around the numbers, and often these can cause learners difficulties. Command words are often used in the text of the problem, for example, solve, identify, estimate, and supporting learners to understand and interpret these words can make the problem more accessible. Using numeracy skills to problem solve is made much more effective if learners can see the reasons for using numbers, how they will help and what they show at the end of working on the problem. There are three key processes that underpin problem solving. They are: • representing6: making sense of situations and representing them • analysing: processing and using mathematics • interpreting: interpreting and communicating the results of the analysis.

Functional skills standards (Mathematics), QCA (2007)

Themes for success: Supporting learners to achieve

Learners need to be given opportunities to develop these process skills. This will enable them to approach a problem, to determine if they need to use number skills to solve it, to select and use the appropriate numeracy skills, and to present the results of their work in a meaningful and appropriate way. Learners need realistic opportunities to learn and develop these processes and this is often through their core learning programme, which makes the learning and application more relevant. As learners can see and understand the purpose of the numeracy learning, it can engage them to overcome the numeracy challenges they may face and can support achievement of their aims. It is important that learners are also given opportunities to transfer their numeracy and problem solving skills to other subjects, contexts and learning. Employers frequently identify problem solving skills as one of the important skills they want and expect in their employees. Learning the process skills that underpin problem solving isn’t sufficient on its own, however the ability to resolve new problems is likely to continue to be in demand in work, education and everyday living. For example: “The ability to interpret and respond to quantitative data is a key part of modern working life. Data of this type is presented not only to keep employees in the picture, but employees are also expected to interpret it sufficiently to contribute to problem solving and quality improvement.”7 A learning support practitioner who knows and understands the importance of numeracy in life, education and employment, can ensure that they promote the learning of numeracy to learners, and, as a member of the teaching and learning team, can support learners to develop and transfer numeracy and problem solving skills for success in their learning and in wider contexts.

Page 46

Learning preferences, misconceptions and confusions Learners may have a preferred way of learning mathematical strategies and processes. For some learners, active tasks using equipment that can be handled, such as solid shapes, peg boards and blocks, can make numeracy concepts clearer. Other learners may want to have some thinking time and a holistic view of the problem before determining how to approach the task. Learning support practitioners can provide learners with support for their preferred approach and help them to consider other approaches, if appropriate, in discussion with the person leading the learning. Some learners may have developed a debilitating and distressing maths anxiety, possibly as a result of negative experiences of struggling with mathematics in their schooling or from being made to feel a failure in mathematics learning at some stage in their mathematics learning journey. They may feel that there is a stigma associated with making errors, and be reluctant to present work that may not be totally correct. The learning support practitioner can have an important role in encouraging the learner to persist in their numeracy learning and explaining that errors are a part of the learning process.

Working on the Three Rs: Employers’ Priorities for Functional Skills in Maths and English, CBI (2007)

Themes for success: Supporting learners to achieve

Pages 62-63

As learners will have had many and varied experiences of numeracy teaching, they may have developed their own understanding of how to complete calculations or numeracy tasks. Sometimes this can lead learners into using methods and strategies that are inappropriate or incorrect. If learners are given the appropriate support, rarely are these misconceptions or confusions a permanent challenge as there are strategies that can be used to help learners to address them, although specialist advice and guidance may be necessary. The learning support practitioner can provide valuable support in giving learners opportunities to practice different approaches suggested by the specialist, although it is important to value learners’ different methods and to accept a range of valid calculation methods. Sunita is finding her health and social care course really exciting, but the numeracy elements are a real bother to her. Always a little uncertain about her maths, she is finding some of the calculations she needs to do for her course decidedly challenging! Recently she was given a problem to solve about money and change from purchases for some of the residents at the retirement home where she works part-time. She was given 80 pence to purchase a magazine costing 53 pence. She wrote down the calculation as: 80 – 53 37 Barry, her learning support practitioner, asked her how she did subtractions, and she said she’d been taught to use ‘borrow one and pay back’. Barry realised that, although Sunita had ‘borrowed one’, she hadn’t understood exactly what she was doing and hadn’t ‘paid it back’. The answer was wrong by 10p. After discussing the problem with the numeracy specialist, Barry was able to support Sunita to understand what ‘borrow one’ really meant, and why it was necessary to ‘pay it back’. Barry and the numeracy specialist agreed that it was better to try to help Sunita use the method she had learnt originally correctly than to teach her a new method at this stage. That would probably be sufficient – alternative methods could be shown to Sunita if correcting the method she was used to using didn’t work.

Themes for success: Supporting learners to achieve

Theme Six:

Information and Communication Technology (ICT) Introduction

Page 64

Employers anticipate that their employees will have ICT skills, but familiarity with ICT may be dependent on age, access to ICT equipment and learning in the recent past. Many older adult learners will not have experienced using ICT in their schooling and may feel very apprehensive about trying it, whether for learning, communicating, or other purposeful activity. However not all older learners lack familiarity or confidence to use ICT, as the greatest increase in computer use, for example, is amongst the older generation. Learning to use ICT is often a matter of experiment or trial and error, which isn’t always the most effective way to learn these skills. However, the need or desire to do something such as contacting friends and family via email can be a powerful motivator for adults to learn to use ICT. “For most learners, their experience and view of ICT is governed by the need to do things that they couldn’t have done easily otherwise.8

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Communicating about ICT concepts and processes As learners’ levels of familiarity with ICT can be very variable, it is essential that their initial level of ICT skills is assessed and that this is used to inform the support a learner will need on their programme of study. Although most employers would expect their employees to be ICT literate, certain ICT equipment and facilities are more widely used in some occupational sectors than in others. An initial assessment of a learner’s ICT skills and level, together with the ICT demands of the learner’s programme or vocational route, will provide the background to inform the support a learner may need. Learning support practitioners need to be aware of and understand the implications of the initial assessment of ICT and of the impact this may have on the learner’s access to learning on the course. It is important that learners understand that ICT isn’t only about computers, but about a range of technologies that they will meet in their everyday lives and in the workplace. This makes it essential that learning support practitioners can communicate clearly with learners about how and why they are using ICT and developing their ICT skills. ICT concepts, e.g. the role of ICT in communication or information management, and the processes, e.g. the essential characteristics of ICT and its purposeful use, can be confusing and difficult for some learners to understand and access. Learning support practitioners can encourage learners to persist with their ICT use and learning and provide support strategies, for example word lists that explain some of the jargon in plain English or adjusting screen properties to make reading easier. Often the language of ICT, particularly the technical language, can be a challenge for learners to access, for example, hyperlink, defragment, WAP, flash drive. ESOL learners can be even more disadvantaged by the language of ICT. Learning support practitioners therefore have a vital role in supporting learners to apply and practice their ICT skills in meaningful contexts through a range of communication strategies, for example explanation, clarification and discussion.

HM Government White Paper, 21st Century Skills: Realising Our Potential (July 2003),

Themes for success: Supporting learners to achieve

When learners use their ICT skills to complete a task or activity related to their learning, it provides a purpose and motivation for the ICT learning. Learning support practitioners can have an important role in making ICT learning relevant to learners in their learning support practice. “If learners lose sight of using computers to do things for a purpose, then there is the danger that enjoyment, motivation and meaning become lost.”9 Purposeful use of ICT The purposeful use of ICT means that ICT is used to meet the requirements of the task and the audience for whom the outcome is intended, for example tutor, employer, general public, classmates, co-workers, family and friends.10 For purposeful application of ICT, learners should be able to: • recognise situations in which ICT can make a positive contribution • apply their ICT skills appropriately to a range of tasks and problems • reflect on the role that ICT has played in handling these situations • become increasingly independent in their learning and in the application of their skills and knowledge.11 There will be many opportunities for learners to develop and apply their ICT skills purposefully in their core programme. They can use ICT to complete a course related activity or function, which makes it meaningful and relevant to the learner, rather than mechanistic learning of ICT skills in isolation. However, learners will need to be supported to use ICT with discrimination, for example determining the suitability of information on websites, and to consider how suitable the final output would be for the audience and purpose, for example for a non-specialist audience, using a presentation to illustrate findings from an investigation rather than using a table of raw data.

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Selecting and using ICT from the wide range of ICT sources and media, for example the internet, CDs and DVDs, computers, digital television, mobile phones and cameras, can be bewildering, and learning support practitioners can support their learners to understand some of the technologies available and identify which would be relevant to their learning programme. Learners will need to understand why and how ICT can be used to communicate or perform tasks, for example email as an instant form of communication, and mobile phone video footage as a record of important events or incidents, and they may need support to use technologies appropriately.

HM Government White Paper, 21st Century Skills: Realising Our Potential (July 2003), Teaching and learning functional ICT, QIA (2008) 11 ibid 9

Themes for success: Supporting learners to achieve

Jim is finding the management course he is studying for very hard and wants to do some additional studying at home to help him to catch up with some of the work he feels less certain about. Junisa, his learning support practitioner, discusses Jim’s wishes with the course tutor to see if there is a possible solution. Junisa asks whether the e-learning materials available on the college’s VLE would be appropriate for Jim and the tutor agrees this would be helpful. Junisa explains to Jim how the e-learning materials can be used and shows Jim how to access them remotely. Although Jim is used to using computers at work, he hasn’t used e-learning materials before, and is a little hesitant. With Junisa’s support, he completes the log in routine and realises that it isn’t any different from accessing the intranet at work, which he does regularly. At their next learning support session Jim explains how pleased he feels at being able to access the e-learning materials and the work he has been able to do has already helped him feel more confident. It is critical for employers, learners and their families that they use ICT safely, for example, use of anti-virus software and the importance of keeping it up to date and the confidentiality of databases of client information. Learning support practitioners can provide the support a learner may need to use ICT with safety in mind. ICT can have great benefits for learners, as well as for the wider community and employment, for example maintaining communication and contact across countries and continents for both personal and work-related purposes. Learners may need support to appreciate these benefits and to transfer their ICT skills to different contexts to enable them to progress and achieve their goals.

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Learning preferences and the developmental and experiential nature of ICT learning Many adult learners will have developed their ICT skills through experimenting, reading manuals, or just ‘having a go’. Some will have taken IT courses, but many ICT skills are used in everyday contexts and unlikely to be the subject of a programme of study, such as using an automatic teller machine, programming the digital set top box for the TV, and using internet banking. The major drivers for learning ICT skills can often be through a ‘need to know’ or a ‘want to know’, rather than a formal course of study. Making mistakes in the use of ICT can be valuable learning but can also be demotivating. The main difference between a positive and a negative experience of ICT learning is the support provided for the learner. This is when a learning support practitioner can provide the encouragement and security for the learner to enable them to make mistakes and experiment.

Themes for success: Supporting learners to achieve

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The learning support practitioner can also support learners to address their errors and confusions, for example, saving files to the wrong location and then being unable to locate the file in the future, saving work regularly or setting the software to autosave to ensure information isn’t lost, or using shortcut keys to perform routine tasks such as copy and paste Darren has been asked to enter data about construction related items into a stores spreadsheet. He is a little wary about using ICT as he has only recently learnt how to use some of the software, including spreadsheets, and is worried that it will take him a great deal of time to put the information from the goods order file into the spreadsheet for the stores. Gemma, his learning support practitioner, realises that Darren is worried about the time it takes to type up the information from the goods order document into the spreadsheet, and suggests that using a function called ‘copy and paste’ might make the work easier and quicker to do. Darren is keen to have a go at anything that might mean he can complete the task more quickly, and perhaps make fewer mistakes when typing in the data. When Gemma has shown Darren how to copy details of items from the goods order document and then paste the information into the appropriate cell of the spreadsheet he is delighted. After a couple of tries by himself, and a great deal of encouragement from Gemma, Darren manages to complete the task very quickly. He presents the results to his tutor, who compliments Darren on the speed and accuracy of his work. The developmental and experiential nature of ICT learning also impacts on learners’ learning preferences. If learners are more active learners, who thrive on trying things out and experimenting, they will find ICT learning challenging but exciting. However, if learners prefer to be shown or told, leaving them to find out for themselves may be unproductive and even discouraging. Because a learning support practitioner will know the learners well, they can provide the support the learners will need to enable them to use their ICT skills in ways they find most helpful.

Themes for success: Supporting learners to achieve

Useful sources of further information Lifelong Learning UK http://www.lifelonglearninguk.org National Centre for Excellence in the teaching of Mathematics http://www.ncetm.org.uk/ National Research and Development Centre for Adult Literacy and Numeracy (NRDC) http://www.nrdc.org.uk/ LSIS Excellence Gateway http://www.excellencegateway.org.uk/ Read Write Plus http://rwp.excellencegateway.org.uk/readwriteplus/

Lifelong Learning UK BELFAST 2nd Floor, Alfred House, 19-21 Alfred Street, Belfast, BT2 8ED Tel: 0870 050 2570 Fax: 02890 247 675 CARDIFF Sophia House, 28 Cathedral Road, Cardiff, CF11 9LJ Tel: 029 2066 0238 Fax: 029 2066 0239 EDINBURGH CBC House, 24 Canning Street, Edinburgh, EH3 8EG Tel: 0870 756 4970 Fax: 0131 229 8051 LEEDS 4th Floor, 36 Park Row, Leeds, LS1 5JL Tel: 0870 300 8110 Fax: 0113 242 5897

Email: enquiries@lluk.org Information and Advice Service: 0300 303 1877

www.lluk.org Ref: 200910.046

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LONDON Centurion House, 24 Monument Street, London, EC3R 8AQ Tel: 0870 757 7890 Fax: 0870 757 7889