Section2

Delivering basic skills on laptops within the basic skills teaching and learning infrastructure
This section was developed by tutors from local authorities, voluntary and community organisations and further education establishments, and is intended to help the following types of practitioners delivering basic skills through ICT in the community: Basic skills tutors using and learning how to use ICT in their delivery of basic skills ICT tutors incorporating basic skills into their provision Voluntary group co-ordinators moving towards incorporating basic skills and ICT into their provision. Materials and resources developed by tutors have been produced for particular situations and groups, and meet different funding requirements. While they are included in the handbook and CD-ROM, they should be used as a source of inspiration rather than replicated without being adapted for your particular situation. The practice and research of basic skills and ICT is constantly evolving, as is this handbook and the materials included within.

13

Skills for Life: teaching and learning infrastructure

Skills for Life, the Governments strategy for improving levels of literacy, language and numeracy skills of adults, introduced a new teaching and learning infrastructure for adult learning in literacy, numeracy and ESOL. This infrastructure consists of: National standards for literacy and numeracy at Entry Level, Level 1 and Level 2 Core curricula for literacy, numeracy and ESOL, with a pre-entry curriculum framework A common screening tool Appropriate initial and diagnostic assessment Teaching and learning materials Qualifications, accreditation and national tests Qualifications for staff. This section aims to provide up-to-date references, resources and practical considerations for tutors planning to use laptops and ICT to support basic skills delivery within the teaching and learning infrastructure. As well as references, and a brief overview of the national standards, tutors have contributed ideas, resources and materials to provide fresh suggestions for those already integrating ICT into their provision. These are organised under the following headings: Basic skills funding Using the core curricula for literacy, numeracy, ESOL and Pre-entry

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USING LAPTOP COMPUTERS TO DEVELOP BASIC SKILLS - A HANDBOOK FOR PRACTITIONERS

Access for All Assessment and planning Teacher training for adult literacy, numeracy and ESOL Accreditation and qualifications Practical issues when using laptops.

Basic skills funding

Information on basic skills funding is available through the funding guidance on the Learning and Skills Councils web site: www.lsc.gov.uk. Organisations can claim basic skills funding from the LSC where programmes have their only learning aim as a set of objectives for literacy, numeracy or ESOL. These objectives must be linked to the national standards for adult literacy, numeracy or ESOL through reference to the Adult Core Curricula in Literacy, Numeracy, ESOL or the Pre-Entry Curriculum Framework. Basic skills funding is also available by the addition of an individually listed numeracy/ literacy/language learning aim to a learners main programme of study. An example of this would be where it would be in the interests of a learner on an ICT course to work on basic skills at the same time in order to help them achieve their main learning outcome. Additional Learning Support If a learner is attending an ICT course but needs support with literacy, numeracy or ESOL, the organisation may be able to claim additional learning support if they are funded by the LSC. Additional Learning Support is also available to cover depreciation charges for equipment that learners may need. Things to check In different situations and with different funding constraints, basic skills courses may be forthright in their advertising or covert where necessary. Many providers are avoiding the basic skills tag by inventing course descriptions such as Brush up your skills and Return to Learn etc. This can be successful, but may attract non-basic skills learners seeking ICT courses. Likewise, using ICT as an incentive may bring in learners who have no real basic skills needs or no wish whatsoever to address such needs. When marketing the course, the target market often needs to be clarified, and there may be a case for the emphasis to be on Help with Reading, Writing, Spelling or Help using maths, with ICT being mentioned only as an afterthought; as a tool to achieve the primary basic skills learning goal, rather than a learning goal in itself. Check funding requirements for your project as to whether it needs to identify itself as having a basic skills emphasis and whether or not it needs to be linked to the curricula and to the assessment process, by accessing: http://www.dfes.gov.uk/readwriteplus/planning_and_funding

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Using the core curricula for literacy, numeracy, ESOL and Pre-entry
The Adult Literacy, Adult Numeracy, Adult ESOL and the Adult Pre-entry Core Curricula were developed as part of the Skills for Life Strategy and act as common frameworks for programmes of study. Free copies of curriculum documents are available from the Basic Skills Agency (0870 600 2400), or as part of the DfES Skills for Life Pack (0845 60 222 60 or [email protected]). The Curricula are available online at the following addresses: Interactive Adult Literacy Curriculum with Access for All: http://www.dfes.gov.uk/curriculum_literacy Interactive Adult Numeracy Curriculum with Access for All: http://www.dfes.gov.uk/curriculum_numeracy Interactive Adult ESOL Core Curriculum http://www.dfes.gov.uk/curriculum_esol Interactive Adult Pre-entry Curriculum http://www.dfes.gov.uk/curriculum_pre-entry Things to consider when mapping to the curricula Match the teaching and learning objectives to basic skills objectives, not just to ICT objectives. Even if your course is covert, i.e. not marketed as basic skills, BOTH basic skills and ICT outcomes need to be listed. Otherwise, this may be an issue for auditors, depending on the funding for the course (see previous section on funding implications). Is ICT appropriate for the objectives you are delivering and the learners you are working with? If so, how can ICT support basic skills? Examples of possible ICTbased literacy and numeracy activities, adapted from the DfES interactive curricula, are given in Appendix D. The following exercise can be used as part of your staff development programme to help staff to become more familiar with the Curricula by considering how ICT can support the development of literacy, numeracy, ESOL and pre-entry as described in the appropriate curricula (9).

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USING LAPTOP COMPUTERS TO DEVELOP BASIC SKILLS - A HANDBOOK FOR PRACTITIONERS

ICT and curricula development exercise

Thinking about the curricula and how they define the skills that your learners are developing is crucial. Considering how ICT might help learners to achieve their learning goals can be very challenging, especially if ICT is a new skill or area for you. In Appendix D, you will find examples of ICT activities mapped to sections of the literacy and numeracy core curricula. (10) Try this exercise in order to develop your own ideas relevant to your learners and your learning context. In groups, take a curriculum level and look at the various skills/subsections. First, write out the skill definition Consider whether or not ICT can support that skill (It is not always possible or suitable to use ICT.) Develop ICT activities that could support these skills. For example:
Curriculum, level, skill and skill subsection Literacy, Entry 1, Reading: Grammar and punctuation -Rs/E1.1 Read and recognise simple sentence structures in a passage of language experience Literacy, Entry 1, Reading: Vocabulary, word recognition and phonics - Rw/E1.1 Possess a limited, meaningful sight vocabulary of words, signs and symbols Numeracy, Entry 2: Common Measures MSS1/E2.5 Read, estimate, measure and compare length using common standard and non-standard units, e.g. metre, centimetre, paces Ways in which ICT can be used Use a word processor to break a text into sentences. Using a word processor, put in full stops

Please fill in

e.g.: In Word, make sure that the graphics (or drawing) toolbar is displayed. In Draw: Grid select the following settings Snap objects to grid, change horizontal and vertical settings to 1 cm; Display gridlines on screen, vertical and horizontal every 1 cm. Learners can now use the gridlines to experiment with drawing lines of different lengths. Alternatively, load a file of drawn lines for learners to measure using the grid.

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Using the core curricula: numeracy and ICT

In developing this handbook, we were pleased to receive materials from tutors, a selection of which is included here. The following pages give some examples and excerpts of tutordeveloped resources and teaching tools mapped to the literacy, numeracy and pre-entry curricula. Examples of ESOL materials can be found later in the handbook; further materials mapped to the ESOL curriculum can be found at a number of sites including www.talent.ac.uk and www.tower.ac.uk/curweb/pathfinder

First Steps to ICT for your Children

Maggie Cochran, St Vincent College/BSSU Notes for tutors The main focus of this two-hour lesson is teaching students to understand bar charts. Students must collect, input and extract data. Producing the chart on the computer gives a more professional appearance. All students can achieve the same finished product without the differentiation apparent in a hand-drawn graph, where students may have varying drawing and handwriting abilities. The aim of a bar chart is to show numbers in pictures, to summarise data and to compare sets of measures. Some people prefer to think in pictorial ways. Also, when the numbers are large or we want to change measurements, the computer is the only way to show the outcome quickly to make a point in class. Although this module was designed as an introductory module for a course aimed at parents who have children at Key Stages 1 or 2, it could easily be used with any other group of numeracy students. Children at Key Stage 2 will be working with data and probably using the computer to create bar charts. Parents may feel that they have forgotten this area of the curriculum or that in fact they never covered it. This session will help them keep up with what their children are doing. Skills needed Students will need to be able to use the mouse. They can learn this skill while doing this module. They will also need to enter text and figures using the keyboard. Again, students with no computer experience should manage this with help. If the majority of students are KB1 (never used a keyboard before) and/or M1 (never used a mouse before), then this session may be better spread over a longer time slot or even over two lessons. Differentiation After the initial discussion, data collection and demonstration, students can work through the handout at their own pace. The tutor and any volunteer helpers can then work individually with students as required. More able students who finish early could create another chart using data collected earlier in the lesson or by making some up.

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Session planner

Time: Approximately 2 Hours

Aims: To show students that ICT can be fun and useful. To show students how their children might work with data at school

Objectives: By the end of the session, learners will be able to create a simple bar chart on the computer
COMPUTER SKILLS ACTIVITY RESOURCES METHOD OF ASSESSMENT

TIME

TOPIC

CURR. REF.

10 mins Discuss : - what is a bar chart? - when might we use one? Discuss importance of title and X and Y axes to give meaning to chart Collect data and enter in tabular format on piece of paper. Look at example in Creating a Bar Chart worksheet. Collect some data from students, e.g. favourite chocolate bar or TV programme (Can be taken during next activity) Demonstrate entering data in Excel and creating a bar chart. Students follow instructions to create their own bar charts. able to use mouse to left click, right click and drag use a typewriter or keyboard for simple typing Look at questions about favourite drink chart and discuss extracting information from charts. Students write own questions about charts they have created. Sum up lesson and look at finished charts. Discuss next steps. Information on courses Creating a Bar Chart worksheet Creating a Bar Chart worksheet

Introductions

Tutor introduces self and course. Students introduce themselves. Copies of bar charts, Students can e.g. from a newspaper participate in discussion

10 mins

What is a bar chart?

HD1/E3.1

First Steps to ICT for your Children cont.

15 mins

Data collection

HD1/E3.3

Students can help compile table of data for chart

10 mins

(BREAK)

50 mins

Creating a bar chart

HD1/E3.4

Students can produce a simple bar chart

USING LAPTOP COMPUTERS TO DEVELOP BASIC SKILLS - A HANDBOOK FOR PRACTITIONERS

15 mins

Extracting Information

HD1/E3.2

Creating a Bar Chart worksheet

Students can answer simple questions about bar chart and write their own questions

10 mins

Conclusion

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First Steps to ICT for your Children cont.

2
Worksheet: Creating a Bar Chart

Ask the other students what their favourite hot drink is and record it in two columns: Tea Coffee Hot Chocolate Bovril 3 6 2 1

4 5 6

Enter a Chart title and titles for the X and Y axes, then click on Next again.

Enter this data in Excel, highlight it and then click on the Chart Wizard button.

Choose As new sheet then click on Finish.

Choose Column then click on Next twice.

Your finished chart should look like this:

Look at the chart. How many people like tea? Which is the most popular drink? Which is the least popular drink?

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Using the core curricula: literacy and ICT

Key In/Learn On, by Gill Johnson, Suffolk Basic Skills Notes for tutors 'Key In/Learn On' has been put together as a framework for a 30-hour course, teaching basic skills students who are unfamiliar with using a computer. It has been used in a variety of groups, with students ranging from Entry 1 or 2 to Level 2. Groups are small, with a maximum of 10 students. Tutors have a copy of the framework and a range of back-up literacy materials. Sessions usually start with group work, introducing the literacy topic and the ICT skills for the session. Learners are then set differentiated tasks to practise their skills. Learners are encouraged to help each other. Each session ends with a plenary to review learning and share problems and successes. The framework can be adapted to suit the needs of a particular group. When learners have completed the course, they are able to progress onto an Internet/online course which reviews the skills already learnt and offers them the opportunity to use the Internet and email to research one or more topics, which they then write up as a project.
Session focus ICT objectives Introduce the computer Learn basic terms Get more familiar with mouse and keyboard Introduce Word Open document and save as a file Improve confidence with mouse and keyboard skills Recognise usefulness of word processing format and layout Learning formatting skills make bold, italicise, underline, centre text, add colour Using a spell-checker More file management Printing work Improve confidence with mouse and keyboard skills Explore copying and pasting More file management practice Curriculum links Listen for and follow the gist of explanations, instructions and narratives (Sllr/E2.1, SLlr/E3.1, SLlr/L1.1, SLlr/L2.1) Materials Enrolment forms Learning programmes Personal profile sheet Can do sheet List of session dates

Introduce students to the course Initial assessment of skills Enrolments and essential paperwork Typing name and address

Understand the format of formal letters Recognise difference between formal and informal language Plan, draft and edit a formal letter

Plan and draft writing (Wt/E3.1, Wt/L1.1, Wt/L2.1) Use format and structure for different purposes (Wt/L1.5, Wt/L2.4) Proofread and revise writing for accuracy and purpose (Wt/L1.6, Wt/L2.7)

Formatting text Blocked letter layout Short formal letter

Discuss importance of audience and purpose Explore language to entertain poetry and song Produce a typed song or poem

Plan and draft writing (Wt/E3.1, Wt/L1.1, Wt/L2.1) Use format and structure for different purposes (Wt/L1.5, Wt/L2.4) Proofread and revise writing for accuracy and purpose (Wt/L1.6, Wt/L2.7) Use adjectives (Ws/E2.2) Use punctuation correctly (Ws/E2.3, Ws/E3.3, Ws/L1.3, Ws/L2.4) Plan and draft writing (Wt/E3.1, Wt/L1.1, Wt/L2.1) Use adjectives (Ws/E2.2) Use punctuation correctly (Ws/E2.3, Ws/E3.3, Ws/L1.3, Ws/L2.4) Plan and draft writing (WE/E3.1, WE/L1, WE/L2.1)

Copying and pasting Shell be coming round the mountain when she comes Getting it right

To explore persuasive language and use of adjectives To focus on punctuation To produce own advertisement To explore persuasive language and use of adjectives (continued) To produce own poster

To consolidate ICT skills To insert a table To insert a picture

Examples of advertising Inserting tables Punctuation pack

To consolidate ICT skills To insert a table To insert a picture To use WordArt To insert a border

To make a poster using Word sheet Creating a border sheet

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Using the core curricula: Pre-entry and ICT

Introduction to Computers by Joy Foster, Hull Adult Education Notes for tutors The following is an excerpt from a 35-week scheme of work for adults who have a learning difficulty or disability and with whom the computer is used to supplement and enhance their learning. The learners have low levels of literacy and most do not read or write. The size of the groups consists of approximately 8-9 learners. The groups may need to be smaller when teaching learners how to use a computer and some students may also need one-to-one support to learn effectively. Within these sessions, the ability of each individual can vary greatly from Milestone 4 to Entry Level 1. There is always a whole group session at the beginning of the session because this encourages communication skills and enables less-able learners to contribute their ideas and opinions. Following on from this, the group go on to differentiated small group work and then some individual work or work in pairs using the computer. Pair work is often encouraged as it enables all learners to contribute their ideas and opinions in an inclusive way (i.e. including those learners who may need more support).

Session focus

Aims To enrol and assess students To establish personal aims and milestones As above To have an awareness of electrical dangers To understand how to turn on the computer safely To listen and respond to spoken instructions To copy name in Microsoft Word As above

Outcomes Individual learning plan

Curriculum reference Speaking and listening Listen and respond

Enrolment and assessment

2 3

Continue Introduction to course Electrical dangers Health and safety issues Turning on the computer in the correct sequence Practise name

As above For each learner to be safe using electrical equipment

As above SLlr.1 (Listen and respond) SLlr.2

Each individual should be able to turn on the computer at the plug, switch, monitor etc in the correct sequence As above

SLlr.1 (Listen and respond)1/2

Continue with above Naming the parts of the computer Practise turning on the computer in the correct sequence Naming the parts of the computer Matching words to pictures on a worksheet Naming the parts of the computer lotto game Practise writing the key words on the computer Computer wordsearch

As above

To enable each individual to turn on the computer independently and safely To give each learner the correct terminology for computer parts To enable each individual learner to memorise the parts of the computer As above

To increase the confidence of each individual learner when turning on the computer To allow each learner to communicate using the correct vocabulary To improve spoken communication and increase confidence and self-esteem As above

SLc/M6.1 SLc/M7.1 SLlr/. 3,4. SLd/M6.1,2,3

Rti/M6.2 Rti/M6.3 Rtc/M6.1 Rtc/M6.2 SLlr/M6.1,2,3, Speak, listen and respond Rw/M6.1 Rw/M6.2 Ww/M6.1

8 Continue with above

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USING LAPTOP COMPUTERS TO DEVELOP BASIC SKILLS - A HANDBOOK FOR PRACTITIONERS

Access for All

Basic skills has always been at the forefront of inclusive learning, and of widening participation by learners who are disadvantaged or disabled in any way, but the provisions of the Special Educational Needs and Disability Act 2001 (SENDA) make this a legal obligation. Access for All gives further guidance on making the adult literacy and numeracy core curricula accessible. (11) In the context of using laptops with basic skills learners, this means taking all reasonable steps to ensure that no learner is excluded from using ICT because of an unaddressed special need. Access for All is available from DfES on 0845 60 222 60 or [email protected]. Interactive versions of the Adult Literacy and Numeracy core curricula, searchable and cross-referenced to the guidance manual Access for All are available from the following: Literacy with Access for All: http://ww.dfes.gov.uk/curriculum_literacy Numeracy with Access for All: http://ww.dfes.gov.uk/curriculum_numeracy

Access for learners with literacy difficulties Learners with literacy difficulties must not be excluded from using ICT if they wish to use it. Few commercial resources are aimed at a low literacy level, and much of what is available is aimed at children. There is an argument for the sensitive use of materials aimed at children, particularly with learners whose motivation in coming to classes is to be able to support their childrens learning. It is also worth considering the graduated version of Word used by schools; RM Talking First Word 4.11. (See Using existing resources, in Section 3.) A number of factors need to be borne in mind when using ICT with learners with literacy difficulties. Many of these extend to all first time ICT users. These learners: may well benefit from positive and specific feedback especially when new concepts are grasped or new learning has taken place may need time to understand the concept of drop-down menus, toolbars and shortcut icons may be able to recognise words by knowing/being prompted with the first letter of a word and may learn to recognise their position in relation to other words may need time to read menus, screen tips, dialogue boxes may not easily distinguish between numbers and letters, e.g. 0 (zero) and O (letter) may need explanations of technical terms, including those which may seem obvious (window, shut down, program, word-processing etc) may need to be shown that keyboard letters are upper case but appear on screen as lower case

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23

may feel more comfortable working with CAPS LOCK on at first, even though we all know that word shape recognition depends on using lower case fonts may have difficulty distinguishing left and right (e.g. for mouse clicks) may have acute difficulties with the skimming and scanning skills needed to navigate a computer screen, especially on the Internet may well benefit from the use of graphics and clear words when developing instruction sheets need, above all, early successes with ICT.

Access for learners with physical difficulties Visit the site www.techdis.ac.uk, a source of information and resources relating to using ICT with learners. with disabilities Later versions of Windows, including XP, also provide a basic screen reader that will read toolbars and dialogue boxes and also read out characters as you type. May be of use to people with impaired vision when they do not have access to a specially adapted machine Further information about Microsoft accessibility can be found at http://www.microsoft.com/enable/default.aspx Be aware of the availability of assistive technology (hardware and software). Helpful software includes textHELP! and Readplease which can read aloud learners own work, plus text pasted into it from other sources such as emails or web pages; Read and Write Gold, which provides more support than Microsoft Word, particularly for learners with dyslexia, and screen readers such as Jaws and Supernova Ensure learners are given opportunities to discuss (privately if wanted) the support they need. Check this on an ongoing basis as many people will not raise difficulties directly with you unless you ask Know about the Disabled Students Allowance by accessing http://www.dfes.gov.uk/ Give due consideration to adapting resources to meet the needs of learners (e.g. printing in large font on A3, using coloured paper and screen backgrounds) as well as differentiating tasks by ability as you already do For a web accessibility software tool designed to help expose and repair barriers to accessibility and encourage compliance with existing accessibility guidelines, try BOBBY at http://bobby.watchfire.com/bobby/html/en/index.jsp Further resources are available at http://www.dyslexic.com/ and http://www.abilityhub.com/

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USING LAPTOP COMPUTERS TO DEVELOP BASIC SKILLS - A HANDBOOK FOR PRACTITIONERS

How to improve accessibility for all

Alison Trimble, Basic Skills and ILT Consultant Enlarging screen icons Why? The default toolbar buttons in Microsoft Office present a barrier for some learners, either because visual difficulties make the button images difficult to decipher, or because motor difficulties or issues with hand-eye co-ordination make it difficult to position the mouse pointer on them. These can be easily enlarged. In practice, this results in the toolbars taking up more space than usual on the screen and/or some being hidden but these can still be accessed. How? Select Tools, Customise, Options and check the Large Icons box. Click the More Buttons icon to access buttons which are hidden as a result. Changing text size in Internet Explorer Why? Despite increased awareness of the need to make web pages accessible, many use very small fonts, and learners with mild visual difficulties will not necessarily want or need to use a screen magnifier. It is often, but not always, possible to enlarge the on-screen fonts. How? In Internet Explorer, select View, Text Size. Choose Large or Largest. You may then need to use the scroll bars to view areas of the page which are now not on screen. Changing the way the mouse pointer works Why? The pointer can be changed to work in different ways to move more quickly or more slowly, to leave a trail behind it so you can see where it has been. You can also change the size and shape of the pointer and even the speed at which users need to double-click. All of these may assist users in feeling confident with the mouse. How? Start, Control Panel, Mouse If you find you do not have access to the Control Panel, this may be due to your institutions policy. It may be necessary to discuss the issue with relevant managers. Sticky keys and other accessibility options Why? Learners who have full use of only one hand (including many stroke patients) may not be able to perform actions such as holding down the Ctrl or Alt keys whilst pressing one or more other keys. The Sticky Keys Option allows the keys to be pressed successively rather than simultaneously. Also useful is the FilterKeys option which can be set so that repeated or very brief keystrokes do not register; this may be helpful to users who accidentally touch keys or hold them down for too long. It is worth looking at the full range of Accessibility Options to see what may assist your particular learners for example, the numeric keypad can be set to operate the mouse pointer and the display can be set to a higher contrast; this may help those with certain visual difficulties.

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25

How? Start, Control Panel, Accessibility Options Screen magnifiers Why? Although Microsoft Office packages offer the option of enlarging fonts, enlarging icons and using the Zoom button, some activities such as viewing dialogue boxes, and looking at web sites for which text-enlarging is inhibited by the design, may still be inaccessible for those with impaired vision. In these cases, it may be necessary to use screen magnifiers, software which enables specific areas of the screen to be significantly magnified. How? A number of commercial packages are available; information can be found via www.techdis.ac.uk If there is a laptop with Windows XP, this has its own magnifier: Start, Programs, Accessories, Magnifier. On-screen keyboard Why? Where learners are able to use a mouse or other pointing device but not use the keyboard, it is possible to have a keyboard displayed on screen. How? Start, Programs, Accessories, Accessibility, On-screen keyboard. Other options may be researched at www.techdis.ac.uk.

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USING LAPTOP COMPUTERS TO DEVELOP BASIC SKILLS - A HANDBOOK FOR PRACTITIONERS

Assessment and planning

When delivering any form of basic skills provision, assessment is the key to good practice in order to develop an appropriate individual learning programme, review learning progress, and to plan the next steps for learning. The Skills for Life strategy emphasises the need for all screening and assessment to be based on the national standards and curriculum documents. Consequently, there are a number of standardised tools available, or in development, to use. However, in community work it may not always be appropriate to use these standardised tools, especially in the initial stages of interaction with the students as the idea of being assessed in any form may be a disincentive to learning. The table opposite identifies the different assessment processes needed at different stages of learning, with the standardised tools that are available or in development. Other forms of online/on-screen tools are suggested, including informal ideas that could be used in an outreach context.

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Types of assessment

Standardised assessments Fast-track screening tools for literacy and numeracy ESOL version is in production (Developed by Basic Skills Agency/DfES)

Screening
to identify a possible basic skills need

Initial assessment
to identify skills levels to give learners a starting point

Initial Assessment Pack for Literacy and Numeracy ESOL version in production (Developed by Basic Skills Agency/DfES)

Diagnostic assessment
to give a detailed profile against standards and curriculum documents

Diagnostic Assessment Project

(Developed by Basic Skills Agency/DfES)

Formative assessment
for regular reviewing of progress to inform the learning programme

No standardised assessment available, but a useful guide for practitioners is currently being developed by the LSDA, Planning Learning and Recording Progress and Achievement: a guide for practitioners www.dfes.gov.uk/readwriteplus/LearningInfrastructu reDelivery

Summative assessment
to provide evidence of achievement at the end of a specific programme

Internal assessment of goals based on national standards External assessment through national qualifications at Entry, Level 1 and Level 2 and accreditation for Pre-entry The National Test: Online assessments for the Certificates in Adult Literacy or Numeracy are in development (Developed by Basic Skills Agency/DfES)

Other online/on-screen assessments

Ufi Initial Assessment Package (in development) learndirect Skills Checks (From Entry L2) Target Skills (From Entry L2) BeST- A screening Toolkit for Basic Skills A digest of learning and support tools from the Scottish Executive: http://www.scotland.gov.uk/library3/education/ilsn-00.asp NB If using online assessments, check that: they adhere to the British Standard Code of Practice for the use of ICT in performing assessments, BS 7988:2002. (Contact British Standards Institution on 020 8996 9001 or visit www.bsi-global.com) they do not affect project funding requirements. For information, evaluations or comparisons of assessment tools: www.basic-skills.info

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USING LAPTOP COMPUTERS TO DEVELOP BASIC SKILLS - A HANDBOOK FOR PRACTITIONERS

Informal assessments An interview in the early stages can ascertain a learners skills levels and goals. It may then be appropriate to use informal methods to assess needs and formulate plans. Some organisations use a students checklist to help formulate the learning plan, asking learners to identify which of the skills are most important for them to develop. The learners goals are then practised in order to assess their skills level. Example of a students checklist for literacy needs:

Writing my name and address Writing notes Writing letters Addressing envelopes Writing about how I feel Writing about things I have done

Reading simple forms Filling in simple forms Reading application forms Filling in application forms Reading a newspaper Reading advertisements

Reading the television page Following instructions Reading food labels Writing a shopping list Reading street signs Talking to other people Using the telephone
Thurrock Community Mothers

For learners with very low levels of literacy due to learning difficulties, or for learners with little English vocabulary, picture sheets using programs such as Widgit or Microsoft drawing features are an excellent way of ascertaining levels and needs. One organisation uses picture sheets for learning tools such as worksheets, ILPs and student record sheets with groups of learners whose skills levels range from Milestone 4 to Entry Level 1, ESOL learners and family learning groups. Other forms of informal assessment include: Filling out an application form Discussion based on a set of questions Can do cards: often used to help learners self-assess their own levels of numeracy and literacy Free writing (see following example).

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A first session in literacy and ICT

Maggie Cochran, St. Vincent College/BSSU Notes for tutors Planning a first session with a new group of students is always difficult. What level will the students be? What sort of experience will they have? What will their interests be? Planning a session that combines literacy and ICT has double the difficulties because a tutor will need to assess both the literacy level and the ICT level of the students and plan for a range in both. This lesson plan has been used successfully at the beginning of several courses. Getting the students to write about themselves on the computer allows the tutor to assess individuals literacy skills and keyboard skills. Those with good literacy but poor keyboard skills may not manage to write much, but what they do write is likely to be grammatically correct. Many students have difficulty using the mouse so it is a good idea to introduce the keyboard first. Preparation 1 2 3 4 Open Word on all of the computers so students do not have to log on and find it for themselves in their first session. Change the font size to 14 to make it easier for the students to read. Turn the spell-checker off. Students often worry about the red and green wavy lines under their work. Turn the auto correct off so students mistakes are not automatically corrected before the tutor gets a chance to see them!

Lesson activities 1 2 3 4 After introductions, the computer hardware is explained followed by health and safety issues. Students are shown how to use the keyboard: Letters, Space bar, Enter key, Delete and Backspace, Capitals and Full Stop. Then the students type details about themselves; either free or guided writing. Printing, saving, closing files, and shutting down are then demonstrated (tutor may need to do this for students in first session).

Differentiation and follow-up activities Writing about themselves allows for differentiation as more able students will write more and use more complex structures. After the free-writing exercise, students work through a handout, allowing them to work at their own pace. The tutor and any volunteer helpers can then work individually with students as required.

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Referral routes following initial assessment If a basic skills need is identified but an organisation is unable to provide the necessary support or teaching, then learndirect offer a useful referral route (learndirect national learning advice, telephone 0800 100 900). One centre has self-help sheets available in their library so that students who dont want to attend support sessions can still get help. The students can pick up the sheets to get help without having to admit to anyone that they need support. In some outreach contexts, it may take some time for the learner to know what they want and need, especially if they have little or no experience of ICT or understanding of their basic skills needs. Therefore, the first few sessions need to be planned to accommodate a range of needs and levels. With short taster courses, all that is needed is to ensure that the taster is suitable for a wide range of abilities and that good end of course guidance is available. Alternatively, the taster could be used as assessment for a follow-on course. For longer courses, there needs to be the flexibility to adapt the course to the needs of the participants.

Individual Learning Plans A learners individual learning plan (ILP) is initially based on the outcomes of assessments and the learners own learning and life aims. Points to bear in mind when developing ILPs include: the learners current situation SMART long-term and short-term goals whether ICT is an appropriate means to deliver basic skills with this learner how ICT can be used to achieve targets in the delivery of basic skills any assessment records learning styles and attitude towards learning learner knowledge and cognitive skills any special needs the learners achievement and the need for progression the review timescale updates on assessments.

For further information on ILPs and recording progress, Planning Learning and Recording Progress and Achievement: a guide for practitioners, an LSDA project draft, which details the developing and trialling of resource materials and guidance for learners and tutors, on issues related to funding, setting goals, recording progress and achievement in literacy, numeracy and ESOL, is available to download at www.dfes.gov.uk/readwriteplus/LearningInfrastructureDelivery Further information will also be available with the new Diagnostic Assessment Project. With the new tools such as the Diagnostic Assessment Materials, practitioners will be able to take full advantage of ICT to assess skills levels and record and store evidence of progress. With ICT as a medium, learners can take part in this process; being able to see instant feedback from assessments and taking part in the record-keeping process, for example by using headers and footers with dates and names on all work and by learning how to file correctly.

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Differentiation and customised learning with ICT Most adult learning is carried out with the learner at the centre of provision and should take into account learners individual aims, learning styles and skills levels. In the community context, groups of learners can vary widely in their skills and abilities and so techniques that allow for differentiation are required. Using ICT appropriately enables the tutor to set up different tasks for learners according to their individual needs. Examples and ideas that take into account differentiation and learning styles for using ICT in groups include: Start with some group work and introduce all learners to a particular set of skills or tasks at the beginning of the lesson and then differentiate by setting more or less demanding tasks and extension tasks as appropriate. Some learners may be asked to apply bold formatting to all the adjectives in a short piece of text, while others may be asked to deal with a longer piece. To extend this, use Words Thesaurus to choose replacement words, thus extending their vocabulary. A session on planning writing might be differentiated from an ICT skills perspective by some learners producing a straight list, some applying bullet points and others using a table structure. Where learners are being asked to locate specific information on a web page saved offline or from a CD-ROM using skimming and scanning skills, higher-level learners may then be asked to produce a set of similar questions for another member of the group. Open tasks such as Produce a poster advertising a jumble sale allow stronger learners to produce a higher-level result in terms of literacy or ICT or both. A learner may be asked to cascade learning to a neighbour, or to talk to the group about something they found on a CD-ROM, rather than write about it. Some learners may choose to follow workbooks, worksheets or use help cards independently while the tutor leads others through their task orally. Use context wherever possible. Reading and writing activities should be geared to the learners interests and knowledge. The size of student groups can fluctuate, especially in outreach work. Deal with this by getting returning learners to help teach new ones the basics of getting the computer turned on and showing them basic mouse and keyboard functions and then starting a new topic that everyone can learn something new from. Having a theme or topic for a five-week course can be defined in ICT terms, e.g. five sessions about email or five sessions about formatting text using a word processor. This works well for learners who need a lot of reinforcement to pick up basic ICT skills and words as they can often practise more or less the same skill in different contexts for five weeks, while others can be stretched by being introduced to different aspects of that area of ICT.

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An existing group in a community centre had completed an introductory ICT course and members were interested in producing a newsletter. Only one learner expressed an interest in improving literacy skills. The motivation of the others was the community focus and building ICT skills. The scheme of work from an ICT point of view was essentially developed at the first session who would contribute what and what ICT skills would that involve? The literacy content was embedded as they progressed through the course and learners felt more comfortable with saying, "Well actually, Ive never really been good at .would you be able to give me some pointers?"

In a short course in sheltered accommodation, where learners were aged between 74 and 93, tutors spent several weeks just familiarising them with mouse, keyboard and screen using Paint, interactive exercises in Word and a little basic word processing. For the final weeks, they wrote about each other using a template, and then inserted photos taken with a digital camera to create a booklet about the group.

In a five-week email course with literacy skills incorporated into it, one individual simply practised checking her email, reading the message she had received and replying to it every session, whereas others who quickly became confident with this explored the address book and formatting options.

A general theme rather than an area of ICT is chosen, e.g. five sessions about food or five sessions about travel. This allows for a variety of ICT skills to be incorporated, e.g. searching the web for information, word processing a recipe, or for more of a project approach, and possibly suits situations where learners have already gained a certain amount of confidence and competence with ICT and need to focus more explicitly on general language and literacy development. Both approaches put the explicit focus on something of interest to the learner, letting the teachers build in basic skills work more or less surreptitiously, depending on the sessions and the learners. For example, in some sessions, basic skills work may only arise incidentally, when mistakes are made and discussed. In other sessions, there may be some explicit focus on basic skills presented as part of learning about ICT. For example, punctuation might be discussed with the whole group in a session about email. The differences in email punctuation give it an interesting focus and make it more acceptable to bring up the boring old routine of full stop, capital letter!

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Community skills group at St Lukes Hospital, Middlesborough Adult Education Service A basic skills tutor worked alongside occupational therapists with five learners from a long-stay rehabilitation ward of a psychiatric hospital. Working on a variety of personal and basic skills development, laptops and other ICTs were used to deliver and develop an innovative class aimed at progress towards independent living. The initial reasons for using a laptop with this group were: To enable confidence in writing, because all mistakes can be changed! Also, some learners were self-conscious about putting pen to paper because medication or anxiety made their handwriting wobbly To provide an opportunity for learners to acquire/refresh keyboard and ICT skills To provide learners with an opportunity to access up-to-date technology and terminology and be part of The Information Age The ability to facilitate differentiated learning through ICT. A digital camera was provided so that the pictures taken could be a stimulus for both memory and writing. In practice, the camera proved a great attraction and a route into use of the laptop. Each week, there were Ooohs and Aaahs as they gathered round the computer, and cries of "That's a good one," and "I'll have a print of that." One lady who never touched the laptop and refused to have her picture taken at first, progressed to allowing the back of her head to be taken, then her best profile and finally to announcing that we must take her picture and produce a birthday card on the computer for her daughter. She didn't want to use the technology herself, but she now knew what it could do. There were many outcomes of particular importance for this group that arose from using this technology and which would apply to other marginalised groups. Overall, there was a positive impact on self-esteem arising from acquiring new skills that have real currency in the world, and being able to present their ideas, and therefore themselves, in a professional-looking way. During the course, some of the things learners produced were: a file of recommended places to visit, including photos and comments on cost and quality of tea (!), a large wall display about the group's activities, film reviews, restaurant reviews and a leaflet to promote the group to other people in the ward, entitled "Wake up! Today's the Day." Other outcomes included: New confidence in their own ability to learn: After 18 months, the group moved from the art room to the computer suite, which represented a real change of emphasis in course content and purpose. Learning skills: Four learners achieved certificates from the OCR National Skills Profile, Information Technology Skills Modules 3 and 5. An outlet for creativity and self-expression: one very articulate learner would, at first, always scribble down his thoughts and feelings and then find that he had been very repetitive or that he couldnt understand what he had written. Once he overcame his anxiety about using the laptop, he began to be able to develop proofreading and editing skills.

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Links with personnel from the Adult Education Service: this course was followed by the tutor visiting the learners in their new homes several times, with the laptop, to keep up their skills during the period of adjustment. One learner now accesses a basic skills class in a town centre venue and contact has been maintained with the other learners.

Teacher training for adult literacy, numeracy and ESOL

Jenny Barrett, Tower Hamlets College All new teachers working in further education are now expected to work towards qualifications that meet the FENTO Teaching and Learning Standards. In addition, teachers of adult literacy, numeracy and ESOL are expected to gain specialist qualifications in teaching these subjects. There is no mandatory requirement for practitioners outside colleges to gain one of the new qualifications. However, it would be good practice for colleagues delivering basic skills in community-based or work-based establishments to gain one of the new qualifications. Using qualified staff will improve opportunities to attract external funding. Both full-time and part-time training routes are available. All qualifications for training as a professional teacher are at Level 4 on the national qualifications framework. Qualifications for adult basic skills volunteers and learning support assistants are being developed at Levels 2 and 3. Higher qualifications for existing qualified and experienced teachers are also on offer through Masters programmes. Those wishing to teach full-time as specialist teachers of literacy, numeracy or ESOL will need to gain qualifications that meet both the full FENTO Teaching and Learning Standards and the Level 4 specifications for Adult Literacy, ESOL and Numeracy. Part-time qualifications are offered in three stages. Stage 1 courses lead to introductory qualifications that enable participants to gain initial teaching skills and the potential to progress to Stage 2 courses. Some employment opportunities may be open to those with Stage 1 qualifications. Many more job opportunities are open to those who progress to Stage 2 and beyond. All qualifications are currently in a phase of transition in relation to the new Level 3 and 4 subject-specific certificates and the teaching and learning standards. For more information on the teacher-training framework, visit the adult literacy, numeracy and ESOL section of the FENTO web site. For details of the FENTO endorsed qualifications, visit the staff development section of the FENTO web site: www.fento.org

ICT and teacher training The new Information and Learning Technology (ILT) Standards were published by FENTO in 2002. Many initial teacher-training courses now include ILT in line with the FENTO ILT Standards. The FENTO ILT Standards are also available from the FENTO web site.

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ICT and staff development The National Learning Network (NLN) is a national partnership programme designed to increase the uptake of ILT across post-16 education in England. The initiative began in 1999. To date, the Governments investment in the NLN totals 156 million over a fiveyear period. Established initially for the benefit of Further Education and 6th Form Colleges, the programme of work is now being rolled out to the wider post-16 education sector. The key partners in NLN include LSC, JISC, FERL, LSDA, NILTA and Becta (see Appendix A Glossary for more information). A range of training to support tutors in using ICT is available through this network. Below is a guide to enable you to find out what is available in your organisation, area or on the Internet.

Within your organisation: Do you have an ILT Champion? ILT Champions encourage and mentor staff to use technology in the management and delivery of the curriculum and encourage good ILT practices and strategies within the post-16 sector. Their exact role varies from organisation to organisation. Do you have access to the FERL Practitioner Programme? The FERL Practitioner Programme has been created to equip individuals involved in the teaching and learning process in colleges with the skills essential for harnessing the potential of ILT. It is designed for delivery within colleges, facilitated by college staff, using materials designed by the FERL team at Becta. The materials could be adapted for use by other sectors. A leaflet on the FERL Practitioner Programme can be downloaded from: http://ferl.becta.org.uk/display.cfm?resID=5075. Do outreach tutors receive details of the organisations ICT staff development? Many organisations have been addressing tutor ICT skills by providing internal staff development. Part-time and outreach tutors can sometimes find it difficult to receive details of this training. It is good practice to ensure that these tutors are included in all ICT staff development. In your area: Are you in touch with your JISC Regional Support Council? The JISC supports organisations embedding ICT in their courses through local support networks. To find information on your Regional Support Council, visit this web site: http://www.jisc.ac.uk/index.cfm?name=rsclocation. They provide advice for ICT Support Teams, run focus groups for curriculum areas and organise and support staff development. Are you aware of your local Learning and Skills Council (LSC) ICT or Basic Skills Strategy and support in place for organisations in your area? Some local LSCs are funding professional development centres to support ESOL and basic skills teachers and many provide support for teachers wishing to embed ICT. Contact your local LSC Basic Skills Co-ordinator for more information on facilities in your area.

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Do you know about LSDA staff development events? The LSDA supports a range of staff development events across the country, with some having a specific focus on basic skills and ESOL. Information is available on their web site. There is also the option to register for email alerts: http://www.ccm.ac.uk/ltech/default.asp You can find your LSDA Local Co-ordinator at: http://www.ccm.ac.uk/ltech/regions/default.asp Could you make use of the National Learning Network (NLN) materials and accompanying training? The National Learning Network has produced materials to support the use of ICT in the classroom. Some of these could be used in the basic skills/ESOL classroom where the laptops have high-speed Internet access. NLNs ILT subject mentors support organisations using the National Learning Network materials, including basic skills and ESOL. Information on your local subject mentor is available from: http://www.nln.ac.uk/Materials/tutors/subject_mentors.asp Details of staff development events are available at http://www.nln.ac.uk/events.asp and http://www.scotfeict.ac.uk/events/index.shtm (for Scotland). At present (Autumn 2003), the NLN materials are only available to FE and 6th form colleges in England. Plans are in the pipeline to make them available to the Adult and Community Learning community. More details can be found at: http://www.aclearn.net On the Internet: Have you looked at the Computers for Teachers support materials? Materials commissioned by LSDA to support this government initiative are available online at http://www.ccm.ac.uk/ltech/cfet/materials/default.asp. They provide many guides on using different software in the classroom.

Accreditation and qualifications

Post-16 basic skills qualifications accredited through the Qualifications and Curriculum Authority (QCA) provide the only literacy and numeracy qualifications recognised by the Learning and Skills Council. Non-externally accredited courses can still receive achievement funding from the LSC provided that they are mapped to the national standards and achievement and progress-related evidence is kept. OCR National Skills Profile National Skills Profile has been designed to encourage progression both through its own structure and also into the QCA Key Skills units and/or NVQs and GNVQs. There are six essential skills areas and 13 vocational areas. Communication, Information Technology and Number skills are included within the essential skills. The structure has been designed to be flexible to meet the needs of individual students. Each essential skills area is available at three grades, broadly in line with the three levels of Entry Level. Centres are able to follow examples suggested by OCR or develop their own assessment materials for specific contexts.

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Many organisations find National Skills Profile a useful progression route, providing recognition of attainment and creating a bridge into mainstream qualifications. However, it is not on the list of QCA-approved qualifications and therefore will not be funded by the LSC as a qualification. Organisations using National Skills Profile have used its framework and claimed funding by linking ILPs to literacy or numeracy outcomes. An up-to-date list of adult literacy, numeracy and IT qualifications accredited by QCA and therefore attracting LSC funding can be found at: www.dfes.gov.uk/section96 for 16-18 year olds www.dfes.gov.uk/section97 for 19+. ICT qualifications accredited by QCA at Entry Level for LSC Funding AQA Edexcel Foundation OCR OCR Certificate in ICT Certificate in ICT Certificate in ICT Certificate in Using ICT (Basic Skills)

Examples of embedding basic skills outcomes in ICT courses

Example: OCR Basic Skills awards Using Information and Communications Technology Basic Skills (01554) Alison Trimble, Basic Skills ILT Consultant Introduction The OCR Basic Skills Awards cover literacy, numeracy and information technology. The ICT module lends itself to a wide range of basic skills learning outcomes. Its flexibility means that you can tailor the evidence to meet the agreed learning goals and needs of individual learners. Therefore, if a group of students are working towards the ICT module, they may also be able to produce evidence towards the literacy or to lesser extent numeracy modules. Alternatively, learners working towards the literacy and numeracy modules may also be able to achieve the ICT module. The example below outlines opportunities to practise or provide evidence of some literacy and numeracy skills at Entry 3. It is important to remember that learners will need more than just opportunities to practise skills if they are to acquire new skills. For those working without Internet access, many of the underpinning skills can be taught using web pages saved offline and emulation software, with perhaps one or two sessions held in an Internet caf or college site. However, when saving offline, permission needs to be obtained from the web author.

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Assessment objective 1: Demonstrate knowledge of the uses of information and communication technology

Learning outcomes Candidates develop knowledge of where and how ICT is used. Candidates are able to explain advantages and disadvantages of using ICT.

Subject content ICT equipment ICT terms Computer, printer, scanner, digital camera, photocopier, fax, modem, television, video, ATM, CD-ROM Computer hardware, computer software, printer, scanner, digital camera, photocopier, fax, television, video, modem, ATM, CD-ROM, Internet, email Computer hardware, computer software, printer, scanner, digital camera, photocopier, fax, television, video, modem, ATM, CD-ROM, Internet, email Education, training, industry, leisure Work, schools, colleges, training centres, libraries, home, entertainment centres

ICT uses

ICT users Locations

Evidence requirements
In order to achieve this assessment objective, candidates must select four items of technology equipment. For each item, candidates must: (a) Describe its purpose and give one reason for its use. (b) Identify two advantages and one disadvantage of using it.

Type of evidence
Text, matching exercises, spoken (witnessed or recorded). Tutor to sign all printouts/notes and confirm achievement on Assessment Record Folder. Basic skills task Listen to a tutor describing the uses of equipment; complete a gap-fill exercise based on the information. C.C. ref. SLlr/E3.2 Description Listen for detail in explanations, instructions and narratives in different contexts Spell correctly common words and relevant key words for work and special interest

Complete an on-screen crossword of ICT terms (using their Ww/E3.1 definitions as clues). Home task to list ways in which they have encountered ICT being used during the week; create a bulleted list of these items. Feed back to the group the information they have collected. Ask questions about items of hardware in order to complete a drag-and-drop exercise to match pictures to labels, or words to their definitions. SLc/E3.3

Express clearly statements of fact and give short explanations, accounts and descriptions Make requests and ask questions to obtain information in familiar and unfamiliar contexts Follow and understand the main points of discussion on different topics Make contributions to discussions that are relevant to the subject Respect the turn-taking rights of others during discussions

SLc/E3.4

Take part in a discussion about the various ways and places SLd/E3.1 learners have encountered ICT being used during the week. Use an interactive whiteboard as a group to SLd/E3.2 complete a table identifying types of use and location, and the inputs and outputs where appropriate (e.g. electronic scales in the supermarket: input = weight, output = price SLd/E3.3 label). Resulting table to be printed off for portfolios, with witness statements re contributions made by individuals. Take part in a discussion about the advantages and disadvantages of using a range of ICT equipment. Use this information to complete a cut-and-paste exercise sorting statements into the correct columns of a table. Read a piece of text about uses of information technology and use this information to complete a multiple-choice exercise using drop-down form fields. RT/E3.7 Rt/E3.8

Scan texts to locate information Obtain specific information through detailed reading Recognise and understand relevant specialist key words Scan texts to locate information

Rw/E3.1 Use own notes to complete a final multiple-choice quiz incorporating all terms from the Subject content section. RT/E3.7

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Assessment objective 2: Display information using information and communication technology

Learning outcomes Candidates develop an appreciation of the way ICT can be used to display and communicate information effectively. Candidates develop skill and knowledge in using images and text software.

Subject content Image/text display software ICT terms ICT uses Drawing, desktop publishing, presentation, word processing Slides, Clipart, import, resize, crop, rotate, centre, align, bold, fonts, font size, italics, borders, lines, fill, shapes Computer hardware, computer software, printer, scanner, digital camera, photocopier, fax, television, video, modem, ATM, CD-ROM, Internet, email Resize, crop, rotate, centre, align, bold, fonts, font size, italics, borders, lines

Display features

Evidence requirements
Candidates must produce two compositions which combine text and images. For each composition, they must: Open software package(s); use at least two images; use between 10 and 40 words and/or numbers; use at least three display features; print the work; describe the layout and explain the choice of images. Text should generally be accurately spelled and punctuated. Help may be given in drafting and/or using spellchecker. Candidates must explain why they selected the layout and images and how they enhance communication. Basic skills task In Word or Publisher, produce a poster advertising a forthcoming event; include the name of the event, date, time, location, information about tickets. Use spell-checker to identify errors. Enhance with the use of images and display features as specified under Subject content. C.C. ref. Wt/E3.1 Wt/E3.4 Description Plan and draft writing Proofread and correct writing for grammar and spelling Organise writing in short paragraphs Write in complete sentences Use correct basic grammar, e.g. appropriate verb tense, subjectverb agreement Use punctuation correctly, e.g. capital letters, full stops, question marks, exclamation marks Spell correctly common words and relevant key words for work and special interest

Plan and produce a short Powerpoint presentation with Wt/E3.2 one point per slide and incorporating relevant photos from a digital camera. This could be on any topic of interest to Ws/E3.1 the learner. Ws/E3.2 Ws/E3.3

Use Paint or Microsoft Word to create an information sheet requiring images and labels, for example an information sheet giving health and safety advice (using images copied from the Internet); instructions on how to fillet fish (using scanned images from a recipe book); a worksheet for children to match shapes to their names (using shapes from the drawing toolbar).

WW/E3.1

Describe to the group the choice of layout and images and SLc/E3.1 how they enhance communication. (This could also be a written task, meeting criteria SLc/E3.3 Ws/E3.1-3)

Speak clearly to be heard and understood using appropriate clarity, speed and phrasing Express clearly statements of fact and give short explanations, accounts and descriptions Make requests and ask questions to obtain information in familiar and unfamiliar contexts Listen for detail in explanations, instructions and narratives in different contexts

During preparation of presentation, ask for help in an appropriate way. Follow the instructions given to complete the task.

SLc/E3.4 SLlr/E3.2

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Basic skills task

C.C. ref. SLc/E3.4 SLlr/E3.2 Rw/E3.2 SLr/E3.6

Description Make requests and ask questions to obtain information in familiar and unfamiliar contexts Listen for detail in explanations, instructions and narratives in different contexts Read and understand words and phrases commonly used on forms Respond to a range of questions about familiar topics Use first and second place letters to find and sequence words in alphabetical order

Open a form template stored on disk. Ask questions of another learner to obtain personal information and complete the form. (Name, address, place of birth, children, pets, hobbies, etc). Insert digital photograph. Apply appropriate formatting to text; add and format a WordArt heading. Answer questions from another learner completing the same task.

Use text boxes to create a drag-and-drop exercise for Rw/E3.4 another learner, sorting words into alphabetical order. Add appropriate images such as a Clipart character with a speech bubble (call out) giving instructions. Complete the exercise and produce an answer sheet. Use own notes to complete a final multiple-choice quiz incorporating all terms from the Subject content section. RT/E3.7

Scan texts to locate information

Assessment objective 3: Use a range of information data-handling systems

Learning outcomes Candidates develop skill and confidence in using information systems for data handling

Subject content Information sources ICT terms Types of data Simple databases, simple spreadsheets, Internet, CD-ROM, Teletext, Ceefax Search, database, search engines, world wide web, addresses, mouse, menu, URLs, sort Text, numerical, image, audio, static, dynamic

Evidence requirements
Candidates must find four pieces of specified information using at least three different information sources; at least one must consist of static data (e.g. from a CD-ROM) and one of dynamic data (e.g. Teletext or the Internet). Information searched for should be straightforward: e.g. weather, sports results, start time for TV programmes, simple numerical information. Tutors should ensure original search criteria have been met. Candidates must state information source for each search and say how they found the required information printouts, worksheets, verbal feedback with witness statement. Basic skills task C.C. ref. Description Extract numerical information from lists, tables, diagrams and simple charts

HD1/E3.1 Enter a simple set of information in a spreadsheet. (This step could be omitted, and a pre-prepared file used.) Complete a worksheet asking for the values for specific items and also for maximum and minimum values. Sort the worksheets by these various fields to demonstrate how much easier the task is. Create a query on a simple database. HD1/E3.1

Extract numerical information from lists, tables, diagrams and simple charts Understand and use organisational features to locate information, e.g. contents, index Skim read title, headings and illustrations to decide if material is of interest Scan texts to locate information Obtain specific information through detailed reading Write in complete sentences Use correct basic grammar, e.g. appropriate verb tense, subjectverb agreement Use punctuation correctly, e.g. capital letters, full stops, question marks, exclamation marks

Explore a familiar or special interest web site to answer a Rt/E3.5 set of questions. In an outreach situation, this could be a static web page saved offline. Rt/E3.6 (Navigation to the web site could be via a hyperlink from a Word document or email.) Rt/E3.7 Rt/E3.8 Ws/E3.1 Ws/E3.2 Ws/E3.3

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Basic skills task Visit the site www.streetmap.co.uk and use navigational features including clickable map to locate local amenities and services. Complete a table comparing two different areas.

C.C. ref. HD1/E3.1 Rt/E3.5

Description Extract numerical information from lists, tables, diagrams and simple charts Understand and use organisational features to locate information, e.g. contents, index, menus Extract numerical information from lists, tables, diagrams and simple charts Understand and use organisational features to locate information, e.g. contents, index, menus Extract numerical information from lists, tables, diagrams and simple charts Variable according to method used Scan texts to locate information

Visit www.thetrainline.com to find train times for a given time and destination. Use a CD-ROM to find specific information.

HD1/E3.1

Rt/E3.5

Use Ceefax or Teletext to find times of TV programmes.

HD1/E3.1

Provide verbal or written explanation of how the information was found Use own notes to complete a final multiple-choice quiz incorporating all terms from the Subject content section.

SLc/E3.1-3 Wt/WS RT/E3.7

Assessment objective 4: Communicate information using information and communication technology

Learning outcomes Candidates develop skill and confidence in using ICT to communicate information

Subject content Communication systems ICT terms Types of data email, fax Connect, input, edit, send, save, print, address, fax number Text, numerical, image, audio, static, dynamic

Evidence requirements
Candidates must produce two text documents for emailing or faxing. For each document, they must: Prepare between 10 and 40 words of text to send; send the work (in case of email, text should be in body of email, not as an attachment); print the work. Identify two advantages of using ICT to communicate. Basic skills task Create a browser-based email account (using Lycos, Yahoo, Hotmail etc). Follow verbal instruction and demonstration in order to send and receive short emails. Follow verbal instruction and demonstration in order to fax a Word document. C.C. ref. Rw/E3.2 SLlr/E3.2 Description Read and understand words and phrases commonly used on forms Listen for detail in explanations, instructions and narratives in different contexts Listen for detail in explanations, instructions and narratives in different contexts Recognise and understand relevant specialist key words

SLlr/E3.2

Complete tick-list of true and false statements on using ICT Rw/E3.1 to communicate information. Add two things to say to someone on why email is better than other ways.

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Basic skills task

C.C. ref. Wt/E3.2 Ws/E3.1 Ws/E3.2 Ws/E3.3 WW/E3.1

Description Organise writing in short paragraphs Write in complete sentences Use correct basic grammar, e.g. appropriate verb tense, subjectverb agreement Use punctuation correctly, e.g. capital letters, full stops, question marks, exclamation marks Spell correctly common words and relevant key words for work and special interest Scan texts to locate information

On paper, prepare a short note or letter, simple instructions, request for information (between 10 and 40 words). Enter this in an email and send to another learner. Prepare another piece of text in a Word document. Copy and paste into a second email and send. (For an extension activity, this document could also be sent as an attachment.)

Use own notes to complete a final multiple-choice quiz incorporating all terms from the Subject content section.

RT/E3.7

Assessment objective 5: Use information and communication technology to produce graphic displays from numeric data. Subject content Graph/chart software ICT terms

Learning outcomes Candidates develop skill and confidence in using ICT software to present statistical information.

Spreadsheet, graphical representation of data, database Cells, rows, columns, bar, pie, line, comparative, labels, legend/key, axis, segments, heading

Evidence requirements
Candidates must produce three different types of graph/chart (e.g. pie, bar, line, comparative) using three separate data sets. For each they must: Open a graph-charting package (Excel); graph/chart the data sets; include a heading; distinguish the data items using a legend/key or by labelling the axes; print the charts. Each data set should include at least 4 to 6 items, e.g. viewing figures for five different soap operas (only one column of figures needed). Spelling and punctuation should be generally accurate but help may be given with using spellchecker/drafting text for graphs. Basic skills task Use real data (collected by learners or sourced from newspapers, Teletext, Internet) to produce a range of different charts in Microsoft Excel. Use own notes to complete a final multiple-choice quiz incorporating all terms from the Subject content section. C.C. ref. HD1/E3.4 Description Organise and represent information in different ways so that it makes sense to others Scan texts to locate information

RT/E3.7

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Literacy and Language with ICT: Excerpt from Achievement Record

Jo Dixon-Trifonov, Southampton City College Please note that this is a trial record and is undergoing constant review and development. If practitioners are doing anything similar and would like to share ideas, please contact the author via the web site www.jengit.co.uk.
Learning outcomes Criteria for assessment
Element in Literacy curriculum Element in ESOL curriculum

2
Evidence type

1 Follow instructions to work on the computer Do what someone says Demonstrate that you can follow singleSLlr/E1.3 step spoken instructions such as Print your work, Please shut down now to do a basic task Use simple phrases with clear pronunciation SLlr/E1.3 and appropriate intonation, e.g. Can you say that again please or similar Follow the rhythm and point to the words; Rt/E1.1 recognise a number of words which appear often Lr/E1.3a Tutor report/ statement with examples Tutor report/ statement with examples Example of instructions read with tutors notes

Ask them to say it again if you dont understand Follow the words on the paper when someone reads out short written instructions

Lr/E1.3

Rt/E1.1a

2 Get help when you have a problem using the computer Ask for help Use a few simple appropriate SLc/E1.2 questions/phrases with clear pronunciation and appropriate intonation, e.g. How can I ? or Please show me again or similar in a variety of situations Use simple phrases with clear pronunciation and appropriate intonation, e.g. I dont understand or similar Know a few phrases to clearly state whats wrong in simple terms, e.g. The mouse/ keyboard/ monitor isnt working, I cant save / I cant print SLc/E1.2 Sc/E1.2a Tutor report/ statement with examples

Say when you dont understand something Say what the problem is

Sc/E1.3d

Tutor report/ statement with examples Tutor report/ statement with examples

Sc/E1.2a

3 Enter letters, numbers and full stops into the computer Recognise small letters and capital letters on the keyboard, screen and on paper Be able to copy text accurately, e.g. Rw/E1.3 distinguishing capital L and small l ; be able to enter small letter and capital letters Ww/E1.2 Ws/E1.3 Recognise numbers on the keyboard, screen and on paper Be able to copy numbers accurately, e.g. to enter log in number or todays date without confusing letter O with number 0 Rw/E1.3a Worksheets, printout of student work Worksheets, printout example of students work Printout example of students work

Find and enter the full stop symbol Write in simple sentences using full stops into the computer

Ww/E1.2a Ws/E1.3a Ws/E1.2a Rw/E1.3b

4 Know some computer words Understand and pronounce a few computer words (about 10 basic words e.g. print, click, save) Recognise common words and symbols on the computer (about 10 words and/or symbols) Know the most common computer words as SLlr/E1.2 appropriate to computer skills being SLc/E1.1 practised Recognise the most common words and Rw/E1.1 icons on the screens of the applications you use Lr/E1.2e Sc/E1.1b Rw/E1.1a Word list with tutor comments Word list and/or vocabulary worksheets

These learning outcomes may be accredited without written evidence if tutor is convinced that student already meets criteria. If these skills are learnt and practised during the course, some evidence should be provided.

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Practical issues when using laptops

Health and safety Health and safety is always a key issue in any workplace. As you are setting up a new learning environment every time you take the laptops out, it is important to bear the factors below in mind and see how best you can adapt them to keep yourself and your learners safe. This is not intended to be an all-inclusive list nor used to replace governmental or organisational health and safety protocols. More information from the Health and Safety Executive can be found at www.hse.gov.uk Consider these issues: Check that the venue meets the required health and safety requirements as well as having the resources necessary for the classes, e.g. provision of leads, access to power, phone line. Make sure health and safety guidelines are posted at the venues with picture sheets as well as text. Lifting and handling of equipment: Carry equipment in storage boxes, without overloading them. Some organisations have invested in wheeled bags or trolleys that can safely store several laptops in them. Make sure that you can park near to the venue. You need to consider the implications if a learner were to fall and sustain an injury whilst helping to carry equipment, especially up and down stairs. Creating a safe area to work on laptops: Ideally, chairs should be adjustable and have some form of backrest. To avoid strain, the user should be distant from the screen and seated so their lower arms are horizontal with the keyboard. Make sure users move the screen to optimum positions. Avoiding stress, strain and damage: To reduce eyestrain, make sure users look away from the screen at regular intervals. Where possible, reduce glare; the portability of laptops means that you should be able to position them away from strong light. Similarly, ensure that users do not get repetitive strain injuries by encouraging them to take breaks and do some other form of activity for some time. Headphones and volumes should be set at a safe level. Safe equipment and power sources: If power cables are used, make sure that they are not lying around and that there are adequate power supplies to plug in to. Make sure plugs and cables are not damaged. Ventilation: Where possible, ensure ventilation to reduce the heat given off by equipment (for

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both users and equipments sake). Turn off equipment when not in use to keep down heat and save power. Fire safety: Check that gangways are appropriate for users with disabilities. Check that there is a fire extinguisher in the area you are working in, and that it is suitable for electrical fires. Position users so that in case of a fire or emergency they have a gangway to exit. Incorporate health and safety into your lessons as a matter of course.

Computer health and safety

Jo Dixon-Trifonov, Southampton City College 1. Copy the text and fill in the gaps with words for parts of the body. It is a good idea to take a break away from the computer during your lesson. Using computers for a long time without a break is bad for your health. When you look at the screen, you do not blink as much as you normally do. Your _______ can become dry and tired. When you sit at the computer for a long time, your ______ may get stiff. Get up and walk around to stretch them. Sit up straight and use a chair that supports your _______. Using a mouse and keyboard can make your ________ hurt. Stretch them every now and then. 2. Can you think of any more good tips for computer health and safety? Try to write two more sentences of your own. 3. You can practise reading and spelling more words for parts of the body on the Internet on one of these web sites: http://doug-j.org/body1/body1-intro.html http://doug-j.org/body2/intro.html http://www.geocities.com/tereza_neves/human_body.htm

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Security

The security of transporting and storing expensive equipment is crucial. From working out the logistics of simultaneously carrying equipment, records and materials from organisation to car and back again, to potential threats against staff and equipment, security issues need to be carefully thought through. Consider the following: Insurance: Make sure that you are covered when laptops are locked away, used at venues and when in transit. Insurers are also very rigid about equipment not being left unattended, even in a locked car. Some institutions require staff to ensure that their vehicles are covered for business use; there may be an incremental cost to consider. Outreach tutors may be tempted to keep equipment at home overnight; you may need to check that this would not invalidate your own home insurance. Security when not in use: Have secure and alarmed units to store equipment in when not in use. Security marking or tagging the laptops is good practice. Security when in use: Use mobile locks to attach equipment to tables or fixed furniture. Do not display equipment in windows etc during transportation. Ensure that there are adequate numbers of staff and volunteers while computers are in use, and that staff co-ordinate moves with each other whilst computers are in use. Use of mobile phones to contact other staff/police can be an added security measure. Wireless Outreach Network The DfES provided funding for a new initiative that has provided networks of wireless laptop computers for use in increasing access to learning. This is known as the Wireless Outreach Network (WON) and July 2002 saw the start of this new initiative. As part of the Wireless Outreach Network, Making IT Accessible (MITA) is being developed. This is a virtual conference and networking area for participants to use. MITA is being developed to establish ways of networking and collaborating with colleagues, asking questions and sharing information and best practice. Further information about WON, MITA and evaluations of WON can be found at http://www.niace.org.uk The Pathfinder project evaluating the use of wireless laptops in the community can be found at www.talent.ac.uk

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Technical issues Ideally, a support technician should be available for support and advice, and for diagnosis, maintenance and repairs of any problems. Some of the following will be of use to outreach workers in the field, who will not have immediate access to technical support. They should: know how and under what circumstances to shut down/restart laptops manually know how to change and add paper, shake (!) and replace the ink cartridge and change the fuse in the printer know how to install CDs know how to use the accessibility options and make the screen icons larger know how to use the control panel, e.g. to change the way the appearance and action of the cursor, taking account of your organisations policy on access to settings know how to remove the laptop battery make sure they and their learners know how to insert and remove the mouse correctly or consider whether a touchpad will do the job be aware that if you have decided to network laptops to share a single telephone line using a product such as Ishare, response may be slow and this can be a barrier to learners in terms of frustration and risks not making the link between cause and effect know that auditory learners may be hampered by sound from other learners laptops, and consider using headphones with integral microphones.