Transcript Document
Certificate for Essential Skills Practitioners 2013/2014 Pontypool Units of study 301: Adults and Young People as Essential Skills Learners 305: Assessment of Essential Skills - Literacy 306: Planning Essential Skills - Literacy 307: Delivering Essential Skills - Literacy Evidence to collect • • • • • • • Free writing from initial/diagnostic testing Copies of unmarked student work Copies of diagnostic results ILPs and SMART targets SoW Session plans Resources you have created Unit 301 Adults and young people as Essential Skills learners session 1 Objectives of the session •Explain the role of essential skills in the lives of adults and young people in society •Describe the possible consequences of adults and young people having essential skills needs •Describe a range of personal, social and economic reasons why adults and young people may have essential skills needs. Activity • You have five minutes to note down the activities you’ve done since waking up this morning, which involved: Reading, writing, using ICT, numbers (mental or written), speaking and listening. • Compare your list with the person next to you and highlight every activity you match Activity • With your partner choose two of your matched activities • Follow through the logical consequences of – Being able to perform the activity successfully – Having a skills need that means you cannot perform the activity successfully Reading the train timetable Miss the train Late – again! Arrive at work at time Colleagues complain sacked Get on the right train at the right time Reputation as a reliable member of staff Promotion! Consequences of adults and young people having essential skills needs What is the possible impact of poor literacy, language, numeracy and ICT? •family and children •health and housing •education and training •employment •involvement in the community Activity • Organise yourselves into three groups – with people you haven’t worked with yet • What reasons are there for adults and young people having essential skills needs? • Organise your ideas into three categories: •Personal •Social •Economic Objectives of the session Achieved? •Explain the role of essential skills in the lives of adults and young people in society •Describe the possible consequences of adults and young people having essential skills needs •Describe a range of personal, social and economic reasons why adults and young people may have essential skills needs.