Themes for Success

SPECIFICATION

Learning support practitioners: Defining the knowledge and understandingof literacy, language, numeracy and ICT needed to support learners

Themes for success: Supporting learners to achieve

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Contents


The learning support practitioner and literacy, language, numeracy and ICT 3

Structure and the content of document 4

Section One: Knowledge and understanding 5

Theme One: Factors that can affect the acquisition and development of literacy, language, numeracy and ICT skills 6

Theme Two: The importance of English language and literacy, numeracy, and ICT in enabling people to participate in life, learning and work 7

Theme Three: The literacy, language, numeracy and ICT learning needs of learners with learning difficulties and disabilities 8

Theme Four: Literacy and language 9

Theme Five: Numeracy 10

Theme Six: Information and Communication Technology (ICT) 11

Summary of the themes for success 12

Section Two: Further guidance 14

Theme One: Factors that can affect the acquisition and development of literacy, language, numeracy and ICT skills 15

Theme Two: The importance of English language and literacy, numeracy and ICT in enabling people to participate in life, learning and work 20

Theme Three: The literacy, language, numeracy and ICT learning needs of learners with learning difficulties or disabilities 22

Theme Four: Literacy and language 26

Theme Five: Numeracy 31

Theme Six: Information and Communication Technology (ICT) 35

Useful sources of further information 39

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The learning support practitioner andliteracy, language, numeracy and ICTSupporting learners to achieveSupporting literacy, language, numeracy andICT in the learning context is a core function ofthe generalist learning support role.

Learning support practitioners work under thedirection of the person[s] leading the learning.They contribute to the provision of learningopportunities that promote the achievementand progression of the learners they support.The learner is at the heart of this process. Inthis role, learning support practitioners are avital part of a teaching and learning team. Theyhave close contact with learners and canprovide the support and motivation to enablelearners to achieve their goals.

This document specifies the minimumknowledge and understanding that is expectedof all learning support practitioners for theareas of literacy, language, numeracy and ICT, inorder to support the needs of the learner.

This document will be of value to all learningsupport practitioners, their employers andmanagers, and learning support practitionereducators. It also provides guidance forawarding institutions for mapping the definedknowledge and understanding to appropriateunits of assessment within the Level 3Certificate in Learning Support (QCF) andassociated pathways.

It is anticipated that programmes for learningsupport practitioner education will includeadditional elements of literacy, language,numeracy and ICT to those specified in thisdocument, to meet the particular needs oflearning support practitioners and the demandsof their roles. Programme deliverers areencouraged to provide programmes that willenable learning support practitioners to supportlearning in a wide range of settings and contextstaking account of the literacy, language,numeracy and ICT backgrounds andexperiences of their learners.

This document is not solely for incorporationinto learning support practitioner educationprogrammes for those new to learning supportpractitioner roles. It can also be used in avariety of ways to enable staff in learningsupport practitioner roles to develop theirexpertise and understanding of learners’literacy, language, numeracy and ICT needs. Forexample, it can be used as a basis to audit staffskills and to determine appropriate continuingprofessional development opportunities. It willsupport learning support practitioners todevelop and apply the skills, knowledge andunderstanding that is important for fulfilling therequirements of their roles.

This document does not consider or specifythe personal skills in English, mathematics andICT that learning support practitioners require.

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The structure and content of the document


Section One: Knowledge and understandingSection one outlines the essential knowledge andunderstanding of literacy, language, numeracyand ICT to enable any learning supportpractitioner to support learning effectively.

These are identified as six primary themes.

These themes are expanded for further detailas elements (bullet points), shown as ‘What doI need to know?’

Some examples of why these elements areimportant for learning support practitioners tounderstand when supporting learners’ areidentified under ‘Why do I need to know about this?’

The elements are listed at the end of thesection as a quick look guide. Altogether thereare 23 elements that make up this guidance.

Section Two: Further guidanceSection two provides further guidance andinformation about the importance, extent andrelevance of the six themes and associatedelements. It will provide examples of why theelements outlined in section one are essentialfor learner success and progression.

Case studies are used to give examples of how anunderstanding and application of these elementsmay inform the learning support practice.

Icons are used at key points to reference tofurther guidance in Inclusive learning approachesfor literacy, language, numeracy and ICT, (LifelongLearning UK, 2007). This can be accessedonline at www.lluk.org/3394.htm.

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Section One: Knowledge and understanding

Learning support practitioners: Defining the knowledge and understanding of literacy,language, numeracy and ICT needed to support learningLearning 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 peopleto participate in life, learning and work

The literacy, language, numeracy and ICT learning needs of learners with learningdifficulties 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 anyfactors 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 aimsand 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 everydaylife, learning and work. Learning support practitioners can provide the support for learners to helpthem meet their primary learning goals, whilst understanding that some of the literacy, language,numeracy and ICT demands of the learner’s programme of study may require particular support. Thiswould enable the learning support practitioner to contribute to the support of the learner in agreementwith the person leading the learning.


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


What do I need to know?In supporting learners to access and achieve intheir learning, learning support practitioners needto be aware of:

• a range of social, personal, cultural andinstitutional factors that can impact on learnersand their learning, which can include:

• 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’sability to learn in different ways and on alearner’s participation and achievement inlearning literacy, language, numeracy and ICT.

Why do I need to know about this?You will be able to take account of these factorswhen supporting learning. Some examples mightinclude:

• Supporting your learners to understand thatliteracy, language, numeracy and ICT areimportant for success in their learning. Forexample, measuring accurately in aconstruction programme will contribute toachieving a qualification.

• Using learning support activities that meet yourlearners’ levels of literacy, language, numeracyand ICT skills and their preferred ways oflearning. For example, finding out if a learner iscomfortable using podcasts before suggesting itas a way to learn information.

• Keeping up-to-date with findings from localand national projects and research on theimpacts of social, personal, cultural andinstitutional factors on learners’ literacy,language, numeracy and ICT learning. Forexample, identifying a new resource orsupport strategy to support learning for aspecific learner.

This theme will help you understand why learners approach their learning in different waysinfluenced by their very different backgrounds and wide range of experiences.

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



• the role literacy, language, numeracy and ICTskills can have in enabling active participation inemployment, formal and informal learning, andin 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 orother services, and access to civil rights

• life chances and participation in public life.

Why do I need to know about this?You will be able to use your understanding of theimportance of literacy, language, numeracy andICT for learners’ success when supportinglearning. Some examples might include:

• Supporting your learners to identify andaddress problems systematically so that theycan work towards and review solutions. Forexample, helping a learner to understand someof the language used in number problems.

• Understanding learners’ access to employmentopportunities, participation in education andpublic and community life may be affected by alack of access to ICT. For example, not beingable to use the internet to find out aboutlocally available education and trainingopportunities.

• Encouraging learners to persist in their learningof literacy, language, numeracy and ICT and todevelop the confidence to participate in life,learning and work. For example, supporting alearner to see how their learning can open upother areas of interest or employment.

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, learningand work.

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


What do I need to know?In supporting learners with learning difficultiesand/or disabilities to access and achieve in theirlearning, learning support practitioners need tobe aware of:

• the possible challenges that literacy, language,numeracy and ICT learning can create forlearners with learning difficulties and/ordisabilities and how learning difficulties anddisabilities can sometimes affect the speed orrate of their learning

• the positive effect that literacy, language,numeracy and ICT learning can have inpromoting independence and thedevelopment of self-advocacy for learnerswith learning difficulties and/or disabilities

• the different cultural viewpoints aboutdisability within a society, community or family,and the effect these can have on the attitudeand motivation of a learner who has a learningdifficulty and/or disability.

Why do I need to know about this?You will be able to use your understanding of thechallenges that literacy, language, numeracy andICT learning may hold for learners with learningdifficulties and/or disabilities in your learningsupport. Some examples might include:

• Providing support for your learners withdifferent types of disability and/or learningdifficulty. For example, trying differentcomputer screen properties for a learner withvisual impairment or dyslexia to make learningmore accessible.

• Understanding how and when to liaise withother staff about using support strategies forliteracy, language, numeracy and ICT learningfor your learners with a learning difficultyand/or disability. For example, discussing withyour specialist how your learner feels about asuggested support strategy or technology.

• Working with learners with learning difficultiesand/or disabilities to help overcome challengesin their learning of literacy, language, numeracyand ICT, such as taking notes, re-phrasingquestions, or providing additionalopportunities to practice a technique.

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

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Theme Four: Literacy and language



• the links between speaking, listening, readingand writing in developing literacy and languageskills

• a range of ways to communicate with learnersabout literacy and language concepts andprocesses to support confidence andcompetence in the application ofcommunication skills

• how literacy and language are used and theirimportance to everyday work, life andeducation

• the importance of literacy and language skillsfor communicating effectively in a range ofcontexts

• language learning preferences and some of thecommon errors relating to literacy andlanguage use which need to be identified andaddressed.

Why do I need to know about this?You will be able to apply your knowledge ofliteracy and language factors in your learningsupport. Some examples might include:

• Communicating literacy and language conceptsand processes clearly with your learners sothey can apply their language learning tocommunicative situations and activities. Forexample, explaining contexts when formalspoken English is used and other occasionswhen informal speech is more appropriate.

• Working with your learners to support themto use their language and literacy skills in reallife situations for authentic purposes. Forexample, the use of formal English whenwriting a letter applying for a job.

• Providing the support a learner needs basedon appropriate literacy and languageassessment and learning preferences. Forexample, for an ESOL learner, the value ofbeing able to apply learning from their homelanguage to the learning of a new language.

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

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Theme Five: Numeracy



• a range of ways to communicate with learnersabout numeracy concepts and processes tosupport application of skills to problem solvingand for success in mathematics

• the key processes that underpin problemsolving: representing, analysing and interpreting

• the application of numeracy skills to problemsolving in a range of contexts

• the relevance of numeracy skills and problemsolving approaches for everyday life, learningand work

• numeracy learning preferences and some ofthe misconceptions or confusions that canoccur which need to be identified andaddressed.

Why do I need to know about this?You will be able to apply your knowledge ofnumeracy factors in your learning support. Someexamples might include:

• Communicating numeracy concepts andprocesses clearly with your learners so theycan apply their numeracy learning to problem-centred activities. For example, explaining anddemonstrating how adding on can be used tofind the total of a set of numbers on a tillreceipt to check the change is correct.

• Raising your learners’ awareness of theirnumeracy misconceptions and confusions andsupporting them to adopt other strategies orreview the ones they currently use. Forexample, discussing how zero (0) can be usedcorrectly as a place holder in calculations, andusing support activities to help a learnerunderstand place values in different contextssuch as money.

• Providing the support a learner needs basedon their numeracy assessment results andlearning preferences. For example, using solidshapes and other equipment for a learner whoprefers to learn by experimenting and usingreal items.

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.

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Theme Six: Information and Communication Technology (ICT)



• a range of ways to communicate with learnersabout ICT concepts and processes to supportpurposeful use of ICT and the development ofdiscrimination in its application

• the essential characteristics of ICT and theimportance of using ICT selectively andappropriately for a particular purpose

• the importance of ICT skills and theappropriate and safe use of a range ofinformation and communication technologies

• the application of ICT skills to purposefulactivities in a range of contexts

• the benefits that purposeful use of ICT confersin life, learning and work

• the possible developmental and experientialnature of ICT learning and the range of ICTlearning preferences.

Why do I need to know about this?You will be able to apply your knowledge of ICTfactors in your learning support. Some examplesmight include:

• Communicating ICT concepts and processesclearly with your learners so they can applytheir ICT learning to purposeful activities. Forexample, explaining how a word processingprogramme can be used to prepare a CV.

• Raising your learners’ awareness of the needfor discrimination in their use of ICT and theneed to use ICT skills safely. For example,ways to recognise phishing emails, howsoftware can be used to protect computerequipment and ascertaining the status of sitesfrom which learners may draw information.

• Providing the support a learner needs basedon appropriate ICT assessment results andlearning preferences. For example, showinghow ICT skills used in everyday life, such asdrawing money from an ATM, can betransferred to other ICT applications.

This theme will help you to understand the importance of ICT in life, learning and work, andhow purposeful use of ICT is relevant to everyday activities.

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Summary of the themes for success


• a range of social, personal, cultural and institutional factors that can impacton learners and their learning

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

• the role literacy, language, numeracy and ICT skills can have in enablingactive participation in employment, formal and informal learning, and in thelocal and wider community

• the impact that limited literacy, language, numeracy and ICT skills can haveon families, mental and physical health, future earnings, access to financialhelp or other services, and access to civil rights, life chances and participationin public life

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

• the positive effect which literacy, language, numeracy and ICT learning canhave in promoting independence and the development of self-advocacy forlearners with learning difficulties and disabilities

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

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

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

• a range of ways to communicate with learners about literacy and languageconcepts and processes to support confidence and competence in theapplication 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 toliteracy and language use which need to be identified and addressed

• a range of ways to communicate with learners about numeracy concepts andprocesses to support application of skills to problem solving and for successin 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 orconfusions that can occur which need to be identified and addressed

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

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

• the importance of ICT skills and the appropriate and safe use of a range ofinformation 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 therange of ICT learning preferences

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Section Two: Further guidance

Introduction This section provides further guidance on each of the six themes. It expands the elements to givesome suggested areas for determining the extent of each of the elements. It also contains case studieswhich 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 supportpractitioner educators will plan programmes of training and continuing professional development forlearning support practitioners that build on the content outlined in this document and reflect thecontexts 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 furtherdetail and information about the particular topic.

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

IntroductionLearners engage in learning for a variety of very different reasons. They may need to gain aqualification for progression at work or they may want to prove to themselves that they canachieve a goal that has escaped them during their schooling or later years. They may want togain a qualification for a chosen career or vocation. Whatever the reasons for learning, alllearners will bring with them a wide range of backgrounds, experiences, expectations and priorknowledge. They may come with apprehensions about returning to learning, or they may beashamed of or reluctant to disclose their lack of qualifications or achievements. They may worryabout failure or be concerned about letting their family down. There are many factors that mayinfluence how people approach their learning journey, and these factors can impact on howlearners 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 impacton literacy, language, numeracy and ICT learning are varied and will demand different learningsupport strategies:

Personal experiences and circumstances, and attitudes in wider societyLearners will have varied backgrounds and experiences. They may have previously had pooror limited educational experiences which could be because of a range of factors includingillness 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 toraise a family and not aspire to a career, so their status or that of their family might haveinfluenced their attitudes to learning.

In the increasingly technological world, there are adults who will find ICT challenging, and thejargon used may make them feel excluded. Learners may have developed a strong dislike, evena phobia, about ICT. This can also occur with numeracy, as adults may have had a poorexperience of mathematics learning in their youth or they may struggle with the words ofproblems 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. Itis often acknowledged that poor numeracy skills are more socially acceptable than poor literacyskills. Often the views of family and peers can change or set learners’ attitudes to their learning,or learners could be influenced by information from news reporting, e.g. with ICT, the dangers ofviruses, 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 inusing information from initial assessments and discussions with learners to enable thelearning support practitioner to understand some of the reasons why learners may havedifferent expectations and attitudes, and how learning support strategies can be personalisedto minimise the impact these factors may have.

MotivationThere are different motivational factors that will engage learners in learning and maintain theirinvolvement. These include progression towards a specific end such as following a specificcareer (instrumental factors), or through social impetus such as working towards obtainingBritish Citizenship (integrative factors).

Learners may engage in learning for their own pleasure and purposes, for example accessingICT learning to maintain contact with family members or enrolling on literacy or numeracyclasses 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 levelof motivation.

A learning support practitioner will have an important role in motivating learners, as they willknow the learners well and understand how they think. This will enable the learning supportpractitioner to use the most effective support strategies to maintain that motivation to succeedand complete the course or programme. Effective communication with the learner and othermembers of the teaching and learning team is important to ensure that the learner is supportedacross all elements of their programme to maintain their engagement in learning.

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Jim is 46 years old. He has a responsible job in a manufacturing company but he has beenasked to gain a management qualification under a new company structure. Jim is veryconcerned about this as he is only too well aware that his literacy skills are not as good asthey should be. As a young child he was very ill and missed a great deal of his earlyschooling, which he never quite seemed to make up again, even in later years. He’smanaged up till now to do his job well, but knows that he needs to improve his readingand writing if he’s to be able to pass the qualification and not feel foolish or worry thathe’ll be found out.

After six weeks on the course, Jim is getting despondent. He doesn’t feel he is makingmuch 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 tobe giving Jim the self confidence he needs at the moment. Junisa takes a piece of workfrom the back of Jim’s folder which is dated five and a half weeks previously. He comparesit with the piece of work Jim feels he is struggling with at the moment. The difference isvery clear. Although the latest piece isn’t perfect, Jim can see that he has made a lot ofprogress, and this, together with the words of encouragement from Junisa, are enough tomake Jim have another try at his homework and continue with his course.

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Age and genderMany adults will approach their learning in ways that can differ and this may depend on thecurriculum and methods taught at the schools they attended and the period when they were atschool. For example, approaches to number work can vary depending on strategies learnt inschools 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 needreassurance. 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 achievementson their learning journey.

Gender can have an impact on learners’ attitudes and achievements. It links with other of thefactors such as status and age, and with the different expectations of males and females in theirachievements in English, Mathematics and ICT. Gender stereotyping may have an effect on howlearners view the importance or otherwise of language, number and ICT learning, both in thepast and for the present.

Culture and ethnicityCultural factors can impact on a learner’s literacy, language, numeracy and ICT learning. There arestrong links between language and identity, and different cultures and communities may havedifferent perspectives on language and literacy. This can also apply to numeracy as some culturesvalue number skills highly, although other countries may approach teaching mathematical skills invery 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 morechallenging in the UK for learners who have been educated in another country or for whomEnglish is a second or other language.

A learning support practitioner who knows and understands these factors can usecommunication strategies to find out about a learner’s background so that they can tailor theirlearning support to recognise and value the learner’s experiences and backgrounds, whilstproviding the support to minimise any potential difficulties.

Socio-economic factorsSocial 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 communitiesand access to broadband and faster technologies. Annual income can be considerably less for anadult with low levels of numeracy, and promotion prospects can be more difficult for adults withlow 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 toand experience of education, and need to be taken into account by the learning support practitioner.

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Disability and learning difficultyLearning support practitioners who are aware of some of the possible effects that disability orlearning difficulty may have on literacy, language, numeracy and ICT learning are better equippedto provide learning support strategies that can enable their learners to access learning moreeffectively. They will be able to understand some of the reasons for the different rates of learnerprogress which may be influenced by a disability or learning difficulty.

Institutional factorsAn 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 learningjourney. As a member of the teaching and learning team, the learning support practitioner can usethe results, in discussion and with guidance from colleagues, to inform the learning supportstrategies that would suit the learner best. Effective assessment, not just initially, but throughoutthe learning journey, should be appropriate and fit for purpose. The learning support practitionercan use assessment responses to ensure that learners receive the necessary support in theirlearning 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 alearner’s literacy, language, numeracy and ICT skill levels. This will be matched, by teachers ofliteracy, language, numeracy and ICT, against the levels of demand on these skills required by thelearner’s programme, highlighting the potential learning support needs the learner may beentitled to receive, and the most appropriate ways of delivering that learning support accordingto a learner’s learning preferences, experiences and expectations.

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Josiah has a visual impairment and has just started a bricklaying course. He has somedifficulty reading the small print on the diagrams the construction tutor uses in class. Whenhe mentions this to Alice, his learning support practitioner, she says she will discuss this withthe tutor. Alice explains the problem to the construction tutor and they discuss possiblesupport strategies for Josiah. They agree that Alice could enlarge the diagrams on thephotocopier as this would make them more accessible for Josiah, and he wouldn’t then belagging behind the others in the class because he wasn’t able to locate the informationwhen he was asked to do so. The construction tutor and Alice were pleased that such astraightforward 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 thatwould be used in class so Alice could enlarge them for Josiah well in advance of the lessons.

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In discussion with other members of the teaching and learning team, the learning supportpractitioner 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 accountof the range of personal, social, cultural and institutional factors that may impact on that learningjourney. This could include, for example, ensuring appropriate delivery strategies for learningsupport, accessing relevant learning support technologies and equipment, and valuing learners’previous experiences and informal learning to enable learners to develop the confidence andcompetence to become autonomous learners.

In his role as learning support practitioner, Barry supports Jamil and Ruth. Although theyare on the same course, their initial assessments and interviews have suggested that theyboth have different approaches to their learning and Barry has to use different learningsupport strategies with each of them.

Jamil prefers to learn by doing things and experimenting rather than reading about it in abook. Ruth, on the other hand, prefers to see things in a diagram or written as anexplanation. When they both have to learn the names of shapes for their course, Barryadapts his learning support strategies. He uses cards made of the shapes with the relevantwords written on them for Jamil, so that he can associate the word with the feel of theshape. For Ruth, Barry draws the shapes and gets her to colour them in different coloursand then to write the name next to each shape so she has a visual record of her work.

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

IntroductionA lack of literacy, language, numeracy and/or ICT skills can have wider implications than justthose that affect the individual themselves. If learners improve their literacy, language, numeracyand/or ICT skills it can enable them to become more active citizens, enhance their employmentprospects and earn more money. However, many learners will have full and interesting lives andhave developed their own informal strategies for responding to situations requiring literacy,language, numeracy and ICT skills. It is essential that learning support practitioners recognise andvalue this experience and knowledge.

The impact of literacy, language, numeracy and ICT needsLearners with literacy, language, numeracy and/or ICT skills needs are potentially disadvantagedin several different areas of life, learning and work.

The impact might be on their families. For example, limited literacy and language skills are oftenintergenerational where grandparents with low levels of skill in literacy and language have childrenwho 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 toparticipate in their community life. For example, they may not feel able to help in a localorganisation such as a Parent Teachers Association at their local school, as they will be awarethat 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 learner’s ability toaccess the information or help they and their family might need and/or be entitled to. Forexample, their lack of ICT skills might mean they are unable to access local governmentinformation about public services through the internet, or numeracy needs might mean thatlearners are unable to manage their budgets and are not able to find the information to helpthem manage their debts.

Learners with low levels of skills have been found to have poorer physical health and are morelikely to be depressed or suffer mental health problems. The impact this may have on theirfamilies and their work may make such health issues worse.

Employment in the modern economy requires a higher level of literacy, language, numeracy andICT than ever before. The current world of work requires fewer and fewer manual skills andthere is an increasing demand for employees who can communicate effectively, are numerateand can problem solve, and are IT literate. Employers also value highly wider skills such as teamworking and being able to learn and develop further skills. These skills are much more difficultto acquire if learners have less effective literacy, language, numeracy and ICT skills. Learnerswith a lack of these skills can find themselves in more poorly paid employment with a greaterrisk to sustaining that employment and few prospects of progression or promotion.

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People who are more highly qualified are more likely to be employed and to earn more. TheLeitch Review of Skills (2006) found that, although school standards have improved and moreyoung people than ever are achieving five good GCSEs, ‘…more than one in six young peopleleave school unable to read, write and add up properly’. The Leitch review emphasises thecritical importance of improving functional literacy and numeracy.1

A lack of literacy, language, numeracy and ICT skills can raise multiple issues for a learner, forexample, low pay and poor prospects, ill health and inability to find appropriate support for thefamily. A learning support practitioner, as a member of the teaching and learning team, has avaluable 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 learnersovercome some of these detrimental impacts on their lives and futures.

Garry is coming to the end of his sentence in a young offenders institution, and hopes tocontinue with his plastering course when he gets back to his own area. He wants to applyfor the course while he is still in the prison so that he can start as soon as possible afterrelease as he says that “being busy is the best way to keep out of trouble”. He’s alwaysfelt uncertain about completing the complicated forms that this sort of application requireseven 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 Rachaelcould use the support sessions to give Garry additional support with completing the formfor college.

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

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1Leitch, S. Prosperity for all in the global economy – world-class skills: final report. The Stationery Office (2006)

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

IntroductionEvery learner is an individual, with individual skills and needs, and this applies equally to learnerswho have learning difficulties and/or disabilities. Although learners may have certain types andcategories of disability, it is important to recognise that learners can be affected by more thanone at the same time, and that the seriousness of the difficulties caused can vary greatly. Alearning support practitioner may need to consult with other members of the teaching andlearning team about a learner with a learning difficulty and/or disability to find out how theindividual’s learning is likely to be affected and to identify how the most appropriate supportstrategies will be determined.

The challenges of literacy, language, numeracy and ICT learningThe challenges that literacy, language, numeracy and ICT can create for learners with learningdifficulties and disabilities will depend, to a large extent, on the particular learning difficulty ordisability. A learning support practitioner may work with people who:

• are deaf or partially hearing and whose ways of communicating may include signing (usingBritish 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 onscreen, to use pre-recorded materials, to use Moon, Braille or another system of ‘reading’ bytouch. 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 canaffect their attendance, memory and mood, and interfere with their progress in learning

• have learning difficulties like dyslexia (a difficulty with processing language) and/or relatedspecific learning difficulties like dyspraxia (poor motor co-ordination or ‘clumsiness’), dysgraphia(difficulty with handwriting) and dyscalculia (difficulty with mathematics/calculations)

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Aisha came to the UK for the first time last year. She came from a country where civilwar had interrupted education and medical services for several years, and sheexperiences anxiety and depression. She has done well on an ESOL course, and she canwrite and speak English, but she is having difficulty with numeracy. She is frustrated bynot knowing how to do quite simple calculations, particularly when she sees otherlearners do them without difficulty. She can get them done by asking the others, but shewants to do them by herself.

She talks to Jo, her learning support practitioner, about this problem, and Jo realises that it iscontributing to her anxiety. She says that if she can’t get the hang of it she might give up hercourse. Jo isn’t certain, but wonders whether Aisha might experience dyscalculia, a difficultyin 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’tsolved at once, but her confidence increases and she stays on the course.

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• are affected by physical and neurological disabilities – for example, limitations which makeit difficult for them to write, or speak, to remember information, to process visual andother information, to speak so others can understand easily, and to recall informationwhen they need it

• have ‘autistic spectrum’ disorders. The most well known of these are Autism and Asperger’sSyndrome, and they can have different effects on learners and learning. Difficulties oftenidentified include not mixing much in groups, not understanding the body language and facialexpressions of others, not making conversation easily, especially ‘small talk’, and not beingable to respond flexibly to unpredictable events and the behaviour of others.

The range of different learning difficulties and disabilities means that individuals will work atdifferent speeds in different subjects. These learners will probably have met all sorts ofchallenges as they have worked through primary and secondary education. Some will havefound ways to deal with the obstacles they met, some will have found it difficult to keep up, andothers 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 ‘spikyprofiles’ – 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 Englishand understanding how English grammar works. These differences require a flexible learningenvironment, where the needs of each individual are carefully assessed, identified and met.

Alex is 19 years old and experiences mental health difficulties. He is sometimes overbearingand intrusive in class, becoming noisy and giving the other learners little opportunity tocontribute. After a few minutes he becomes worried and embarrassed about what he isdoing and walks out, apologising for his behaviour. Quite often he will be absent the dayafter this happens, and will feel awkward when he returns. Now and then he is away sickfor a few days on the advice of his doctor, and he worries about keeping up with the rest ofthe group.

His learning support practitioner, Lindsay, set up some strategies to take the pressure offAlex when his mood, often influenced by events outside college, makes it impossible forhim 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 aboutto interrupt the class, and that Lindsay will come and talk to him and help him catch up onthe session content. They also arrange for Lindsey and Alex’s tutor to keep in touch whenAlex has to have time off. Alex thinks that he could do some learning work while he is athome, so he doesn’t fall behind. These strategies work well, Alex feels he is under lesspressure and has nothing to apologise for, and his attendance record actually improves.

Some learners may have had negative experiences of education, where they felt left behind byother learners and poorly supported by teachers. This may be the first time they have beenadult learners, and the change to a more individual approach to learning can make a bigdifference to them. Learning support practitioners can develop the relationship with theirlearners by talking to them as individuals, finding out about their previous experiences, andworking out the point where they stopped learning to help establish a new starting point forthem. The learning support practitioner can play an important part in keeping learnersmotivated, for example by explaining that it’s fine to take as long as it takes to deal withsomething they find difficult, and helping them to persist and progress despite those difficulties.

Developing independence and self-advocacyLearners with learning difficulties and/or disabilities can benefit greatly from increasing theirskills. A formal qualification – a ‘piece of paper’ – can persuade an employer that the person cando a particular job. ICT skills open up a world of information and contact with others: manypeople with disabilities are not able to travel and get around as easily as others, butcommunicate effectively through the internet and e-mail. Self-advocacy – speaking and writingeffectively for yourself about the things that matter to you – is so much easier when you havethese methods of communication, and the literacy and language skills to back them up.Understanding mathematics and numeracy can make budgeting, borrowing and managingmoney in general much easier, and contributes towards the independence of the individual.

Learning support practitioners have a vital role in promoting and supporting learners to developtheir independence and in giving them the confidence for self-advocacy, so their learners will bebetter equipped to meet the challenges that living and gaining employment in the modern worldcan bring.

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Sean is 18 years old and wants to be more independent. He wants a flat of his own but hehas to save for a deposit. That means finding a part-time job. This is a problem because hehas difficulty with handwriting, and all the jobs he has found wanted him to fill in anapplication 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 quiteconfident with the computer, and he asks his learning support practitioner if he will checkhis application before he sends it in, and make sure it goes to the right e-mail address. Hementions 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, andafter a quick interview offers him the job.

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The range of cultural viewpoints on disabilityThere are a wide range of attitudes to disability. Many people assume that people withdisabilities can do far less than they actually can. Others will be afraid of getting involved withpeople who use a wheelchair, or have a white stick, who don’t make casual conversation in aqueue, who won’t look them in the eye, or who have some physical disfigurement. Somelearners 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 thandisabled, and what action they are taking. People with disabilities are gradually winning greaterprotection from the law, better access to buildings and transport, and more equal opportunitiesfor applying for and getting jobs they might not have had some years ago. The learning supportpractitioner can contribute to promoting equality of opportunity for all people with disabilities tohave equal access to learning and employment, and be aware of how much more needs to bedone to give all people with disabilities equal opportunities.

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 givethem the right support. In particular, it is very important to find out the right words to use todescribe the difficulties and disabilities that affect them. There are many words to avoid butlearners 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 isimportant to keep up-to-date.

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2Access for All London: DfES (2001), ESOL Access for All: Guidance on making the adult ESOL curriculum accessible Part 1: DfES (2006)

Theme Four: Literacy and language

IntroductionIt 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 functionand progress at work and in society. Without these skills to communicate through a range ofmethods 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 ofliteracy 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 skillsneeds, learners are more reluctant to declare their difficulty with one or more of the literacyskills, and often develop complex coping strategies to avoid detection.

Communicating about literacy and language concepts and processesIt is important that a learner’s initial level of literacy or language is assessed and consideredalongside the demands of the learner’s programme of study. This will enable the teaching andlearning team to determine the literacy and language support needs, if any, of learners. Learningsupport practitioners need to be aware of the interlinked and interdependent nature of theliteracy and language skills: speaking, listening, reading and writing, and understand that learnersmay have a spiky profile of these skills, for example where learners are more proficient in someskills than in others. This spiky profile should be reflected in the initial assessment. Learningsupport practitioners need to be aware of the implications of the initial assessment results for alearner’s literacy and language skills as this may impact on their ability to access and completetheir programme of study.

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

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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’sinitial assessment of language indicated that he was at Entry 3 overall, although follow onassessment suggested that he had a spiky profile, showing a greater need to develop hisreading skills in particular.

In discussion between the literacy specialist, Sara and the IT course tutor, opportunitieswere identified where elements of language support could be incorporated into the ITwork to help Henri. It was agreed that some of the technical vocabulary and concepts ofthe IT course might be challenging for Henri, and Sara’s learning support sessions withHenri would be ideal to help him develop his understanding of some of the IT terms heneeded to use in his course.

3Skills for Life national needs and impact survey , DfES (2003)

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discussion and the processes of selecting language for a purpose and audience, are moremotivating for learners to acquire if they are set in the context of their core programme oflearning. Learning support practitioners can encourage learners to apply their communicationskills 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 andlanguage 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 insupporting learners to apply and practice their literacy and language skills in meaningful contextsthrough a range of communication strategies. Examples include questioning, explaining to clarifyor demonstrate, discussing aspects of language use, and using written and oral feedback inassessment for learning.

The application of communication skillsLearners will need support to select and apply their speaking, listening, reading and writing skillsin a range of contexts and for various purposes. They need to use their communication skillspurposefully, 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 theiremployees. It is also the skill area that employers often feel their employees lack. It isimportant that learners learn to communicate effectively as well as being able to apply theseliteracy and language skills in new situations. Selecting and applying the relevant literacy andlanguage 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. Learningsupport practitioners can provide learning support strategies that will enable learners todevelop their confidence and competence in applying their communication skills in thecontext of their learning programme and their day-to-day lives.

4Functional skills standards (English), QCA (2007)

Learning support practitioners need to support learners, where appropriate, to use and developtheir speaking and listening skills. These skills are essential tools for learning and for developingthe interpersonal skills needed for life and work. Good oral communication skills can helplearners to function more effectively in a range of contexts and settings, to obtain and exchangeinformation, to discuss and explain, to clarify understandings, and to manage personalinteractions to reduce the potential for misunderstandings and conflict. A range of oralcommunication 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 theirlearning. Some of these skills are outlined with examples in the table below.

Skill needed Example of everyday use

Able to determine the Reading health and safety notices and advertisements for appropriateness of reading leisure activities.material to discriminate between different text types

An understanding of the Reading legal or technical language in reference to health implications that different and safety matters or the persuasive language used in text types may have on advertisements.decision making

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

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5Working on the Three Rs: Employers’ Priorities for Functional Skills in Maths and English, CBI (2007)

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Using the features of language such as format, structure and organisational features to assistunderstanding is an important skill for learners to acquire and develop. Writing that is fit forpurpose is an essential requirement for employers who recognise that a first impression is oftenmade on the basis of a piece of written work. A learning support practitioner is able to use arange of support strategies to enable learners to practice and apply their reading and writingskills to access the core learning of their programme of study and to encourage learnerautonomy in learning.

‘The ability to put together a piece of writing that conveys meaning clearly and accurately is anessential functional skill. The inability [to do this] has serious implications for those seeking workor thinking of changing jobs.’

‘… spelling and grammar… are widely seen as weak. A functionally literate employee should beexpected… to observe basic rules of grammar, be able to spell everyday words correctly, usecapital 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 potentiallybe called in evidence in legal proceedings, a functionally literate employee should have handwritingthat is sufficiently well formed that others will be able to read the text with confidence.’

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Learning preferences and common errorsLearning support practitioners will be able to access information from initial discussions withlearners about their preferred ways of learning literacy and language and use this to ensure theirlearning support practice is differentiated to meet these preferences whenever possible. Foractive learners they may be able to provide activities and exercises that will be engaging andapplied so they are meaningful to their core programme of study. For other learners, using oralstimuli, such as tape recordings or radio broadcasts, may be more effective. Learning supportpractitioners can help learners to review their learning preferences to encompass other ways oflearning, 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 bytranslation from mother tongue to English, lack of understanding of the rules of grammar, orspelling mistakes which could be due to an inability to spell words or a careless slip. Some ofthese 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 goodgrammatical understanding of their first language, but may have difficulty transferring that toEnglish. There are a wide range of strategies that can be provided to support learners toaddress their errors and a literacy specialist would be able to identify key areas for developmentthrough formal processes, e.g. error analysis. However, it is important that a learning supportpractitioner notes any errors a learner may make in their literacy and language use, and providethe support, in agreement with the literacy specialist or the person leading the learning, that willhelp the learner to address their errors and mistakes.

Garry has completed his application form for a place on the plastering course at the collegenear to where he lives, with the support of his learning support practitioner, Rachael. He isdue to be released from the young offender institution in a few weeks and wants to createa good impression with the college’s plastering tutor to secure the place he so desperatelywants. He also needs to send a formal letter with the application briefly outlining why hewants 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 discussionwith the literacy tutor, Rachael gave Garry some templates to work from that provided aformal layout for letters. Gradually, Rachael asked Garry to try writing a letter without thetemplates, 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 sessionwith the tutor who was able to focus on the spelling of these common words and theircontext. Subsequently Garry was able to spell them correctly in the final draft of his letterwhich he passed to Rachael for a final read through.

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Theme Five: Numeracy


IntroductionLow 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 mentalarithmetic. These skills are essential to solve the problems that are part of our everyday workinglife and our lives at home and in the community. There are few places where number skills arenot apparent or needed. Adults who are without strong numeracy skills are often disadvantagedat 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 themare applying mathematical skills and knowledge on a regular basis in their everyday lives, forexample working out how much time is left in a football game and evaluating this against thenumber of goals needed to win, calculating medicine doses, drawing up a budget and so on. Partof the process of supporting formal learning can involve making links to everyday practices andprior knowledge and experiences such as these.

Communicating about numeracy concepts and processesIt is important that a learner’s initial level of numeracy is assessed and that this is used to informthe support a learner will need on their programme of study. Some number skills are morerelevant to some occupational sectors than others, and the initial assessment of a learner’snumeracy, together with the numeracy demands of the learner’s programme, will enable theteaching and learning team to determine the support that may be required. Learning supportpractitioners need to be aware of and understand the implications of the initial assessment ofnumeracy and of the broader assessment of a learner’s needs, aims, experiences and aspirationsin number learning for the learning support they provide.

As learners may have misgivings about numeracy learning for a variety of reasons, including theirprevious negative experience of mathematics learning, it is important that communicating withlearners about numbers and number related activities is clear, effective and uses the languageappropriate to the context and task. It is also important that language is used consistently. Forexample, saying 12 ÷ 3 sometimes as “3 into 12” and sometimes as “12 divided by 3” can beconfusing for some learners.

Language in numeracy can often provide challenges for a learner. There are, for example, manydifferent ways of saying ‘add’, including ‘total’, ‘sum’, ‘and’, ‘plus’ and ‘make’. Mathematical termsmay 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 inproviding clear explanations of the language that learners need to understand to access theirnumeracy learning within their core programme.

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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 thatare embedded within the vocational or other programme of study.

Problem solvingNumeracy in everyday life and work rarely comes as just numbers. Usually there are wordswrapped around the numbers, and often these can cause learners difficulties. Command wordsare often used in the text of the problem, for example, solve, identify, estimate, and supportinglearners to understand and interpret these words can make the problem more accessible. Usingnumeracy skills to problem solve is made much more effective if learners can see the reasons forusing 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.

Darren loves his construction course and his construction tutor has said he is very good atunderstanding about construction and buildings. What he is finding difficult is the numberwork that is involved in some of the tasks he is set. He finds measurements challengingenough, but someone mentioned ratios and percentages earlier in the day and he wasreally worried. He has painful memories of being hauled out to the front of the classbecause he couldn’t get the right answers to the number questions the teacher set, so tohave 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 individuallearning plan with the construction skills for numeracy specialist, and Gemma, his learningsupport 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 toexplain how ratios relate to the tasks he has to do. Using support strategies agreed withthe skills numeracy tutor, she is able to show him with the equipment in the constructionworkshop and explain the number-related concepts of ratios clearly so that Darren is ableto work out the ratios he needs. When Darren sees how it relates to his tasks on hiscourse, he feels more confident to have a go himself, as he feels that Gemma’sexplanations made it very clear.

6Functional skills standards (Mathematics), QCA (2007)

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Learners need to be given opportunities to develop these process skills. This will enable them toapproach a problem, to determine if they need to use number skills to solve it, to select and usethe appropriate numeracy skills, and to present the results of their work in a meaningful andappropriate way. Learners need realistic opportunities to learn and develop these processes andthis is often through their core learning programme, which makes the learning and applicationmore relevant. As learners can see and understand the purpose of the numeracy learning, it canengage them to overcome the numeracy challenges they may face and can support achievementof their aims.

It is important that learners are also given opportunities to transfer their numeracy and problemsolving skills to other subjects, contexts and learning. Employers frequently identify problemsolving skills as one of the important skills they want and expect in their employees. Learning theprocess skills that underpin problem solving isn’t sufficient on its own, however the ability toresolve new problems is likely to continue to be in demand in work, education and everydayliving. 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 alsoexpected 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 andtransfer numeracy and problem solving skills for success in their learning and in wider contexts.

Learning preferences, misconceptions and confusionsLearners may have a preferred way of learning mathematical strategies and processes. For somelearners, active tasks using equipment that can be handled, such as solid shapes, peg boards andblocks, can make numeracy concepts clearer. Other learners may want to have some thinking timeand a holistic view of the problem before determining how to approach the task. Learning supportpractitioners can provide learners with support for their preferred approach and help them toconsider 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 aresult of negative experiences of struggling with mathematics in their schooling or from beingmade to feel a failure in mathematics learning at some stage in their mathematics learningjourney. They may feel that there is a stigma associated with making errors, and be reluctant topresent work that may not be totally correct. The learning support practitioner can have animportant role in encouraging the learner to persist in their numeracy learning and explainingthat errors are a part of the learning process.

7Working on the Three Rs: Employers’ Priorities for Functional Skills in Maths and English, CBI (2007)

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As learners will have had many and varied experiences of numeracy teaching, they may havedeveloped their own understanding of how to complete calculations or numeracy tasks.Sometimes this can lead learners into using methods and strategies that are inappropriate orincorrect. If learners are given the appropriate support, rarely are these misconceptions orconfusions a permanent challenge as there are strategies that can be used to help learners toaddress them, although specialist advice and guidance may be necessary. The learning supportpractitioner can provide valuable support in giving learners opportunities to practice differentapproaches suggested by the specialist, although it is important to value learners’ differentmethods and to accept a range of valid calculation methods.

Sunita is finding her health and social care course really exciting, but the numeracyelements are a real bother to her. Always a little uncertain about her maths, she is findingsome of the calculations she needs to do for her course decidedly challenging! Recentlyshe was given a problem to solve about money and change from purchases for some ofthe residents at the retirement home where she works part-time. She was given 80 penceto purchase a magazine costing 53 pence. She wrote down the calculation as:

80 –5337

Barry, her learning support practitioner, asked her how she did subtractions, and she saidshe’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 itwas necessary to ‘pay it back’. Barry and the numeracy specialist agreed that it was better totry to help Sunita use the method she had learnt originally correctly than to teach her a newmethod at this stage. That would probably be sufficient – alternative methods could beshown to Sunita if correcting the method she was used to using didn’t work.

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Theme Six: Information and Communication Technology (ICT)


IntroductionEmployers anticipate that their employees will have ICT skills, but familiarity with ICT may bedependent on age, access to ICT equipment and learning in the recent past. Many older adultlearners will not have experienced using ICT in their schooling and may feel very apprehensiveabout trying it, whether for learning, communicating, or other purposeful activity. However notall older learners lack familiarity or confidence to use ICT, as the greatest increase in computeruse, for example, is amongst the older generation. Learning to use ICT is often a matter ofexperiment 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 thatthey couldn’t have done easily otherwise.8

Communicating about ICT concepts and processesAs learners’ levels of familiarity with ICT can be very variable, it is essential that their initial levelof ICT skills is assessed and that this is used to inform the support a learner will need on theirprogramme of study. Although most employers would expect their employees to be ICTliterate, certain ICT equipment and facilities are more widely used in some occupational sectorsthan in others. An initial assessment of a learner’s ICT skills and level, together with the ICTdemands of the learner’s programme or vocational route, will provide the background to informthe support a learner may need. Learning support practitioners need to be aware of andunderstand the implications of the initial assessment of ICT and of the impact this may have onthe learner’s access to learning on the course.

It is important that learners understand that ICT isn’t only about computers, but about a rangeof technologies that they will meet in their everyday lives and in the workplace. This makes itessential that learning support practitioners can communicate clearly with learners about howand why they are using ICT and developing their ICT skills. ICT concepts, e.g. the role of ICT incommunication or information management, and the processes, e.g. the essential characteristicsof ICT and its purposeful use, can be confusing and difficult for some learners to understand andaccess. Learning support practitioners can encourage learners to persist with their ICT use andlearning and provide support strategies, for example word lists that explain some of the jargon inplain English or adjusting screen properties to make reading easier.

Often the language of ICT, particularly the technical language, can be a challenge for learners toaccess, for example, hyperlink, defragment, WAP, flash drive. ESOL learners can be even moredisadvantaged by the language of ICT. Learning support practitioners therefore have a vital rolein supporting learners to apply and practice their ICT skills in meaningful contexts through arange of communication strategies, for example explanation, clarification and discussion.

8HM Government White Paper, 21st Century Skills: Realising Our Potential (July 2003),

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When learners use their ICT skills to complete a task or activity related to their learning, itprovides a purpose and motivation for the ICT learning. Learning support practitioners can havean 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 dangerthat enjoyment, motivation and meaning become lost.”9

Purposeful use of ICTThe purposeful use of ICT means that ICT is used to meet the requirements of the task and theaudience 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 purposefullyin 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 ICTskills 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 suitablethe final output would be for the audience and purpose, for example for a non-specialistaudience, using a presentation to illustrate findings from an investigation rather than using a tableof raw data.

Selecting and using ICT from the wide range of ICT sources and media, for example theinternet, CDs and DVDs, computers, digital television, mobile phones and cameras, can bebewildering, and learning support practitioners can support their learners to understand some ofthe 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 performtasks, for example email as an instant form of communication, and mobile phone videofootage as a record of important events or incidents, and they may need support to usetechnologies appropriately.

9HM Government White Paper, 21st Century Skills: Realising Our Potential (July 2003),10Teaching and learning functional ICT, QIA (2008)11ibid

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It is critical for employers, learners and their families that they use ICT safely, for example, useof anti-virus software and the importance of keeping it up to date and the confidentiality ofdatabases of client information. Learning support practitioners can provide the support a learnermay 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 bothpersonal and work-related purposes. Learners may need support to appreciate these benefitsand to transfer their ICT skills to different contexts to enable them to progress and achievetheir goals.

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 everydaycontexts and unlikely to be the subject of a programme of study, such as using an automaticteller machine, programming the digital set top box for the TV, and using internet banking. Themajor 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 learningbut can also be demotivating. The main difference between a positive and a negative experienceof ICT learning is the support provided for the learner. This is when a learning supportpractitioner can provide the encouragement and security for the learner to enable them tomake mistakes and experiment.

Jim is finding the management course he is studying for very hard and wants to do someadditional studying at home to help him to catch up with some of the work he feels lesscertain about. Junisa, his learning support practitioner, discusses Jim’s wishes with thecourse tutor to see if there is a possible solution. Junisa asks whether the e-learningmaterials available on the college’s VLE would be appropriate for Jim and the tutor agreesthis would be helpful. Junisa explains to Jim how the e-learning materials can be used andshows 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, hecompletes the log in routine and realises that it isn’t any different from accessing theintranet at work, which he does regularly. At their next learning support session Jimexplains how pleased he feels at being able to access the e-learning materials and the workhe has been able to do has already helped him feel more confident.

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The learning support practitioner can also support learners to address their errors andconfusions, for example, saving files to the wrong location and then being unable to locate thefile in the future, saving work regularly or setting the software to autosave to ensure informationisn’t lost, or using shortcut keys to perform routine tasks such as copy and paste

The developmental and experiential nature of ICT learning also impacts on learners’ learningpreferences. If learners are more active learners, who thrive on trying things out andexperimenting, 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 evendiscouraging. Because a learning support practitioner will know the learners well, they canprovide the support the learners will need to enable them to use their ICT skills in ways theyfind most helpful.

Darren has been asked to enter data about construction related items into a storesspreadsheet. He is a little wary about using ICT as he has only recently learnt how to usesome of the software, including spreadsheets, and is worried that it will take him a great dealof 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 ittakes to type up the information from the goods order document into the spreadsheet, andsuggests that using a function called ‘copy and paste’ might make the work easier andquicker to do. Darren is keen to have a go at anything that might mean he can completethe task more quickly, and perhaps make fewer mistakes when typing in the data. WhenGemma has shown Darren how to copy details of items from the goods order documentand 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, Darrenmanages to complete the task very quickly. He presents the results to his tutor, whocompliments Darren on the speed and accuracy of his work.

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Useful sources of further information


Lifelong Learning UK http://www.lifelonglearninguk.org

National Centre for Excellence in the teaching of Mathematicshttp://www.ncetm.org.uk/

National Research and Development Centre for Adult Literacy and Numeracy (NRDC)http://www.nrdc.org.uk/

LSIS Excellence Gatewayhttp://www.excellencegateway.org.uk/

Read Write Plushttp://rwp.excellencegateway.org.uk/readwriteplus/

Lifelong Learning UK

BELFAST2nd Floor, Alfred House, 19-21 Alfred Street, Belfast, BT2 8EDTel: 0870 050 2570 Fax: 02890 247 675

CARDIFFSophia House, 28 Cathedral Road, Cardiff, CF11 9LJTel: 029 2066 0238 Fax: 029 2066 0239

EDINBURGH CBC House, 24 Canning Street, Edinburgh, EH3 8EGTel: 0870 756 4970 Fax: 0131 229 8051

LEEDS 4th Floor, 36 Park Row, Leeds, LS1 5JLTel: 0870 300 8110 Fax: 0113 242 5897

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

Email: [email protected] and Advice Service: 0300 303 1877

www.lluk.org

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Themes for Success

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