1. 04/11/2011

2. Learning Outcomes By the end of the session you should be able to:  Identify the literacy elements within your teaching practice  Recognise the expected abilities of students at different literacy levels  Identify ways to differentiate tasks to suit students’ literacy levels  Use a marking crib sheet to standardise literacy marking across the college

3. Essential Skills Wales From 1 September 2010 Key Skills, Adult Literacy and Numeracy and Skills for Life ICT in Wales have been replaced by a new suite of qualifications - Essential Skills Wales (ESW). ESW Entry 1-3 and ESW Levels 1-4. NB – called Functional Skills in England

4. Essential Skills Wales The new qualifications consist of Application of Number, Communication and ICT. The skills demanded of learners by ESW are essentially the same as those required for Key Skills i.e. Fitness for Purpose. However, the terminology and sometimes the evidence requirements are different. Each skill will be assessed at levels 1-4 via an internally assessed and externally moderated portfolio. For ESW Entry, awarding bodies can determine their own method of assessment. WJEC’s are task-based controlled assessments with the option for centres to devise their own.

5. The BKSB Process Initial assessment Diagnostic assessment (at level indicated by initial assessment) Free writing exercise Any tutor can access a student’s BKSB results. //bksb/bksb_resources/tutors.aspx

6. Task 1 What do you do now with your students that involves: 1. Speaking and listening? 2. Reading? 3. Writing?

7. Reading Reading materials should be differentiated to suit the different literacy abilities of students. Ideas for entry level literacy students include:  Providing simple handouts on a topic  Providing suitable reading materials for students (simplified where needed)  Setting questions on reading materials

8. Reading Ideas for higher level literacy students include:  Encouraging students to conduct their own research and find their own reading materials  Asking students to extract key information and summarise text

9. Reading Strategies Students should be encouraged to use a range of strategies to develop their reading and understanding skills. Strategies include:  Skimming  Scanning  Highlighting key points  Making notes

10. Task 2 Identify at least 2 writing tasks that you could ask your students to do. Use a post-it note to record each separate task. What level of literacy is needed to complete each of your tasks? Stick each post-it note on the appropriate sheet.

11. Marking Written Work A marking crib sheet has been developed for all tutors to use. Estyn will look for consistent literacy marking across all areas of the college.

12. Task 3 In pairs, use the crib sheet to mark an example of student work.

13. ESOL Learners English for speakers of other languages Literacy tips:  Use of images  Use of charts and bullet points  Simplified reading materials  Repetition of important subject related words  Bilingual dictionaries  Adapting assessment methods

14. What Next? Resource file for tutors BBC Skillswise (www.bbc.co.uk/skillswise) Any ideas for future training events (e.g. workshop on marking student work)? ESOL support – contact Sara Bishop on ext. 4702 Learn Direct – contact Carolyn Buxton or Emma Stedman on ext. 4474 Drop-in classes – for more information contact one of our team on ext. 4877 or ext. 4878

15. Learning Outcomes You should now be able to:  Identify the literacy elements within your teaching practice  Recognise the expected abilities of students at different literacy levels  Identify ways to differentiate tasks to suit students’ literacy levels  Use a marking crib sheet to standardise literacy marking across the college