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Teaching and supporting Vulnerable Learners Teaching and Supporting Vulnerable Learners Establishing Learning Engagement and Development Support within.

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Presentation on theme: "Teaching and supporting Vulnerable Learners Teaching and Supporting Vulnerable Learners Establishing Learning Engagement and Development Support within."— Presentation transcript:

1 Teaching and supporting Vulnerable Learners Teaching and Supporting Vulnerable Learners Establishing Learning Engagement and Development Support within Hostels Mike Smith-Clare & Gail Younge Bluecat Initiative – Working with Homeless and Vulnerable Adults Skills for Life Support for World Class Skills

2 Teaching and supporting Vulnerable Learners Objectives: clarify what is meant by Skills for Life be aware of the Skills for Life Strategy and the scale of need review the Intro session identify what is required at the different skills levels consider the skills required for service users to perform everyday tasks identify the various stages of assessment consider ways in which support strategies can be used within a hostel setting know where to go for SfL support and further CPD for key workers

3 Teaching and supporting Vulnerable Learners By adult basic skills we mean: The ability to read, write and speak English and use mathematics at a level necessary to function and progress at work and in society in general. Basic Skills Agency 1999

4 7 million adults in England have difficulties in using literacy and numeracy skills in everyday life Moser Report 1999 Teaching and supporting Vulnerable Learners

5 £1.5 billion planned expenditure New teaching and support materials New qualifications for teachers New qualifications for learners Core curricula National Adult Literacy and Numeracy Tests Skills for Life Strategy launched March 2001 Teaching and supporting Vulnerable Learners

6 The Core Curricula Teaching and supporting Vulnerable Learners

7 ESOL Broad Categories: Settled communities Refugees Migrant workers Partners and spouses Teaching and supporting Vulnerable Learners

8 09 March 2009 Skills for Life: CHANGING LIVES 597,000 literacy qualifications planned between 2008 and 2011 390,000 numeracy qualifications planned between 2008 and 2011 Total funding for Skills for Life expected to exceed £1 billion a year. Teaching and supporting Vulnerable Learners

9 Online Skills for Life Core Curriculum ESOL Literacy Pre-entry Numeracy Embedded Skills www.excellencegateway.org.uk Teaching and supporting Vulnerable Learners

10 Why? o Interrupted schooling o Sensory impairment o Inappropriate teaching methods o Loss of interest and motivation o Dyslexic difficulties o Lack of use o New technology and changed working practices

11 Teaching and supporting Vulnerable Learners Impact Less likely to own a home Less likely to be in good health Less likely to be involved in public life More likely to be homeless More likely to have children at a young age Over represented in prisons and young offender institutions

12 Teaching and supporting Vulnerable Learners Impact cont. Most likely to end up in low paid work Twice as likely to have been made redundant or sacked from first job Up to five times as likely to be unemployed or out of the labour market Four times more likely to experience long-term unemployment

13 Teaching and supporting Vulnerable Learners The Levels: Level 2: Transferable level Skills are secure and transferable Level 1: Coping level can access straightforward everyday material Entry 3: Getting by level Can read familiar, basic everyday material Entry 1 & 2: Survival level Can only read very basic material Pre Entry: Lacks reading skills – might know alphabet, few key words

14 Teaching and supporting Vulnerable Learners NATIONAL QUALIFICATIONS FRAMEWORK

15 Teaching and supporting Vulnerable Learners T he Rose Report Independent Review of the Teaching of Reading, DfES, March 2006 pg 78 developing the abilities necessary to understanding and appreciating written texts in different content areas and literary genres continues throughout the lifespan.

16 Teaching and supporting Vulnerable Learners Phones for the homeless…. extravagant or essential? Many service users will have mobile phones

17 Teaching and supporting Vulnerable Learners Mobile Phone Enables people to avoid the stigma of not having a permanent address Enables people to be contacted regarding appointments, jobs, support services Provides a lifeline to friends and families Provides opportunities for entertainment and mood- enhancement

18 Teaching and supporting Vulnerable Learners Avoid talking about a skills acquisition interpretation of literacy - Service users will probably be able to: create an address book use a calendar read and send text messages customise phrases for quick text messaging delete messages and block unwanted numbers manage their account and maximise deals

19 Teaching and supporting Vulnerable Learners The Learning Journey

20 Teaching and supporting Vulnerable Learners Choose Skills Check/Screening Self Assessment ~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~~~~~~``````````` ```````````` ````````````````````````````````````` ````````````````````````````````````` ````````````````````````````````````` `````````````````````````````~~~~~ ~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~~~~~~~~~~~

21 Teaching and supporting Vulnerable Learners Use a Skills Check to suit your organisation Allows your organisation to give well-informed advice Gives you information that can help you to plan provision Supports you to contribute to government targets for adults achievement of literacy and numeracy qualifications To download a Guidance Booklet: http://sflip.excellencegateway.org.uk/PDF/4.2sflguidance _2.pdf

22 Teaching and supporting Vulnerable Learners Local provision: City College Norwich: 01603 773311 Adult Education: 01603 306556 Learn Direct: 08000 150 450 Norfolk Family Learning Prog.: 01603 458754 Red Cross (ESOL): 01603 632816 NILE (private ESOL: 01603 664473

23 Teaching and supporting Vulnerable Learners Qualifications DTLLS – Diploma in Teaching in the Lifelong Learning Sector PTLLS – Award in Preparing to Teach in Lifelong Learning Sector PTLLS – contextualised (for key workers contact ACER) Local Centres CCN: 01603 773311 Adult Ed:01603 306556 Gt Yarmouth College: 01493 655261 Further info: ACER -BobRead@acer.ac.uk

24 Teaching and supporting Vulnerable Learners Useful websites: www.bbc.co.uk/skillswise www.dfes.gov.uk/readwriteplus/embeddedlearning www.move-on.org.uk www.niace.org.uk www.standards.dfes.gov.uk/primary/profdev/literacy/571599/ http://.bbc.co.uk/raw

25 Teaching and supporting Vulnerable Learners Objectives: clarify what is meant by Skills for Life be aware of the Skills for Life Strategy and the scale of need review the Intro session identify what is required at the different skills levels consider the skills required for service users to perform everyday tasks identify the various stages of assessment consider ways in which support strategies can be used within a hostel setting know where to go for SfL support and further CPD for key workers


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