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An Audit of the LLN and ICT skills that learners will need to complete their course

DLLS101/301 2009/10 FINAL DRAFT


Skills Audit What is a Skills Audit? A skills audit can highlight the opportunity to develop Literacy, Language, Numeracy (LLN) and ICT skills within vocational or other subject contexts. This can be the key to enabling learners to be effective in their learning, work and life. You need to consider the skills that will be needed to follow the programme by examining: Course handbooks and worksheets Textbooks and any standard reference books The use of specialist formats for presenting text or numbers, for example, reports, statistical tables, case studies, account ledgers etc. The use of specialist terminology The use of e-learning, for example websites, CD-Roms, ICT resources Teaching strategies, for example lecture, practical demonstration, simulation The ways in which learners are expected to record learning points Private study tasks Group learning activities Practical workshops Assignment tasks, assignment criteria and feedback Other assessment tasks, for example, portfolio management, multiple choice exams, practical assessments An audit recognises that LLN and ICT skills are needed to make good use of all learning experiences. The skills demanded of learners during the programme may need to be: Demonstrated at entry before the learner joins the programme Taught to those with some skills gaps through additional support Taught to the whole group alongside the vocational activity that requires the skill Embedded into the vocational or subject specific course

Completing the skills audit Tick the LLN and ICT skills that your learners need to complete their course. Consider if you feel confident in teaching this skill and identify in the final column. The next step You can now identify levels of LLN and ICT needed by your learners and reference to your scheme of work using the core curriculum Identify SMART targets that you need to work on to achieve your minimum core 1 DLLS301 2009/10 FINAL DRAFT


Task - Numeracy

Skills your learners need?

Are you confident in teaching this?

Number Count numbers Read and write numbers in words and figures Order and compare numbers Add, subtract, multiply and divide whole numbers Add, subtract, multiply and divide decimal numbers Add, subtract, multiply and divide fractions Solve problems with and without a calculator Recognise and use equivalent fractions, decimals and percentages Calculate percentages, including increase and decrease Estimate and round numbers Evaluate fractions and percentages as part of other numbers Calculate with ratio and proportion Solve problems involving algebra Measure, Shape and Space Recognise, use and perform calculations with money Read, record and perform calculations with time Read, estimate and measure length, weight, capacity and temperature Convert units of measure within the same system and across systems e.g. cm to m, inches to cm, litres to gallons Recognise, name and work with 2-D and 3-D shapes Calculate perimeter, area and volume Use positional vocabulary to follow directions Use scale drawings to work out dimensions Read scales to the nearest marked and unmarked divisions Choose and use appropriate units and measuring instruments Perform calculations measure length, weight, capacity and temperature Handling Data Extract and interpret information from lists, tables, diagrams, charts and graphs Collect, organise and represent data Sort and classify objects using set criteria Calculate mean, median, mode (averages) and range Calculate probability – identify the range of possible 2 DLLS301 2009/10 FINAL DRAFT


outcomes of events Task - Literacy

Skills your learners need?

Are you confident in teaching this?

Speaking and Listening Speak clearly to be understood, with comprehensible pronunciation Choose and use words that express number and maths language, to suit the situation React to what has been heard and respond, or take relevant action, clarifying if necessary Recognise and use suitable discourse features and conventions for the situation (including the relationship between communicators), e.g. conversation with friends, presentation to work audience, discussion at a meeting Recognise and use level of formality or register to suit the situation Use conventions and phrases for turn-taking, interrupting and changing the topic, as appropriate to the situation Make relevant contributions to a discussion Choose grammar and suitable lexis, i.e. words to express meaning and suit the situation Make sense of spoken language Listen for general gist Listen for specific information Reading Decode unknown words using sound-letter relationship Use knowledge of punctuation to aid understanding Identify own purpose for reading Recognise the type of text or genre and its purpose Predict what a piece of writing might say, using clues from the context Get an overview of what the text is about and its purpose, i.e. the gist Make sense of text, i.e. understand and critique it, using own background knowledge and life experience to aid the process, and discuss with others, as appropriate Make sense of information presented in a combination of text and visual images, tables, charts and graphs Scan for specific information Read for detailed understanding Recognise opinions, ambiguity and how writers use words and phrases to produce specific effects, e.g. newspaper headlines 3 DLLS301 2009/10 FINAL DRAFT


Respond to content, taking relevant action as appropriate Task - Literacy

Skills your learners need?

Are you confident in teaching this?

Use organisational features e.g. menu search, contents, index to locate information Decode signs, abbreviations, symbols and other technical or mathematical representations Recognise phrases, whole words, and parts of words for example – “tion�, using visual clues and context Writing Consider the audience, i.e. who will be reading the text and why they will be reading it Recognise and use genre conventions, including format Consider what to write, and do any necessary reading, and discuss with others as appropriate Make notes if necessary Organise ideas Compose: draft and re-draft Write legibly or use keyboard as necessary, depending on purpose Use standard written English grammar (or choose not to, depending on the purpose and audience) Choose suitable words and phrases to express ideas and link them together Incorporate suitable graphics and images, as appropriate Write/refer to number, measure, shape or space, or data, using appropriate vocabulary, abbreviations and conventions Spell correctly, if necessary for the purpose Punctuate correctly, if necessary for the purpose Proof-read and edit, to create final version, using spell and grammar checks if using keyboard

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Task - Information Communication Technology

Skills your learners need?

Are you confident in teaching this?

ICT Switch computer on/off Use a keyboard Use a mouse Open files Save files Print files Open and save files on a USB stick (memory stick) Access a CD Rom / DVD Rom Copy files from CD Rom to hard drive Open email Send email Add attachments to email Access websites Find information on the internet Print an internet page Screen print an internet page into a word document Word process a documents Use spreadsheets Use PowerPoint to present information Use a database Design a web page Use Outlook Use desktop publishing Use web 2.0 applications such as flickr and YouTube Use social networking software such as facebook and MySpace Use electronic communication such as Instant Messaging, forums and chat rooms

5 DLLS301 2009/10 FINAL DRAFT

Minimum Core Skills Audit  

Minimum Core Skills Audit

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