Adult Literacy Core Curriculum - Nationally developed Skills for Life ...

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Curriculum referencing To assist teachers in their planning, the adult literacy core curriculum uses a reference system (indicated on the sample double page on the previous page) that breaks the core curriculum into its component parts of: curriculum section, curriculum sub-section, level and curriculum element. Pages 12–19 uses this reference system to provide a detailed account of the progression between curriculum elements across the levels. Key to reference system Curriculum sections and sub-sections Speaking and Listening SL Listen and respond SLlr Speak to communicate SLc Engage in discussion SLd The adult literacy core curriculum makes clear the links between the standards and the teaching and learning of the skills, knowledge and understanding required to meet the standards. However, in the teaching context, on many occasions, activities are likely to be integrated in order to address different standards at the same time. For example, a discussion simultaneously: • might be developing skills to meet the standards for listening, speaking and discussion; • might be based on a topic which learners have researched previously through reading; • may form preparation for writing at some point. Glossary The adult literacy core curriculum contains a glossary of terms used, which draws on the glossary developed for the National Literacy Strategy in schools. The glossary also includes qualifying terms such as straightforward and everyday. Text, sentence and word focus Reading R Text Rt Sentence Rs Word Rw Writing W Text Wt Sentence Ws Word Ww The adult literacy core curriculum uses a model of literacy that differentiates between three dimensions in the processes of reading and writing. This model, which forms a central part of the National Literacy Strategy in schools, recognises the complexity of the reading process, and the different levels on which fluent readers operate: • text focus addresses the overall meaning of the text, the ability to read critically and flexibly and write in different styles and forms • sentence focus deals with grammar and sentence structure • word focus looks at the individual words themselves, their structure, spelling and individual character. The model makes the elements involved in developing literacy skills more explicit. However, it is not intended that these three dimensions should be taught one after the other; teachers will draw simultaneously on all three in their work on reading and Introduction 7
8 The Adult Literacy Core Curriculum writing. This reflects the mix of skills that fluent readers need to use when they read something new. They use their knowledge of text to work out what kind of reading they need to do; they use sentence-focus skills to understand the text; and they use wordfocus skills to work out any words they are not familiar with. It is critical that the adult literacy core curriculum is used in this integrated way. It is not a list of separate and discrete activities. Text-, sentence- and word-focus elements must all be covered, and the core curriculum includes activities which focus on specific skills; however, in many cases, teaching and learning activities will cover more than one aspect. To illustrate in more detail how text-, sentence- and word-focus work inter-relate, at each level there is an example of an integrated activity built around a text. These can be found at the end of each level of the reading curriculum. They aim to show how learners can be taught to apply a range of reading strategies – on the whole text, on sentences and on individual words – from the earliest stages, to help them read with understanding. As learners progress, the extent and sophistication of their strategies increase, and they can apply them to more complicated texts. In the process of reading texts in this way, adults extend their knowledge and experience of the characteristics of different types of writing, at text, sentence and word level. They can then apply this understanding to their own writing, and use their increasing knowledge of how written texts work to extend their own repertoire and range of writing skills. Thus integrated reading activities can also be used as a way into talking about writing at text, sentence and word level in preparation for learners doing their own writing. The integrated activities, like most activities throughout the adult literacy core curriculum, involve speaking, listening and discussion. In the process of developing their reading and writing skills, adults must talk together, e.g. to complete tasks, to understand specific features, to extend their understanding of processes, concepts and ideas. As well as the inter-relationship between text-, sentence- and word-level work and between reading, writing and spoken communication on which the integrated activities are based, specific links are signalled at the end of each activity. These illustrate the sorts of writing task and spoken communication activity that might arise from work on these particular texts. Reading and writing – separately or together? Although the National Literacy Strategy sets out reading and writing in parallel, they are separated in the adult literacy core curriculum. It is very common for adults with literacy problems to be at a higher level in reading than they are in writing. Some of the component skills and knowledge in reading and writing are also distinct, even though closely related to each other. Similarly, while speaking, listening and discussion are skills in their own right of fundamental importance in work and social life, they are also an essential aspect of
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Adult Literacy Core Curriculum - Nationally developed Skills for Life ...

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