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

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The Adult Literacy
Core Curriculum
At this level,
adults can
listen and respond
to spoken language, including
information and narratives, and
follow explanations and
instructions of varying lengths,
adapting response to speaker,
medium and context
speak to communicate
information, ideas and opinions
adapting speech and content to
take account of the listener(s)
and medium
engage in discussion
with one or more people in
familiar and unfamiliar situations,
making clear and relevant
contributions that respond to
what others say and produce a
shared understanding about
different topics
in formal exchanges connected
with education, training, work and
social roles
Skills, knowledge and understanding
Adults should be taught to:
1 listen for and identify relevant
information from explanations and
presentations on a range of
straightforward topics
– understand that relevance will depend on
listening purpose, context or task
2
3
4
5
See also in the key skills: Communication key skills level 1
Part A: In discussions. . .
Part B: C1.1
Listen and respond SLlr/L1
listen for and understand explanations,
instructions and narratives on different
topics in a range of contexts
– understand the importance of sustaining
concentration and listening to the end to
get overall understanding
– understand the different listening demands
when listening face to face, in a large
group, and on the telephone
use strategies to clarify and confirm
understanding (e.g. facial expressions,
body language and verbal prompts)
– understand listener can use visual and
verbal signals to confirm or query
understanding with speaker
– know and use some strategies to check
their own understanding
provide feedback and confirmation
when listening to others
– understand that speakers need feedback
from listeners to gauge the effect of what
they are saying and make adjustments if
necessary
– know and use some visual and aural
feedback signals when listening face to
face and on the telephone
make contributions relevant to the
situation and the subject
– understand that it is necessary to listen
carefully in order to make relevant
contributions at the right time
Example
Listen to a presentation and identify
information relevant to their own situation
(e.g. for parents about how to apply for a
child’s secondary school place).
Listen to, understand and be able to perform a
set of instructions, e.g. on how to give the
kiss of life from a demonstration on a dummy.
Use appropriate clarifying non-verbal and
verbal signals to make sure of understanding
when listening one to one or in a small group
to some instructions, e.g. new procedures for
completing time sheets, for receiving benefit
payments.
Listen with obvious engagement face to face
while someone explains or recounts
something (e.g. a job of work that has to be
done, a situation that has to be tackled).
Contribute usefully to a conversation to plan
something in a work, community or study
context, e.g. a team discussion about
providing back-up in a particular job, an
activity-planning session with fellow learners.