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

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Sample activities • Using a factual video of relevance to learners (e.g. from an education programme, training video), each person in a pair chooses/is allocated a particular aspect of the topic to listen for and to make a note of. After listening, pool findings, check understanding and discuss how particular aspects were introduced by the speaker. Listen again, this time focusing particularly on cues and signals related to their own aspect of the topic. • Prepare for a presentation by an outside visitor, ideally in response to a need/interest expressed by the group (e.g. from a local volunteer bureau, training provider, social services department). In a group, consider the topic beforehand; each individual identifies how it might be relevant to them. Pose some specific questions people would like the presentation to answer and make a list of these on a flipchart; revise note-making strategies. Use the questions to help guide listening on the day, and make note of key points; use the list for asking follow-up questions after the presentation. Discuss information obtained and how to make use of it. • Visit news web site (e.g. BBC News) and follow a video report of , for example, Budget details. Check understanding with other learners. • In a group, explore the difference between following multi-step instructions that are written down and read and those that are listened to, e.g. how to remember, how to follow at the same time when listening, whether there are opportunities to re-cap and ask questions (on tape, or face to face with speaker). Practise following longer sets of instructions in different contexts, e.g.: watch a live step-by-step demonstration of a first aid procedure and carry it out; watch a craft demonstration on video, take some notes then make the same thing; listen to a simulated office message and write a memo to a named person, including particular details and information found; follow instructions from a recorded telephone information system. • Listen to and discuss a range of narratives, live and recorded, for pleasure (making use of any community festival/educational storytelling events, local ‘writers in residence’ schemes, inviting elderly residents to relate tales of the neighbourhood, etc.), e.g. a ‘sting in the tail’ story, a suspense narrative, a hair-raising personal experience, a myth or legend. Consider how the experience of being read to and listening is different from both reading and watching narratives. Investigate taped stories for loan from local libraries. • Identify more detailed or extended question types (e.g. open questions about more complex information, opinions and feelings). Discuss the listening and speaking skills for coping with these satisfactorily (e.g. recognising main focus of question, allowing oneself time to think before starting to speak, answering systematically, summing up). As a group, identify some questions for a survey (e.g. related to people’s experience, skills, preferences, ambitions for areas of employment or training) which will require people to answer reflectively and at some length. In pairs, survey each other and tape the responses, to use both to judge own responses and to keep as record of own views and feelings. • Prepare and hold an Any Questions session, allocating roles to each person (can use wellknown real people or ‘personas’, e.g. Swampy or ‘a passionate environmentalist and antiroad campaigner’). Devise some extended questions which will seek out the opinions of the panel. Give people a week to think about the sort of answers they will give. With teacher as chairperson, divide into panel and questioners; then reverse so that each person is panel member at some point. Teacher observes answering techniques and leads post-mortem discussion on giving focused answers on large or detailed subjects. Speaking and listening 47
48 The Adult Literacy Core Curriculum At this level, adults can listen and respond to spoken language, including extended information and narratives, and follow detailed explanations and multi-step instructions of varying length, adapting response to speaker, medium and context speak to communicate straightforward and detailed information, ideas and opinions clearly, adapting speech and content to take account of the listener(s), medium, purpose and situation engage in discussion with one or more people in a variety of different situations, making clear and effective contributions that produce outcomes appropriate to purpose and topic in a wide range of formal and social exchanges Listen and respond SLlr/L2 Skills, knowledge and understanding Adults should be taught to: 4 respond to criticism and criticise constructively – understand that successful co-operation involves people being able to deal with and offer criticism in constructive ways, in order to agree the best solution – know and apply strategies for listening and speaking with care when exchanging opinions and judgements Skills, knowledge and understanding Adults should be taught to: 1 speak clearly and confidently in a way which suits the situation – know how to adapt the way of speaking (pace, volume, articulation) to suit listener, context and purpose – be able to sustain a clear, confident and appropriate style in formal and social exchanges of varying length 2 See also in the key skills: Communication key skills level 2 Part A: In discussions. . . In giving a short talk. . . Part B: C2.1a, C2.1b make requests and ask questions to obtain detailed information in familiar and unfamiliar contexts – understand that to get detailed information involves wording questions carefully, asking follow-up ones to probe further if necessary Example Speak to communicate SLc/L2 Successfully handle a delicate situation in a work/community or educational context which involves people passing judgement on others’ actions/opinions/ideas, e.g. on whether a local building should be used as a bail hostel. Example Give a talk or presentation to other learners. Present information in a meeting, e.g. at work, a union meeting, a public meeting about a local issue, parents' meeting. Ask for information on an unfamiliar subject requiring precise details (e.g. how, when and where to register a birth, marriage or death, what papers to supply, what signatures, etc.).
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Adult Literacy Core Curriculum - Nationally developed Skills for Life ...

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