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

More documents

Recommendations

Info

Sample activities • Explore what the group thinks is legitimate criticism of others and what is not, in terms of context, topic, aspect, how expressed. Discuss why people might find criticism hard to take, the reactions criticism can provoke, the dangers to avoid when criticising others’ behaviour, ideas, etc. Explore where criticism might be constructive and necessary, and the drawbacks of no one daring to disagree with anyone else. Discuss how and why constructive criticism is about effective speaking and listening. Draw up and display some agreed ground rules for offering and responding to criticism in the group. • Watch some training video clips of constructive criticism in a one-to-one, team or group context and identify the sorts of language and non-verbal signals that make it acceptable when offered; add them to the ground rules (e.g. non-aggressive tone of voice, non-threatening use of person’s name, receptive rather than hostile body language, open facial expression). Add rules for accepting criticism appropriately, e.g. not going on the defensive, accepting it if it is fair (OK, I’ll admit I made a mess of that ...), responding calmly and constructively if it feels unfair (e.g. I can see it might look like that but actually...). Try to apply all these ground rules in real situations in the group, and beyond. Sample activities • Prepare for, plan and deliver a talk to fellow learners. Watch a model presentation on video and discuss key elements: structure, organisation and presentation of content, choice of vocabulary and phrasing, clarity and tone of voice, variety of pace, emphasis, use of humour, etc. In a group, devise a feedback evaluation sheet for reporting on a presentation. As individuals, using a topic of interest or related to other curriculum/training activities, identify information/material to be conveyed; make notes to sequence points; decide on the method of presentation and prepare. Discuss issues of delivery, e.g. location, audience, equipment available, etc. Give talk to other group members who each complete an evaluation sheet. Discuss these with teacher. • Take part in a short debate, ideally with own group and another group. Study main conventions of debating via video clips. Select an issue of interest; choose which side to speak on and, with others on that side, research, plan and prepare two speeches for proposer and seconder plus supplementary points for follow-up to other side’s speeches. All practise delivering speeches, taking turns to act as observers/coaches and prepare delivery of supplementary points, deciding who will be responsible for saying what. Hold debate chaired by teacher. Evaluate collectively at the end: how clear, interesting and entertaining were all the contributions? • Take part in a group visit to a library/information centre (college, work place or public library) where the purpose is to find out about what facilities are available for users. As a group, identify some questions beforehand (e.g. re Internet access, local directories, community or employment or consumer information; specialist magazines; loan services: books, videos, tapes, CDs, CD Roms, pictures; how to join; any charges). Decide which pairs will be responsible for finding out how to access which information. Prepare questions beforehand and consider how to record answers (e.g. notes, picking up leaflets, photocopying). After the visit share feedback on the process of finding out and any lessons learnt; use information obtained as subject of pair presentations to group/other classes. Speaking and listening 49
50 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 Speak to communicate SLc/L2 Skills, knowledge and understanding Adults should be taught to: 3 express clearly statements of fact, explanations, instructions, accounts, descriptions using appropriate structure, style and vocabulary 4 – know and use an appropriate range of vocabulary and syntax in order to communicate more complex meanings – adapt the level of formality in language and style depending on the situation and listeners – know how to structure what is said, using markers which help listeners to follow the line of thought present information and ideas in a logical sequence and provide further detail and development to clarify or confirm understanding – understand that when giving information orally speakers can invite listeners to clarify their understanding as they go along – know how to structure main points, expand on information, and be able to respond to listeners’ queries while maintaining the logical thread of ideas Example Engage in discussion SLd/L2 Skills, knowledge and understanding 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 Adults should be taught to: 1 make relevant contributions and help to move discussions forward – understand that, to be productive, discussion needs to progress towards agreed decisions, proposals and solutions – know how to prevent discussion getting bogged down, by making constructive contributions and interventions Put forward a proposal, e.g. at a parents’ meeting, union or party political meeting. Present some information to other learners (e.g. researched from a housing association, childcare provider, council one-stop shop), dealing with questions in the course of the talk. In this section, it is expected that elements from both Listen and respond and Speak to communicate will be used as well as those shown below Example Take part in a discussion to make decisions on a difficult topic (e.g. union negotiations on pay and conditions, community/tenants’ association policy on allowing alcohol/drug addicts access to local facilities).
Page 1 and 2:
core curriculum Adult Literacy incl
Page 3 and 4:
ii The Adult Literacy Core Curricul
Page 6: Foreword Improving the nation’s l
Page 9 and 10: 2 The Adult Literacy Core Curriculu
Page 17 and 18: 10 The Adult Literacy Core Curricul
Page 27 and 28: Speaking and listening Speaking and
Page 29 and 30: 22 The Adult Basic Literacy Skills
Page 55: 48 The Adult Literacy Core Curricul
Page 61 and 62: The Adult Basic Skills Reading Core
Page 95: 88 The Adult Literacy Core Curricul
Page 98 and 99: Sample activities • Read a contin
Page 100 and 101: Sample activities • Identify the
Page 102 and 103: Sample activities • Practise the
Page 104 and 105: Sample activities • In groups or
Page 106 and 107:
4.3 WHO ARE THE MORAL INFLUENCES? M
Page 109 and 110:
The Adult Basic Skills Writing Core
Page 111 and 112:
104 The Adult Literacy Core Curricu
Page 113 and 114:
Page 115 and 116:
Page 117 and 118:
Page 119 and 120:
Page 121 and 122:
Page 123 and 124:
Page 125 and 126:
Page 127 and 128:
Page 129 and 130:
Page 131 and 132:
Page 133 and 134:
Page 135 and 136:
Page 137 and 138:
Page 139 and 140:
Page 141 and 142:
Page 143 and 144:
Page 145 and 146:
Page 147 and 148:
Page 149 and 150:
Page 151:
show all

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

Create successful ePaper yourself

Delete template?

Save as template?