| Speaking and listening |
 | Access for All info for Speaking and listening |
| Listen and respond |
| | Access for All Guidance: Working with support staff: sign language interpreters, communication support workers or other support staff |
| | Access for All Guidance: Planning and organising - mind maps |
| | Access for All Guidance: Scaffolding approach |
| | Entry 1 |
| | | SLlr/E1.1 | listen for the gist of short explanations |
| | | SLlr/E1.2 | listen for detail using key words to extract some specific information |
| | | SLlr/E1.3 | follow single-step instructions in a familiar context, asking for instructions to be repeated if necessary |
| | | SLlr/E1.4 | listen and respond to requests for personal information |
| | Entry 2 |
| | | SLlr/E2.1 | listen for and follow the gist of explanations, instructions and narratives |
| | | SLlr/E2.2 | listen for detail in short explanations, instructions and narratives |
| | | SLlr/E2.3 | listen for and identify the main points of short explanations or presentations |
| | | SLlr/E2.4 | listen to and follow short, straightforward explanations and instructions |
| | | SLlr/E2.5 | listen to and identify simply expressed feelings and opinions |
| | | SLlr/E2.6 | respond to straightforward questions |
| | Entry 3 |
| | | SLlr/E3.1 | listen for and follow the gist of explanations, instructions and narratives in different contexts |
| | | SLlr/E3.2 | listen for detail in explanations, instructions and narratives in different contexts |
| | | SLlr/E3.3 | listen for and identify relevant information and new information from discussions, explanations and presentations |
| | | SLlr/E3.4 | use strategies to clarify and confirm understanding, e.g. facial expressions or gestures |
| | | SLlr/E3.5 | listen to and respond appropriately to other points of view |
| | | SLlr/E3.6 | respond to a range of questions about familiar topics |
| | Level 1 |
| | | SLlr/L1.1 | listen for and identify relevant information from explanations and presentations on a range of straightforward topics |
| | | SLlr/L1.2 | listen for and understand explanations, instructions and narratives on different topics in a range of contexts |
| | | SLlr/L1.3 | use strategies to clarify and confirm understanding, e.g. facial expressions, body language and verbal prompts |
| | | SLlr/L1.4 | provide feedback and confirmation when listening to others |
| | | SLlr/L1.5 | make contributions relevant to the situation and the subject |
| | | SLlr/L1.6 | respond to questions on a range of topics |
| | Level 2 |
| | | SLlr/L2.1 | listen for and identify relevant information from extended explanations or presentations on a range of topics |
| | | SLlr/L2.2 | listen to, understand and follow lengthy or multi-step instructions and narratives on a range of topics and in a range of contexts |
| | | SLlr/L2.3 | respond to detailed or extended questions on a range of topics |
| | | SLlr/L2.4 | respond to criticism and criticise constructively |
| Speak to communicate |
| | Access for All Guidance: Concepts and vocabulary of blind and partially sighted learners |
| | Entry 1 |
| | | SLc/E1.1 | speak clearly to be heard and understood in simple exchanges |
| | | SLc/E1.2 | make requests using appropriate terms |
| | | SLc/E1.3 | ask questions to obtain specific information |
| | | SLc/E1.4 | make statements of fact clearly |
| | Entry 2 |
| | | SLc/E2.1 | speak clearly to be heard and understood in straightforward exchanges |
| | | SLc/E2.2 | make requests and ask questions to obtain information in everyday contexts |
| | | SLc/E2.3 | express clearly statements of fact and short accounts and descriptions |
| | | SLc/E2.4 | ask questions to clarify understanding |
| | Entry 3 |
| | | SLc/E3.1 | speak clearly to be heard and understood using appropriate clarity, speed and phrasing |
| | | SLc/E3.2 | use formal language and register when appropriate |
| | | SLc/E3.3 | express clearly statements of fact and give short explanations, accounts and descriptions |
| | | SLc/E3.4 | make requests and ask questions to obtain information in familiar and unfamiliar contexts |
| | Level 1 |
| | | SLc/L1.1 | speak clearly in a way which suits the situation |
| | | SLc/L1.2 | make requests and ask questions to obtain information in familiar and unfamiliar contexts |
| | | SLc/L1.3 | express clearly statements of fact, explanations, instructions, accounts and descriptions |
| | | SLc/L1.4 | present information and ideas in a logical sequence and include detail and develop ideas where appropriate |
| | Level 2 |
| | | SLc/L2.1 | speak clearly and confidently in a way which suits the situation |
| | | SLc/L2.2 | make requests and ask questions to obtain detailed information in familiar and unfamiliar contexts |
| | | SLc/L2.3 | express clearly statements of fact, explanations, instructions, accounts, descriptions using appropriate structure, style and vocabulary |
| | | SLc/L2.4 | present information and ideas in a logical sequence and provide further detail and development to clarify or confirm understanding |
| Engage in discussion |
| | Entry 1 |
| | | SLd/E1.1 | speak and listen in simple exchanges and everyday contexts |
| | Entry 2 |
| | | SLd/E2.1 | follow the gist of discussions |
| | | SLd/E2.2 | follow the main points and make appropriate contributions to the discussion |
| | Entry 3 |
| | | SLd/E3.1 | follow and understand the main points of discussions on different topics |
| | | SLd/E3.2 | make contributions to discussions that are relevant to the subject |
| | | SLd/E3.3 | respect the turn-taking rights of others during discussions |
| | Level 1 |
| | | SLd/L1.1 | follow and contribute to discussions on a range of straightforward topics |
| | | SLd/L1.2 | respect the turn-taking rights of others during discussions |
| | | SLd/L1.3 | use appropriate phrases for interruption |
| | Level 2 |
| | | SLd/L2.1 | make relevant contributions and help to move discussions forward |
| | | SLd/L2.2 | adapt contributions to discussions to suit audience, context, purpose and situation |
| | | SLd/L2.3 | use appropriate phrases for interruption and change of topic |
| | | SLd/L2.4 | support opinions and arguments with evidence |
| | | SLd/L2.5 | use strategies intended to reassure, e.g. body language and appropriate phraseology |
| Reading |
| Access for All info for Reading |
| Reading comprehension |
| | Guidance: Language Experience |
| | Guidance: Reading techniques |
| | Guidance: Thinking about what you read |
| | Access for All Guidance: Multi-sensory approaches to teaching |
| | Access for All Guidance: Comprehension strategies |
| | Access for All Guidance: Skimming and scanning |
| | Access for All Guidance: Thinking about what you read (see 'Adult literacy core curriculum', p93) |
| | Entry 1 |
| | | Integrated Activity for Reading at Entry 1 |
| | | Rt/E1.1 | follow a short narrative on a familiar topic or experience |
| | | Rt/E1.2 | recognise the different purposes of texts at this level |
| | Entry 2 |
| | | Integrated Activity for Reading at Entry 2 |
| | | Rt/E2.1 | trace and understand the main events of chronological and instructional texts |
| | | Rt/E2.2 | recognise the different purposes of texts at this level |
| | | Rt/E2.3 | identify common sources of information |
| | | Rt/E2.4 | use illustrations and captions to locate information |
| | Entry 3 |
| | | Integrated Activity for Reading at Entry 3 |
| | | Rt/E3.1 | trace and understand the main events of chronological, continuous descriptive and explanatory texts of more than one paragraph |
| | | Rt/E3.2 | recognise the different purposes of texts at this level |
| | | Rt/E3.3 | recognise and understand the organisational features and typical language of instructional texts, e.g. use of imperatives and second person |
| | | Rt/E3.4 | identify the main points and ideas and predict words from context |
| | | Rt/E3.5 | understand and use organisational features to locate information, e.g. contents, index, menus |
| | | Rt/E3.6 | skim read title, headings and illustrations to decide if material is of interest |
| | | Rt/E3.7 | scan texts to locate information |
| | | Rt/E3.8 | obtain specific information through detailed reading |
| | | Rt/E3.9 | relate an image to print and use it to obtain meaning |
| | Level 1 |
| | | Integrated Activity for Reading at Level 1 |
| | | Rt/L1.1 | trace and understand the main events of continuous descriptive, explanatory and persuasive texts |
| | | Rt/L1.2 | recognise how language and other textual features are used to achieve different purposes, e.g. to instruct, explain, describe, persuade |
| | | Rt/L1.3 | identify the main points and specific detail, and infer meaning from images which is not explicit in the text |
| | | Rt/L1.4 | use organisational and structural features to locate information, e.g. contents, index, menus, subheadings, paragraphs |
| | | Rt/L1.5 | use different reading strategies to find and obtain information |
| | Level 2 |
| | | Integrated Activity for Reading at Level 2 |
| | | Rt/L2.1 | trace and understand the main events of continuous descriptive, explanatory and persuasive texts |
| | | Rt/L2.2 | identify the purpose of a text and infer meaning which is not explicit |
| | | Rt/L2.3 | identify the main points and specific detail |
| | | Rt/L2.4 | read an argument and identify the points of view |
| | | Rt/L2.5 | read critically to evaluate information and compare information, ideas and opinions from different sources |
| | | Rt/L2.6 | use organisational features and systems to locate texts and information |
| | | Rt/L2.7 | use different reading strategies to find and obtain information, e.g. skimming, scanning, detailed reading |
| | | Rt/L2.8 | summarise information from longer documents |
| Grammar and punctuation |
| | Access for All Guidance: Using language experience |
| | Access for All Guidance: Making worksheets for deaf learners |
| | Entry 1 |
| | | Integrated Activity for Reading at Entry 1 |
| | | Rs/E1.1 | read and recognise simple sentence structures |
| | Entry 2 |
| | | Integrated Activity for Reading at Entry 2 |
| | | Rs/E2.2 | use knowledge of simple sentence structure and word order to help decipher unfamiliar words and predict meaning |
| | | Rs/E2.3 | apply own life experience and knowledge to check out plausible meanings of a sentence as a whole when decoding unfamiliar words |
| | | Rs/E2.4 | use punctuation and capitalisation to aid understanding |
| | | Rs/E2.1 | read and understand linking words and adverbials in instructions and directions, e.g. next, then, right and straight on |
| | Entry 3 |
| | | Integrated Activity for Reading at Entry 3 |
| | | Rs/E3.1 | recognise and understand the organisational features and typical language of instructional texts, e.g. use of imperatives and second person |
| | | Rs/E3.2 | use implicit and explicit knowledge of different types of word e.g. linking words, [connectives], nouns, verbs, adjectives, of word order, and of possible plausible meanings, to help decode unfamiliar words and predict meaning |
| | | Rs/E3.3 | use punctuation and capitalisation to aid understanding |
| | Level 1 |
| | | Integrated Activity for Reading at Level 1 |
| | | Rs/L1.1 | use implicit and explicit grammatical knowledge e.g. of different sentence forms, types of word, verb tense, word order along with own knowledge and experience to predict meaning, try out plausible meanings, and to read and check for sense |
| | | Rs/L1.2 | use punctuation to help their understanding |
| | Level 2 |
| | | Integrated Activity for Reading at Level 2 |
| | | Rs/L2.1 | use implicit and explicit grammatical knowledge, alongside own knowledge and experience of context, to help follow meaning and judge the purpose of different types of text |
| | | Rs/L2.2 | use punctuation to help interpret the meaning and purpose of texts |
| Vocabulary, word recognition and phonics |
| | Guidance: Miscellaneous words from social sight vocabulary |
| | Guidance: Important words in learning to read (from the Dolch list) |
| | Guidance: 'Sign' words from social sight vocabulary |
| | Guidance: From the next 100 most used words (from the Dolch list) |
| | Access for All Guidance: Using symbol software |
| | Access for All Guidance: The role of phonics |
| | Access for All Guidance: The alphabet arc |
| | Access for All Guidance: Comprehension difficulties and visual processing problems |
| | Access for All Guidance: Example of an integrated activity for reading based on pp68-9 in 'the Adult Literacy Core Curriculum' |
| | Access for All Guidance: Technological aids |
| | Access for All Guidance: Making a coloured acetate overlay |
| | Entry 1 |
| | | Integrated Activity for Reading at Entry 1 |
| | | Rw/E1.1 | possess a limited, meaningful sight vocabulary of words, signs and symbols |
| | | Rw/E1.2 | decode simple, regular words |
| | | Rw/E1.3 | recognise the letters of the alphabet in both upper and lower case |
| | Entry 2 |
| | | Integrated Activity for Reading at Entry 2 |
| | | Rw/E2.1 | read and understand words on forms related to personal information, e.g. first name, surname, address, postcode, age, date of birth |
| | | Rw/E2.2 | recognise high frequency words and words with common spelling patterns |
| | | Rw/E2.3 | use phonic and graphic knowledge to decode words |
| | | Rw/E2.4 | use a simplified dictionary to find the meaning of unfamiliar words |
| | | Rw/E2.5 | use initial letters to find and sequence words in alphabetical order |
| | Entry 3 |
| | | Integrated Activity for Reading at Entry 3 |
| | | Rw/E3.1 | recognise and understand relevant specialist key words |
| | | Rw/E3.2 | read and understand words and phrases commonly used on forms |
| | | Rw/E3.3 | use a dictionary to find the meaning of unfamiliar words |
| | | Rw/E3.4 | use first and second place letters to find and sequence words in alphabetical order |
| | | Rw/E3.5 | use a variety of reading strategies to help decode an increasing range of unfamiliar words |
| | Level 1 |
| | | Integrated Activity for Reading at Level 1 |
| | | Rw/L1.2 | recognise and understand the vocabulary associated with different types of text, using appropriate strategies to work out meaning |
| | | Rw/L1.3 | recognise and understand an increasing range of vocabulary, applying knowledge of word structure, related words, word roots, derivations, borrowings |
| | | Rw/L1.1 | use reference material to find the meaning of unfamiliar words |
| | Level 2 |
| | | Integrated Activity for Reading at Level 2 |
| | | Rw/L2.1 | read and understand technical vocabulary |
| | | Rw/L2.2 | use reference materials to find the meanings of unfamiliar words |
| | | Rw/L2.3 | recognise and understand vocabulary associated with texts of different levels of accessibility, formality, complexity and of different purpose |
| Writing |
| Access for All info for Writing |
| Writing composition |
| | Guidance: Content |
| | Guidance: Purpose and audience |
| | Guidance: Pre-set formats |
| | Guidance: Support for writing |
| | Guidance: Style |
| | Guidance: Using a word processor |
| | Access for All Guidance: Authoring software |
| | Access for All Guidance: Organising and planning writing |
| | Access for All Guidance: Error analysis marking |
| | Access for All Guidance: Using a word processor |
| | Access for All Guidance: Spidergram |
| | Entry 1 |
| | | Wt/E1.1 | use written words and phrases to record or present information |
| | Entry 2 |
| | | Wt/E2.1 | use written words and phrases to record or present information |
| | Entry 3 |
| | | Wt/E3.1 | plan and draft writing |
| | | Wt/E3.2 | organise writing in short paragraphs |
| | | Wt/E3.3 | sequence chronological writing |
| | | Wt/E3.4 | proof-read and correct writing for grammar and spelling |
| | Level 1 |
| | | Wt/L1.1 | plan and draft writing |
| | | Wt/L1.2 | judge how much to write and the level of detail to include |
| | | Wt/L1.3 | present information in a logical sequence, using paragraphs where appropriate |
| | | Wt/L1.4 | use language suitable for purpose and audience |
| | | Wt/L1.5 | use format and structure for different purposes |
| | | Wt/L1.6 | proof-read and revise writing for accuracy and meaning |
| | Level 2 |
| | | Wt/L2.1 | plan and draft writing |
| | | Wt/L2.2 | judge how much to write and the level of detail to include |
| | | Wt/L2.3 | present information and ideas in a logical or persuasive sequence, using paragraphs where appropriate |
| | | Wt/L2.4 | use format and structure to organise writing for different purposes |
| | | Wt/L2.5 | use formal and informal language appropriate to purpose and audience |
| | | Wt/L2.6 | use different styles of writing for different purposes, e.g. persuasive techniques, supporting evidence, technical vocabulary |
| | | Wt/L2.7 | proof-read and revise writing for accuracy and meaning |
| Grammar and punctuation |
| | Guidance: Sentence structure |
| | Guidance: Sentence structure |
| | Guidance: What is grammar? |
| | Guidance: End-of-sentence-punctuation |
| | Guidance: Commas |
| | Guidance: Inverted commas, semi-colons, colons, dashes |
| | Guidance: Apostrophes without tears |
| | Access for All Guidance: Literacy through Total Communication |
| | Access for All Guidance: Sentence structure |
| | Access for All Guidance: Text messaging |
| | Access for All Guidance: Kernel sentences |
| | Access for All Guidance: Reminder |
| | Access for All Guidance: Clothespeg apostrophes |
| | Entry 1 |
| | | Ws/E1.1 | construct a simple sentence |
| | | Ws/E1.2 | punctuate a simple sentence with a capital letter and a full stop |
| | | Ws/E1.3 | use a capital letter for personal pronoun ‘I’ |
| | Entry 2 |
| | | Ws/E2.1 | construct simple and compound sentences, using common conjunctions to connect two clauses, e.g. as, and, but |
| | | Ws/E2.2 | use adjectives |
| | | Ws/E2.3 | use punctuation correctly, e.g. capital letters, full stops and question marks |
| | | Ws/E2.4 | use a capital letter for proper nouns |
| | Entry 3 |
| | | Ws/E3.1 | write in complete sentences |
| | | Ws/E3.2 | use correct basic grammar, e.g. appropriate verb tense, subject-verb agreement |
| | | Ws/E3.3 | use punctuation correctly, e.g. capital letters, full stops, question marks, exclamation marks |
| | Level 1 |
| | | Ws/L1.1 | write in complete sentences |
| | | Ws/L1.2 | use correct grammar e.g. subject-verb agreement, correct use of tense |
| | | Ws/L1.3 | punctuate sentences correctly and use punctuation so that meaning is clear |
| | Level 2 |
| | | Ws/L2.1 | construct complex sentences |
| | | Ws/L2.2 | use correct grammar, e.g. subject-verb agreement, correct and consistent use of tense |
| | | Ws/L2.3 | use pronouns so that their meaning is clear |
| | | Ws/L2.4 | punctuate sentences correctly and use punctuation accurately, e.g. commas, apostrophes, inverted commas |
| Spelling and handwriting |
| | Guidance: Phonics and spelling |
| | Guidance: Phonics and spelling |
| | Guidance: Handwriting |
| | Guidance: Spelling and word structure |
| | Guidance: Spelling and word structure |
| | Guidance: Spelling and word structure |
| | Access for All Guidance: Using an individualised spelling programme |
| | Access for All Guidance: Spelling and deaf learners |
| | Access for All Guidance: Reminder |
| | Entry 1 |
| | | Ww/E1.3 | use basic sound-symbol association to help spelling, as appropriate for the needs of the learner |
| | | Ww/E1.1 | spell correctly some personal key words and familiar words |
| | | Ww/E1.2 | write the letters of the alphabet using upper and lower case |
| | Entry 2 |
| | | Ww/E2.1 | spell correctly the majority of personal details and familiar common words |
| | | Ww/E2.3 | produce legible text |
| | | Ww/E2.2 | use their knowledge of sound-symbol relationships and phonological patterns (e.g. consonant clusters and vowel phonemes) to help work out correct spellings, as appropriate for the needs of the learner |
| | Entry 3 |
| | | Ww/E3.2 | use their developing knowledge of sound-symbol relationships and phonological patterns to help spell a greater range of words and longer words, as appropriate for the needs of the learner |
| | | Ww/E3.1 | spell correctly common words and relevant key words for work and special interest |
| | | Ww/E3.3 | produce legible text |
| | Level 1 |
| | | Ww/L1.1 | spell correctly words used most often in work, studies and daily life |
| | | Ww/L1.2 | produce legible text |
| | Level 2 |
| | | Ww/L2.1 | spell correctly words used most often in work, studies and daily life, including familiar technical words |
| | | Ww/L2.2 | produce legible text |
