3B:What is 'success' in meeting the needs and interests of learners?

Andrew is mopping the passageway in the bungalow. He is given a list of jobs to do and instructions on how to do them. He is working at Entry Level 1 (curriculum references Rt/E1.1: Follow a short narrative on a familiar topic or experience, and Rt/E1.2: Recognise the different purposes of texts at this level).

When planning learning to meet learners need and interests, effective provision starts by identifying the endpoint. Effective practitioners establish a clear rationale for learning by identifying, for each individual learner, what they need to learn and why. This will involve identifying the long-term goals for learners, and analysing the literacy, numeracy and communication skills they will need to achieve the goals.

The following example is an extract from a scheme of work for literacy, numeracy and language skills devised by staff in a residential specialist college for learners with learning difficulties.

Download the sample scheme of work as a PDF (1.27Mb)

Learning is often most effective when directly related to the learner’s interests and needs. The following case study shows how one college used a learner’s work placement as a motivational tool to develop his skills.

Whilst Steven had some useful literacy skills, he was reluctant to use them. His experience of classroom-based discrete sessions had left him unwilling to engage in any formal learning, and he was adamant that he did not need to develop his reading and writing skills. He was a very practically capable young man, who enjoyed working with his hands. The college was able to secure him a work placement in a busy animal feed warehouse. In this capacity, Steven’s role was to take customer orders and locate the items on shelving. Steven clearly enjoyed his work, and responded well to the responsibility. The work-placement tutor from the college carried out an observation and noticed that whilst Steven was able to locate items, he was dependent upon direction from the warehouse staff, who would read the order to him and ask Steven to find the goods. Steven had quickly learnt the names and locations of all the products.

Using the product names and logos, the tutor assessed Stevens’ product recognition. She identified that he could read some independently, but for others was dependent upon the logo and colour. She talked to Steven about whether he would like to develop his skills. Steven was working hard and was clearly keen to show what he could do. He recognised that he would always need direction unless he was able to read the order notes himself. He also knew that his product recognition was developing and could see the point of improving it further.

The staff at the college worked closely with the staff at the warehouse to identify the vocabulary associated with the products. They worked with Steven to develop his recognition of these. Over time, Steven began to be able to recognise an increasing number of work-related words and he started to take an interest in the order sheets. Steven is now able to take orders fully independently, reading the order sheet, locating the items and counting out the correct quantities. He has made such good progress that the company has offered him a job once he completes his course.

Steven’s confidence and self-esteem have improved tremendously and he is now applying his newly developed literacy skills to other aspects of his life, such as sending e-mails and reading the television guide.

For many learners with learning difficulties and/or disabilities, the development of literacy, numeracy and language skills will take place in all areas of their daily lives. They will achieve most success if there is a consistent approach to teaching them the skills that will help them to achieve the goals in their ILPs, and where progress across all areas is recorded and collated. For example, staff working with learners in a residential college should be working towards the learners’ goals for literacy, numeracy and language skills both in the daytime and across the extended curriculum. Methods of teaching and learning and recording progress should be coordinated across the college. Similarly, a learner attending community education provision and living in a residential home will progress more quickly if the skills being taught in the daytime can be reinforced in the residential accommodation.

The following example describes how staff from different disciplines within a residential specialist college for learners with learning difficulties and/or disabilities worked together to plan a scheme of work.

In a successful residential specialist college, staff from each area of the college work together as a team to develop a scheme of work for literacy, numeracy and language skills. Opportunities for teaching these skills were identified in curriculum area meetings and then discussed at the planning team meeting. A standard form for a scheme of work was developed for use across the college. Staff within each curriculum area decided on the course objectives and discussed how they felt learners could achieve literacy, numeracy and language skills in their particular area. A system for monitoring and recording progress across the college, including the extended curriculum, was developed and piloted.

One member of the team developed guidance for staff on teaching literacy, numeracy and language skills through their area of the curriculum. Staff found this so useful that similar guidance was then produced for all areas of the curriculum.

Progression

The following example is an extract from a scheme of work for community and leisure skills that describes opportunities for learners to develop their literacy, numeracy and language skills.

View sample scheme of work

For learners who want to progress to some form of employment it is essential that programme planners take account of the skills that employers are looking for in their employees. Success for All identifies this as a high priority. Surveys have shown that employers value good communication skills and timekeeping skills but there may also be specific skills that a learner needs to learn to give him or her the chance of gaining employment in a chosen area.

The following example illustrates successful joint planning between a provider and an employer.

A successful training provider works closely with employers to identify the skills learners will need to develop to become successful employees. The provider uses Liz, a trained job coach, to support learners in developing these skills both on and off the job.

Emma was enjoying her work placement at a residential care home and was hoping to secure paid employment there. In a meeting of Emma, Liz and the manager of the home, the manager identified a number of skills that she felt Emma needed to develop before she could consider employing her. These included timekeeping, communicating with the residents and listening and responding to instructions in order to learn how to complete a number of routine tasks such as:

• counting the number of residents at each table for lunch
• setting the correct number of places at the tables
• taking the residents’ orders for tea, coffee and orange juice at morning and afternoon breaks
• handing out the correct drinks
• helping with changing the beds by being able to identify the long and short sides of the sheets, matching them to the long and short sides of the beds, and turning in the corners correctly.

Liz wrote these priorities into Emma’s ILP. All the staff who worked with Emma at the care home were asked to support Emma in acquiring these skills, and Liz met with them regularly to monitor progress.

In addition, Liz realised that Emma was often late for work as she relied on a lift from her father, who was not very reliable at timekeeping himself. Liz decided to develop a programme of independent travel training to teach Emma how to get to and from work on the local bus. This involved helping Emma to:

• identify key times
• set an alarm clock
• identify the correct number and colour of the bus
• select the correct money for the fare
• communicate with the bus driver.

Through listening and responding to instructions and learning set routines, Emma was eventually able to travel independently to and from work each day at the same time. She also made good progress towards the other skills prioritised in her ILP, including learning how to say ‘Good Morning’ in German to a lady from Germany living in the home!

Regular meetings helped to track Emma’s progress and identify when extra support was needed from Liz.

James is given responsibility for checking the fire extinguishers around the building, using a recording sheet that he has made himself. James’ records are dated and they form part of the college’s weekly health and safety records. He is working at Entry Level 3 (curriculum references Rw/E3.1: Recognise and understand relevant specialist key words and HD1/E3.1: Extract numerical information from lists, tables, diagrams and simple charts).

In good provision, learners have the opportunity to participate in a variety of enrichment activities to support the development of their literacy, numeracy and language skills. For example, residential programmes, visits and social and cultural activities are used to provide opportunities for learners to practise their literacy, numeracy and language skills in real situations. These activities are carefully planned to enable the opportunities they provide for the advancement of skills to be explored and utilised to the full.

Successful providers ensure that:

• there are appropriate enrichment activities for learners with different levels of literacy, numeracy and language skills
• activities are meaningful for learners with poor literacy, numeracy and language skills
• activities are carefully matched to the diverse backgrounds of the learners
• activities incorporate learning materials and opportunities which reflect the cultural and social diversity of the learners in the group.

Enrichment activities are carefully planned to ensure that they help learners explore and use their new skills. The following example illustrates one of the ways in which literacy, numeracy and language skills can be integrated into enrichment activities.

Staff at a successful general further education college plan a number of short residential visits for learners with learning difficulties and/or disabilities. These visits give learners the opportunity to practise skills in realistic situations, and provide many opportunities for developing their literacy, numeracy and language skills. Learners working at different milestones or levels can take part in the same activity whilst undertaking individual tasks that are carefully matched to their ability level.

Learners at the college planned a two-day visit to a holiday camp that offered a variety of leisure activities. They undertook a number of tasks that helped them to develop literacy, numeracy and language skills, such as:

• finding out information about the camp through telephone calls and information leaflets
• making bookings
• counting the number of people going on the visit
• finding out the cost of each activity and calculating the total amount of money needed
• writing clothing and equipment lists
• calculating travel times
• buying food for the journey
• counting out the number of paper cups needed for the journey
• making four sandwiches for each person
• counting out bags of crisps.

The learners were highly motivated and knew exactly why they had to do all the tasks. The activity was real, meaningful, enjoyable and successful in promoting learning.