Functional Skills

Will Marcombe

Contents
Introduction 2 Section 1 The different personal, cultural and social factors that can affect literacy, numeracy and ICT skills 1.1: Factors affecting literacy, numeracy and ICT skills 3

Section 2 The importance of literacy, numeracy and ICT within the workplace and society 2.1: Literacy 2.2: Numeracy 2.3: ICT Section 3 The importance of literacy in communication 3.1: Literacy in communication 5 4 4 4

Section 4 The barriers that may hinder the development of literacy, numeracy and ICT skills 4.1: Literacy and Numeracy 4.2: ICT 6 6

Section 5 Learning difficulties and disabilities relating to literacy, numeracy and ICT skills 5.1- Learning difficulties and disabilities 7

Section 6 Developing Hartpury College learners literacy, numeracy and ICT skills 6.1: Embedding Functional Skills 6.1.1: Literacy 6.1.2: Numeracy 6.1.3: ICT 8 8 8 9

Introduction
It is a widely accepted fact that some people encounter obstacles in life as a result of their weakness in one or more of the basic skills Literacy, numeracy and Information Communication Technology (ICT). For this reason, it is important that teachers are confident with their own knowledge in order to enable learners to develop these functional skills. The National Minimum Core (NMC) document indicates the level of knowledge and understanding in English, Mathematics and ICT that it is necessary for teachers to have in order to effectively support learner development in these skills. (Lawton, T & Turnbull, T. 2007)

Section 1 The different personal, cultural and social factors that can affect literacy, numeracy and ICT skills
1.1: Factors affecting literacy, numeracy and ICT skills There are a number of personal, cultural and social factors that may impact upon an individuals functional skills levels and resulting ability to integrate into society and or the workplace. Such factors may include age, gender, socio-economic status or ethnicity. In order for a teacher to be able to support an individual in their learning, it is important that the teacher has an understanding of these factors. Only by having an understanding of the diversity of learners and the implications of learners social, cultural and economic backgrounds (Lawton, T. and Turnbull T. 2007) is a teacher able to assist with an individuals development. Different varieties of spoken and written English resulting from community and geographical influences may affect levels of and delivery of literacy skills. As well as this the possible effects of previous education in another country or English as a second language (The Sector Skills Council for lifelong learning Pamphlet. 2007) may affect learning and development. Increasing age may have perceived and actual difficulties related to learning (The Sector Skills Council for lifelong learning Pamphlet. 2007). Furthermore, social inequalities may inhibit the learning of particular groups or individuals and these inequalities can create cyclical learning barriers from one generation to the next.

Section 2 The importance of literacy, numeracy and ICT within the workplace and society
2.1: Literacy Politicians have spoken for a long time about the importance of literacy to the UK economy. On their website, Jonathan Douglas, The National Literacy Trusts Director, states that a survey taken by the CBI in 2008 found that: 41% of employers report concerns about the [literacy] skills of their employees. (Douglas, J. 2009) In line with this, he discusses the importance of increasing levels of literacy if the country is to maintain a sustainable economic growth policy. (Douglas, J. 2009) On a social level, the importance of good literacy skills is everywhere. Without good skills an individual may not be able to read signs giving directions or to correctly identify the amount of medicine to take.

2.2: Numeracy On his website, David Lammy, MP for Tottenham, discusses the importance of literacy, language and numeracy. He talks about the impact that improved numeracy can have upon peoples lives and states that: By making them maths confident we can help individuals take control of their lives and often improve their finances. (Lammy, D. 2009) As well as this, improved numeracy may also impact on employability. Research carried out by the University of Central Lancashire found that fifty one percent of employers use numeracy as a way of recruiting individuals. (Durrani, N and Tariq, V. 2008)

2.3: ICT Since the start of this decade, the use of technology in all aspects of life has increased exponentially. An understanding of and confidence in the use of technology is now important in many aspects of everyday life and employment. In his book on the Minimum Core for ICT, Alan Clarke identifies a number of reasons as to why ICT is important: ICT is now vital to all types of organisation including commercial companies, parliament, education and government. Many employers have already identified the need for employees to have higher level skills. (Clarke, A. 2009. p.21)
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Section 3 The importance of literacy in communication and the common misconceptions and confusions of numeracy and ICT skills
3.1: Literacy in communication When considering the importance of literacy, is it important to define what is meant by the term. In his article on literacy in the digital age, National Literacy Trust policy advisor, George Dugdale identifies the way in which all forms of literacy should be considered: Rather than defining literacy as a set of skills centred on printed materials it should be defined as the capability to effectively communicate in whichever media is most appropriate. An up to date definition on literacy needs to encompass this wider definition, and moves need to be made to teach the wider skill set now required of individuals. (Dugdale, G. 2009) By its very essence, literacy IS communication. If literacy is taken to be a set of symbolic rules laid out by society, to understand these symbols is to be literate. Communication therefore relies upon everybody adhering to and understanding these symbolic rules in order to be able to clearly interpret what one another is implying.

Section 4 The barriers that may hinder the development of literacy, numeracy and ICT skills
4.1: Literacy and Numeracy It has been suggested that there may be a number of personal barriers that could hinder an individuals development of literacy skills. Initially, the individual may not have engaged whilst at school. They may have had bad experiences that were unrewarding or even damaging. (Eldred, J. 2005) Later on in life, other barriers may exist Lack of signposting, poor-motivation, other responsibilities and a lack of confidence. Cultural barriers may also exist In their book Keith and Nancy Appleyard (2009) state that: In our country today, far too many people are still locked in a culture that regards lifelong learning as either unnecessary, unappealing, uninteresting or unavailable. Once schooling or immediate post-school education is over, they want nothing more of learning than it should largely leave them alone. (Appleyard, K. & N. 2009. p38)

4.2: ICT One of the most widely recognised barriers to the development of ICT skills (in particular computer usage) is age. Very often, younger people who have grown up in the computer age engage quicker with computer technology than those who it is new to: Recent shifts in technology and the requirements these place on literacy skills have lead to concerns about a digital divide between those who have the access and knowledge to utilise new technologies and others who do not. Dugdale, G (2009) This statement also raises possible economic issues concerning the access to technology. Research by Alan Clarke indicates that: Almost half of the lowest socio-economic group do not have access to the internet at home or elsewhere. Clarke, A. (2009)

Section 5 Learning difficulties and disabilities relating to

literacy, numeracy and ICT skills

5.1- Learning difficulties and disabilities There are a number of learning difficulties and disabilities that may have had an effect upon an individuals previous or current learning experiences. The failure of teachers to identify these issues in the past would undoubtedly have affected the way in which the individual has learnt, as well as creating anxiety about future learning. It is important that effective initial assessment takes place prior to the learning experience commencing, in order to identify any support needs that the individual may have. This is the stage where dyslexia and dyscalculia should be identified and strategies should be put into place (through discussion with the learner if agreeable) to ensure that the learning experience is progressive, beneficial and enjoyable. Physical or sensory impairment may also be a barrier to learning. Visually impaired individuals may require handouts written in larger text. Those with physical impairments may require assistance with written work or computer technology. Whatever the need, it is imperative that: For learners identified with learning disabilities or difficulties, providing information about support and guidance facilities available internally or externally, and how to access these, should enable learners to access the help and support of specialist teachers. (Lawton, T. and Turnbull T. 2007)

Section 6 - Developing Hartpury College learners literacy, numeracy and ICT skills
6.1: Embedding Functional Skills Embedding functional skills is a widely recognised method of developing those skills needed for social cohesion and personal progression. Embedding is important because it harnesses the ways [individuals] use these skills (Eldred, J. 2005) It can also help to motivate learners and to assist in overcoming prior anxieties surrounding the subject. As well as this, it can help individuals achieve employment goals and ambitions. It can also assist teachers in their own functional skills and delivery development. 6.1.1: Literacy Literacy is embedded into vocational learning on a regular basis. Often, handouts are used as a framework for learning and reading through these handouts helps to embed reading skills. When informative text is included, learners are asked if they would like to read paragraphs out to the rest of the group (P.3-P.4 / P.6-P.9 / P.12P.13). As well as this, some activities may involve reading text and extracting information. This information is then written in the handout (P.2 / P.10). Learners are also encouraged to read from text books For example, learners are given species identification books and are tasked with surveying habitats on the Hartpury College Estate. Identify species from these books strengthens literacy skills. Writing the names and location of these species on a map, also strengthens literacy. 6.1.2: Numeracy Conservation related subjects have a number of opportunities to embed numeracy into sessions. Numeracy is often required for survey work, measuring materials and pricing jobs. One activity which has been used in Woodland Habitat Management is to identify the amount of deadwood within a woodland. Deadwood is a important habitat for invertebrates, fungi, birds and mammals and it is important that levels are sufficient for the size of woodland. The activity involves using numeracy to work out how many suitable sized stems there are per hectare (P.13). Another activity involves studying the rates at which animal populations can expand if factors such as birth, death and food supply are not taken into consideration (P.14P.17). The activity, which builds in difficulty, embeds addition and subtraction. Other population modelling activities include turtle Town (P.19-20) and Dying to Know (P.21-25).

Dying to Know involves collecting birth and death dates from a local churchyard and then inputting the data into tables (P.22-26). This data can then be analysed using a formula and then plotted into a graph. The coppice with standards activity (P.37-38) requires addition, multiplication, percentage and tabular work. A lot of embedded mathematical data is collected through survey work and then used to put together scientific reports. The study tour activity data (P.27-36) helps towards creating a report on sand dune succession. The work involvs organising data into tables (P.29-30 / P.34), working out averages (P.28) and plotting the data into graphs (P.31-33). 6.1.3: ICT ICT is regularly embedded into Countryside Management sessions. Learners are encouraged to use SmartBoard in sessions and they are also assessed on producing and presenting Powerpoint presentations. The study tour activity data (P.27-36)helps towards creating a report on sand dune succession. The work involves organising data into tables, working out averages and plotting the data into graphs. During this session, learners create an Excel spreadsheet. This is then presented on the SmartBoard. Each learner takes it in turns to use the computer / SmartBoard and input their data into the spreadsheet (P.28). As well as activities such as this, learners are given regular sessions in the ICT suite where they are supported in producing assessment work. During these sessions, skills with software packages such as Microsoft Office are improved.

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Bibliography
Books and Pamphlets Appleyard, K. & N. (2009) The Minimum Core for Language and Literacy: Knowledge, Understanding and Personal Skills. Learning Matters, Exeter. Clarke, A. (2009) The Minimum Core for Information and Communication Technology Knowledge, Understanding and Personal Skills. Learning Matters, Exeter. Eldred, J. (2005) Developing embedded literacy, language and numeracy: Supporting achievement. The National Institute of Adult Continuing Education (England and Wales), Leicester. Lawton, T. and Turnbull T.(2007) Inclusive learning approaches for literacy, language, numeracy and ICT. Lifelong Learning UK, London. The Sector Skills Council for lifelong learning Pamphlet (2007) Addressing literacy, language, numeracy and ICT needs in education and training: Defining the minimum core of teachers knowledge, understanding and personal skills - A guide for initial teacher education programmes. Lifelong Learning UK, London. Online Douglas, J (September 2009) Rebuilding the economy the role of literacy. National Literacy Trust website. http://www.literacytrust.org.uk/blog/1232_rebuilding_the_economy_the_role_of_litera cy Dugdale, G (2009) NLT Policy - The future of literacy in the digital age. National Literacy Trust website. http://www.literacytrust.org.uk/policy/nlt_policy/815_the_future_of_literacy_in_the_di gital_age Durrani, N and Tariq, V (2008) Employers and students perspectives on the importance of numeracy skills in the context of graduate employability. http://www.uclan.ac.uk/information/services/ldu/files/CETL-MSOR_2Sept08_1.ppt Lammy, D. (2008) The importance of Family Literacy, Language and Numeracy. David Lammie: From Tottenham, For Tottenham Website. http://www.davidlammy.co.uk/da/79018

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