Learning outcomes

1. Learning outcomes 2.1 • Delegates will be able to: • identify parents/carers who may have literacy, language and/or numeracy skills needs • understand the purposes of skills checking and assessment • recognise and dismantle the barriers that make it difficult for parents/carers to discuss and take up opportunities to improve their literacy, language and/or numeracy skills • understand that parents/carers are entitled to confidential and sensitive advice and guidance on opportunities for improving their literacy, language and/or numeracy skills, based on their individual needs • understand the key features of adult learning and family literacy, numeracy and ESOL programmes and their relevance for parents and carers • know where to signpost parents/carers to family literacy, language and numeracy programmes • offer access to, provide information on, or take national qualifications in literacy, language and numeracy • understand how to contact and work with FLLN providers in establishing FLLN programmes in extended schools settings • plan next steps in implementing the Step in to Learning programme in their setting.

2. Assessment 2.2 • Assessment is a means of checking the breadth and depth of learning: • at the beginning (initial) • during (formative) • at the end (summative) • of a learning programme. • Refer to the Learning Journey on handout 2.2 and in the Step CD-ROM for a more detailed explanation.

3. Skills checking . . . 2.3 • is a first step • filters those with literacy, language and numeracy skills below Level 2 • is a blunt instrument • is quick • doesn’t require an expert.

4. Initial assessment . . . 2.4 • looks at the different areas of skills (reading, writing, language and numeracy) • is more reliable than skills checking • identifies what level the person is working at in each skill • is carried out by a qualified Skills for Life teacher.

5. Diagnostic assessment . . . 2.5 • analyses strengths and weaknesses within the skill areas • is referenced to the core curriculum • can show learners have skills at different levels (‘spiky profile’) • is used as a basis for devising an individual learning plan • takes longer, depending on the skills being checked • is administered by a qualified Skills for Life teacher.

6. Identification and skills checking 2.6 • Step 1 • Observe any signs indicating that a parent/carer has gaps in their literacy, • language and/or numeracy skills. • Step 2 • Talk to the parent/carer to get an idea of what skills they have as a starting • point for future learning. • Step 3 • Get an appropriately trained* person to skills check the parent/carer to • confirm that they have a literacy, language and/or numeracy need. • Step 4 • Working with a Skills for Lifeteacher, arrange for the parent/carer to have an • initial assessment to work out what level the parent/carer is at. An individual • learning plan can then be negotiated to help him/her to achieve his/her goals. * That is, who has been trained in administering the skills checker.

7. 2.7 • Some parents/carers want to learn with their children; some prefer to • learn without them. Courses funded by the LSC and available through • FLLN providers take account of this. • The courses include: • tasters: 2–3 hours • introductory programmes: 9–13 hours • short courses: 30–49 hours • standard courses: 72–96 hours.

8. What parents may want from a learning experience 2.8 • Fun • Ideas to help their children learn • Understanding how children develop early language skills through play • Understanding of how children learn to read and write and grasp number skills • To meet new people • Understanding of the approaches schools and early years/childcare settings take to develop their child’s literacy, language and/or numeracy skills from the Early Years Foundation Stage to Key Stage 1, 2, 3 and 4

9. What parents may want from a learning experience (continued) 2.9 • To feel more confident about speaking up/out and gaining access to information • Skills and confidence to take part in local groups • To understand money matters • Help or tips for spelling • To be able to write for different purposes

10. What parents may want from a learning experience (continued) 2.10 • Recognition of their existing knowledge and skills • Help to get a job, promotion or career change • Qualifications • Skills for survival at work • Good CVs

11. FLLN programmes provide: 2.11 • motivation for parent/carers to improve their skills in order to support their children’s learning • an effective way of improving the skills of children and parents/carers • opportunities for some parents/carers and staff and managers to develop their skills and knowledge together.

12. Developing adult and family learning provision 2.12 • Programmes include: • Language: Playing with language • Numeracy: Family finance • Literacy: Early start • Numeracy – intensive • Literacy – intensive.

13. Family literacy, language and numeracy (FLLN): key components 2.13 • Inter-generational: • a number of family members – a parent/carer with their child or children

14. Family literacy, language and numeracy (FLLN): key components 2.14 • Four contexts in which parents/carers and their children work: • joint time – working together • parent/carer only time • child time • home-time activities.

15. Family literacy, language and numeracy (FLLN): key components 2.15 • Two practitioners: • one Early Years practitioner or school teacher to teach the children • one Skills for Life or FLLNpractitioner to teach the parents/carers.

16. End of programme summary 2.16 • Parents/carers and teachers may have learning preferences that affect the way they learn. • There are a variety of ways to identify whether parents/carers have gaps in their literacy, language and/or numeracy skills, including skills checking. • Skills checking can be followed by initial and diagnostic assessment, provided by a qualified Skills for Life specialist. • Giving information to parents/carers in an accessible form will help them feel valued and willing to take up opportunities to improve their literacy, language and/or numeracy skills. • Once identified, you can encourage parents/carers in a variety of ways, from making notices clear, easier to read, avoiding jargon, etc., to running short courses or taster sessions.

17. End of programme summary (continued) 2.17 • You can help parents/carers to become independent learners by recommending appropriate learning opportunities to improve their literacy, language and/or numeracy skills. • Family literacy, language and numeracy programmes are recognised as particularly effective ways to improve the literacy, language and/or numeracy skills of families. • Planning provision for parents/carers to improve their literacy, language and/or numeracy skills should be designed in response to their needs: some may want to focus on ‘hard to reach’ parents or carers, for example fathers (and foster fathers), young parents of both sexes, and parents from ethnic minority communities. Working in partnership with Skills for Life providers can provide a wider range of courses for the parent/carer, which enables them to make the most of all the available opportunities for learning.