Creating Learning Materials

Creating learning materials: Level 4
Module guide
Produced by NIACE for the Department for Education and Skills
© Crown Copyright 2006
Extracts from this document may be reproduced for non-commercial education or

training purposes on condition that the source is acknowledged.
Further copies of this publication can be obtained free from:
Department for Education and Skills Publications

PO Box 5050
Sherwood Park
Annesley
Nottingham
NG15 0DJ
Tel: 0845 60 222 60

Fax: 0845 60 333 60
Textphone: 0845 60 555 60
Email: dfes@prolog.uk.com
Please quote ref: CLM4
An electronic version of these materials is available at:
www.dfes.gov.uk/readwriteplus
Edited and produced by David Shaw and Stephenie Hughes, NIACE

Designed and typeset by Creative, Langbank
Module guide 2
Skills for Life: The national strategy for

improving adult literacy and numeracy
skills
Skills for Life, the national strategy for improving adult literacy and numeracy skills,
was launched by the Prime Minister in 2001 and sets out the government’s plans to
help 2.25 million learners improve their skills and gain a national qualification by 2010.
Since 2001, a massive 3.7 million adults across England have taken up 7.8 million
courses in literacy, language and numeracy. 1,130,000 of these learners have gone on
to achieve nationally recognised qualifications – and government is on track to meet
the commitments made in the Skills for Life strategy.
Since the launch of Skills for Life, we have gained an even greater insight into the
effect low levels of literacy and numeracy skills have on individuals, their families, on
the economy and on society. For example, adults with poor literacy and numeracy
skills could earn up to £50,000 less over their lifetime and are more likely to have
health problems, to live in disadvantaged communities or to be unemployed. They and
their children risk being cut off from the benefits of a world increasingly linked through
information technology. Additionally, poor literacy, language and numeracy skills have
been estimated to cost the country in excess of £10 billion a year.
Skills for Life is an ambitious strategy that is designed to address literacy, language and
numeracy needs of adults and young people. It covers all post-16 learners on learning
programmes at levels from pre-entry up to and including level 2. These programmes
range from discrete to embedded courses, and from classroom and community
provision to voluntary and work-based learning. Achievement and progress in Skills for
Life is recognised through certification of Key Skills, GCSE Maths and English, and adult
literacy and numeracy national qualifications. It is therefore crucial that the strategy
supports and reflects the successful implementation of all other post-16 strategies.
Every organisation and individual has a contribution to make. We believe that the most
important element for successful delivery of Skills for Life is partnership, together with
the ownership of the strategy by all our key supporting and development partners.
Government departments, the Learning and Skills Council (LSC), Jobcentre Plus, the
Prison and Probation Services, development and learning providers in the post-16
learning sector, businesses, the CBI, the TUC, Sector Skills Councils and many other
organisations are working together to improve the literacy, language and numeracy
skills of adults through:
• learner and employer engagement, to engage and increase participation of young

people and adults from priority groups in literacy, language and numeracy learning,
through targeted activities within and across government and its agencies, the
work place and the community;
• ensuring capacity, to improve the planning and funding of literacy, language and
numeracy provision so that learning provision is effective and well coordinated;
• improving quality, to improve standards and quality in teaching and learning in
literacy, language and numeracy and to remodel and professionalise the Skills for
Life workforce;
• improving achievement and progression, to improve outcomes in literacy,
language and numeracy provision and progression onto further learning and assess
impact on social inclusion and economic outcomes.
Module guide 3
The work of the Learning for Living Consortium has made a valuable
contribution to the strategy through producing these guidance documents
for those working with adults with learning difficulties or disabilities.
We recognise their importance in providing opportunities to change the

culture of learning, change for the learner, and change for their life chances.
For this group of learners, tangible changes in their skills, their quality of life
and their confidence in their abilities continues to be one of our priorities in
creating an inclusive society.
Neil Robertson
Head of the Skills for Life Strategy Unit
Module guide 4
Learning for Living

This document is one of a suite of guidance documents developed by the Learning for
Living Consortium1 for anyone working with adults who have learning difficulties or
disabilities in the areas of literacy, language (ESOL) and numeracy, and also in the area
of the Wider Key Skills.2
It has been accepted, after wide consultation, that it is impossible to find a terminology
to suit everybody. The term learning difficulties or disabilities is used to include
learners with:
• clearly identified learning difficulties;

• physical and sensory impairments – for example those with mobility difficulties or
hearing or visual impairments;
• unseen disabilities such as health conditions, mental health difficulties and
dyslexia;
• those whose disrupted learning experiences (for example those in offender
establishments) and difficulties with learning have led them to work at a
significantly lower level than the majority of their peers.
The guidance documents have been developed primarily as a response to requests
from those in the field that more guidance is needed on working with learners with
learning difficulties or disabilities. In producing these documents a number of
pathfinder sites throughout the country have provided ideas and tested the materials.
Some of the documents provide practical material; others provide advice on general
principles of organising learning effectively. You are encouraged to use them in
different ways from skimming to get an overall idea, to detailed reading for examples
of approaches and strategies or as a resource for professional development activities.
Each document has a specific focus, as indicated in the diagram on the following page.
However, what is common to all of the guidance documents is that they are:
• complementary (with cross references provided between them);

• underpinned by a common set of values and principles for effective learning;
• intended to encourage reflective practice, providing:
– examples of practice, with which to compare and contrast your own
– theories to help you in your analysis of ‘What works – and why?’; ‘What doesn’t
work – and why not?’
– advice on action planning – taking account of your learning from experience, to
improve your future practice and provision.
The following symbols have been used to help you cross reference to other documents
in this ‘family’ of materials:
Reference to a section within a guidance
1 document.
Reference to material on CD-ROM
Reference to another guidance document in the

www
Reference to a useful Website.
Learning for Living suite.
Reference to a DVD clip. Reference to the Appendices.
1A group of key national organisations in the fields of literacy, language and numeracy and learning difficulty and disability, lead by NIACE: Basic
Skills Agency, Big Picture Interactive, BILD, Birmingham Rathbone, Ufi learndirect, Learning and Skills Development Agency, LLU+ at London South
Bank University, Skill, and University of Cambridge.
2 Working with Others, Problem Solving, and Improving Own Learning and Performance.
Module guide 5
t is hoped that they will help you to ensure that all your learners feel included in, and
are able to succeed in, post-school learning. An extended version of this introduction
to the whole suite of guidance documents – spelling out the background to the work
and the underpinning values and principles in more detail – is obtainable, quoting ref:
ITLFL, from:
Department for Education

and Skills Publications Tel: 0845 60 222 60
PO Box 5050 Fax: 0845 60 333 60
Sherwood Park Textphone: 0845 60 555 60
Annesley, Nottingham NG15 0DJ Email: dfes@prolog.uk.com
These two modules contain the resources required to deliver training for staff – at Level 3 and at Level 4 – in adapting
and creating learning materials to meet different learning needs. Each includes trainer notes along with participant
information and activity sheets. Two DVDs are included with activities to exploit the learning within them. Both
modules explain the principles that underpin effective learning – and how to put these into practice.
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issues in provision and in practice and includes four with learning difficulties or disabilities.
case studies which illustrate key points and provide
exemplar activities for use with these learners.
Module guide 6
Acknowledgements
The Department for Education and Skills (DfES), NIACE and the Learning for Living
consortium would like to thank the following organisations and individuals for their
contributions to the development of the Creating Learning Materials Continuing
Professional Development Module at Level 4.
Writers
Heather Thomas – Consultant
Waveney Harries – Consultant
Advisors
Ruth Quilter – Consultant
Ruth Simon – Consultant
Joy Solomon – Amersham and Wycombe College
Judith Woodlock – LSDA
Critical readers
Sally McKeowan – BECTA
Joe Whittaker – Bolton Institute
Pathfinder Managers
Visits
Amersham and Wycombe College
Bridge College
Castleham Hove
Coventry and Warwickshire Essential Skills PDRC
Hertfordshire PDC
HMP Pentonville
HMP Ford
HMP Hewell Grange
HMP Brockhill
Lewisham College
Northbrook College Sussex
Stoke Heath Young Offender Institution
West London PDC
Materials
Amersham and Wycombe College
Pauline Wright (Milton Keynes College) & Jane Bedlington (ex Milton Keynes College,
now at Luton Sixth Form College)
Tesco Stores
DVDs
Alec Lawrie – Chapelgate Productions
Sandra Nicholls – BFN Partnership
Images
Studio 21
The Department for Education and Skills (DfES), NIACE and the Learning for Living
consortium would also like to thank those organisations and individuals who were
involved in evaluating the draft module either as trainers or participants at the pilot
training events.
Module guide 7
Background
Skills for Life is the national strategy for teaching literacy, language and numeracy to
adults. As part of this strategy, the government prioritised work with adult learners
with disabilities and/or learning difficulties – a diverse group of around 8.5 million
people in Britain with a wide range of abilities and needs.
This Creating Learning Materials module has been developed as part of the Learning for
Living Pathfinder project, which looked at literacy, language and numeracy to find
examples of developing and interesting practice. As so many skills are learned in
everyday situations, it aims to encourage not only teachers, but also carers, support
workers and employers to be more involved in the learning process.
Module guide 8
Introduction
A range of initiatives has resulted in people with a broader range of abilities and
difficulties being included in opportunities for learning, working and in many aspects
of community life. There has been a corresponding increase in the number of
practitioners supporting them with the development of the skills for life1 they need to
benefit from these opportunities.
Target group
The training is for all practitioners who help people to develop their literacy language
and numeracy skills in any context, including education, work-based learning, prisons
and voluntary and community settings. These learners are of 16+ years of age with no
upper age limit. They are people who experience barriers to learning. They may include
learners who have:
• been identified as having learning difficulties;
• a physical or sensory impairment;
• unseen disabilities such as long-term health conditions or mental health

difficulties, autistic spectrum disorders or dyslexia;
• experienced disrupted learning experiences and difficulties with learning, which

have led them to work at a significantly lower level than the majority of their peers
(for example, some people in offender establishments).
They will be working at pre-entry, entry levels 1, 2 and 3 and at levels 1 and 2 of the
Adult Literacy, Numeracy and ESOL Core Curricula.
The modules may be relevant to those working across the 14–19 sector, but the detail
would need to be adapted.
Teachers may be working in an educational context teaching literacy, language or

numeracy in designated subject classes. More often, they will be helping people to
develop literacy, language and numeracy skills required for their progress on vocational
courses to gain access to work, or to become more personally independent. The
module is designed to help people in any of these roles to enhance their current
practice.
Entry criteria
This is a module at Level 4. Participants should be able to demonstrate personal
literacy skills at Level 3. For example, they will be expected to extract ideas and
principles from relevant literature for inclusion in their assignments and assessments.
They will also need basic IT knowledge including:
• word-processing skills;
• the ability to use the Internet and email.
Throughout the training attention is drawn to connections with other aspects of the
Skills for Life strategy, but there is no requirement for participants to have attended
other Skills for Life training prior to completing this module.
1Literacy, language and numeracy.
Module guide 9
It will be particularly helpful to find out during the recruitment process:
• the level of their current multimedia and ICT skills, so that you can tailor the
element on adapting learning materials to their needs;
• the contexts in which they work;
• the levels at which their learners are working for literacy, language and numeracy;
• if they have any additional support needs, for example a visual or other sensory
support need.
Module aims
• Explain why the module has been developed and what is meant by learning
activities, materials and resources.
• Develop a common set of principles by which learning activities and resources can
be created and evaluated.
• Show how these principles can be applied to the development of learning materials
for their learners in their contexts.
Module overview
The themes for the three sessions are as follows:
1. Principles and values in practice
2. Skills for life2 in action
3. Ensuring a learner-centred approach
Learning outcomes
The content of this module has been mapped to the Level 4 Personal Skills Subject
Specifications for Literacy.
Participants will be able to:
• identify the implications of specific principles for their practice;
• adapt, devise and evaluate learning activities and materials for use with their
learners;
• relate multisensory activities to the needs of their learners;
• make adaptations to learning materials using ICT;
• reflect critically on their own practice and identify personal development action for
themselves, support workers and others in their organisation.
Module structure
This is a 50-hour module, consisting of:
• 15 taught hours;
• 25 hours of self-directed study;
• 10 hours of practice.
Module guide 10
The taught time is presented as three sessions, each equivalent to one day. It may suit
providers and participants to offer it differently, as six half-days, for example.
Because of the nature of the inter-session reading and task, and the presentations of
work on the main assignment in Session 3, you will need to allow adequate time
between sessions – a minimum of at least two weeks is suggested.
The time allowed in the taught sessions for presentations will depend on the number
of participants. You may need to schedule some presentations as self-directed study at
a mutually convenient time for you and a small group of participants.
You will need to make individual or small group tutorial support time available.
Content and use of the module

This is a continuing professional development (CPD) module divided into three
Sessions, each containing a number of Elements. The module contains information
about delivery in the Trainers notes and more detailed advice in the Participant
information and Participant activity sheets. Please refer to the module outline on page
6, which gives detailed information on each session.
Note: If you are going to deliver the module, it is very important that you prepare by
familiarising yourself with all this information.
The sessions should be taught in sequence, as each builds on learning acquired

through previous elements. Participants will be able to draw on this knowledge for
their assignments, assessments and inter-session tasks. It is important that you
introduce each session with the aims and learning outcomes and that you make the
purpose and expectations of each activity clear.
Timings for elements and sessions are indicative, and should be adjusted to suit the
needs of the group. The plans and related materials are intended as a scaffold, rather
than a script, and indicate the range and depth of information to be conveyed. It will
be helpful to use your own and participants’ examples and experiences to illustrate the
learning points. You will also need to use your professional judgement in deciding the
depth required in addressing certain topics. You may need to direct participants to
additional reference, reading, and teaching materials, particularly for Assignment 2.
Session 2 contains an element on making adaptations to materials using ICT, the use
of access technology, and specialist software. Delivery of this element requires good
technical skills as well as knowledge of relevant software packages. You may wish to
consider having technical backup for this element, depending on your skills and those
of the participants.
Because of the different contexts in which participants may be working, and the range
of levels of ability of the learners, the module is necessarily generic. As far as possible,
the examples used reflect the contexts and levels. Participants are encouraged to
relate each element to their own situation.
Some additional materials have been included on the DVD, so that you can
differentiate the training to suit your participants’ working situation. For example,
some additional resources are suggested for practitioners who are working with people
at early Pre-Entry Milestones.
Module guide 11
Module outline
Session 1: Principles and values in practice
Element Time Content
1. Introductions 15 mins Icebreaker.

Participants draw three things about themselves.
2. Aims and 15 mins Aims and outcomes for module and session.
learning Mind map.
outcomes
3. Setting the 45 mins Introduction.

scene Social and medical models of disability.
Where we are now? – quotes from recent
reports.
4. Principles 50 mins Theories of learning and how they relate to

practice.
Principles and how they can be implemented.
5. Differentiation 45 mins What is differentiation?

observed Observation of examples.
6. The impact of 45 mins The supporter’s role:

the support – what is in place;
worker – how it could be developed further;
– what training is needed.
7. Tried and tested 50 mins Examples to use or adapt.

learning Analysis of what a good learning activity is
activities and why it works.
8. Inter-session 5 mins Creating authentic learning materials.

reading
9. Reading list and 15 mins Give out reading list and Assignments 1 and 2.
assignments
10. Personal 15 mins Introduce the journal for their notes and plans.
Development
Journal
Module guide 12
Session 2: Skills for life in action
1. Aims and 15 mins Aims and learning outcomes.

learning Mind map.
outcomes
2. Embedding 60 mins Identify skills for life embedded in a work

skills for life3 situation.
Suggest materials and advise on ways to
increase learning and independence.
3. Readability 45 mins Analyse a text for readability level and format.
4. Resources 60 mins Choosing resources to suit individual learners,

workshop identifying adaptations required.
5. Making 60 mins Disability Discrimination Act philosophy.

adaptations Demonstration of adapting materials and
enabling technology. Participants make their
own relevant adaptations.
6. Exploring 45 mins Explore learning preferences. Sample an

learning styles unfamiliar style of working.
7. Inter-session 10 mins Observe a teaching session before Session 3.

task Note:
– what learning is taking place;
– activities and resources being used;
– how successful they are.
8. Inter-session 5 mins Should we be using learning styles?

reading
9. Assignment 2 10 mins Pre-assignment briefing and discussion
10. Personal 15 mins Fill in their journal.

Development
Journal
3Literacy, language and numeracy.
Module guide 13
Session 3: Ensuring a learner-centred approach in pratice
1. Aims and 15 mins Aims and learning outcomes.

learning Mind map.
outcomes
2. Multisensory 45 mins Observe and evaluate a teaching strategy.

approaches to Analyse which learners it would suit and which
learning not. Identify the skills needed by the teacher
(Activity A); to make it successful.
Effective 30 mins Maximising learning by using effective
questioning questioning.
(Activity B)
3. Classroom 45 mins Feedback from observation.

practice and Implications for participants’ practice.
observation
4. Presentations 45 mins Presentations of pen portraits and draft

of resources learning resources developed for Assignment 2.
from
Assignment 2
5. Passing on 30 mins What have participants learned that they

the message would want to pass on to colleagues?
6. Presentation 45 mins Presentations or pen portraits and draft

of resources learning resources developed for Assignment 2.
from
Assignment 2
(CTD)
7. Personal 15 mins Participants reflect on how their thinking has

development changed.
journal Make a personal action plan.
Key advice for trainers

• An important part of your role will be helping participants to relate the material to
their own situations.
• Draw attention to the fact that the delivery of the module covers a range of
learning styles including visual, auditory and kinaesthetic methods to meet the
needs of the target audience.
• Remind participants, where appropriate, to look for any opportunities for making
cross-cultural links.
• All the given timings are approximate, so familiarise yourself with the detailed
contents of each session and plan according to the participants likely
requirements.
• Assignment 2 is a major piece of work. You will need to think carefully how you are
going to introduce it.
Module guide 14
Resources guidance
The materials needed for the delivery of the module consist of:
• This module guide;
• Detailed trainer notes;
• Participant pack made up of:

– information sheets;
– activity sheets;
– glossary of terms;
• professional development journal framework;
• reading material;
• learning materials and resources to run the sessions;
• two DVDs (available from Prolog, PO Box 5050, Sherwood Park, Annesley,
Nottingham NG15 0DT).
Professional development journal

The document can be downloaded as a separate Microsoft Word file, so that you can
email it to participants (see Appendix 7).
All participants should be encouraged to use this reflective log to help them to gain
the most benefit from the training for their own practice. It offers them an
opportunity to use it as an ongoing log of their thoughts and ideas, which can be used
and updated electronically. If this is not possible, because participants do not all have
regular access to a computer, they can use a hard copy.
Reading material
Participants will also need access to the reading material. You need to think about how
this is to be achieved. Some of it is available over the Internet, but is lengthy to
download and print, or to photocopy. There is a pre-course reading activity.
Participants will need details of this and the reading list as early as possible before the
start of the course (see Appendix 3).
Resources to run the sessions

A range of learning materials is necessary for some of the elements, particularly the
resources workshop. Some are supplied in the appendices to this guide but others need
to be obtained in advance. It will take some time to assemble these unless the training
is taking place in a centre that already holds a good range of literacy, language and
numeracy resources (a composite list is at the end of this document, page 18).
You will need to check the resources section for each element in advance of the
session.
It is essential that participants have access to a computer and the Internet for parts of
the training. For example, they will need to have the facility to look at various websites
for resources.
Module guide 15
DVDs
There are two DVDs to support this module. They are obtainable from Department for
Education and Skills Publications*. It is very important that you familiarise yourself
with the content of each clip, and know how to find them on the DVDs before using
them (see the tables on pages 25-27). The DVDs contain British Sign Language (BSL)
translation and subtitles for the deaf and hearing impaired. These can be switched on
in the DVD menu.
DVD 1: The voice of the learner

This is not part of the main delivery of the module, but may provide useful insights for
participants researching their assignments.
It contains clips of learners describing their learning experiences and needs. They
represent the seven categories detailed in Access for all – people who are:
• blind or partially sighted;
• deaf or partially hearing;
and people who have:
• dyslexia and related specific learning difficulties (eg. dyspraxia, dysgraphia,

dyscalculia);
• physical disabilities;
• learning difficulties;
• autistic spectrum disorders;
• mental health difficulties.
DVD 2: Learners in action

This provides the essential footage for delivering the following elements:
• Session 1, Element 4: Differentiation observed – ‘Apple Tree Café’
• Session 2, Element 2: Embedding skills for life – ‘Working in an office’
• Session 3, Element 2: Multisensory approaches to learning – ‘Making health and

safety fun’
There are also useful examples to illustrate points made in the following elements:
• Resources workshop, for people working with learners at the early Milestones –
‘Victoria and Lisa’
• A second example of embedding – ‘Training in a garden centre’
• Tried and tested learning activities – ‘Driving test lesson’ and ‘Knowing the time’
• Adaptations using technology – ‘At work’ and ‘In the classroom’
You need to look at these clips and consider which would be useful for your
participants taking into account the working context and needs of their learners.
*Copies can be obtained free from DfES Publications, PO Box 5050, Sherwood Park, Annesley,
Nottingham NG15 0DJ
Module guide 16
Assessment and accreditation

Some people will want to study the module as continuing professional development
to improve their practice. As the two assignments involve making materials for their
own learners in their own working situation, practitioners will find them a valuable
way of putting into practice what they have learned.
Those who want accreditation may need advice on collecting supporting evidence. This
must fulfil the criteria set by an awarding body. Possible assessment evidence is
provided below. Additional evidence of learning from the activities undertaken as part
of the module include activity sheets, annotated handouts, and notes and these may
need to be retained in a portfolio for internal moderation.
Assessment evidence
Some participants may like to keep a portfolio of evidence for accreditation. This
should include evidence that they can:
Assessment evidence Subject

specification
reference
Identify principles that they think are particularly important to AO2a

their practice, and describe how they can implement them in
their work situation.
Evaluate learning activities and materials for the needs of AO2b

individual learners with learning difficulties or disabilities, adapting AO2c
the content and format as necessary to make them appropriate
to the learners’ interests and needs.
Research teaching/learning approaches to suit a learner who has AO2c

a disability or learning difficulty. Devise a learning activity to AO2b
help this learner to use (individually or in a group) to develop a AO2a
specified literacy, language or numeracy skill. Make any resources
needed to support the activity. Be prepared to give a ten-minute
presentation including a pen portrait of the learner and the
resources they have made for the rest of the group, explaining
their rationale.
Observe a colleague teaching a full session in any area they choose AO2a
– this may include a specific subject or disability. Look objectively
at:
• what is being delivered;
• the learning that is taking place;
• the resources used;
• implications for their own practice.
Fill in notes on an observation sheet.
Complete a personal development journal. AO2c
Module guide 17
Resources required to run the sessions

Session 1
• DVDs (available from Prolog, PO Box 5050, Sherwood Park, Annesley, Nottingham
NG15 0DT)
• OHTs (Appendix 4)
• Overhead projector
• DVD player
• Flip chart with paper and pens
• Cards of the social and medical models of disability (Appendix 5)
• Driving test theory manual
• Extract from the training manual from Tesco (Appendix 13)
• Copy of Loot or other local free advertising newspaper
• Game – ‘What’s in the bag?’ by Paul Lamond Games
• Cards with examples of tried and tested learning activities (Appendix 6)
• Personal development journal (Appendix 7)
Session 2
• DVDs and OHTs (Appendix 4) (available from Prolog, as above).
• DVD player
• Flipchart with paper and pens
• Pen portraits covering a range of learner contexts and levels (a suggested format
for these is at (Appendix 8)
• Canteen list (Appendix 9)
• Telephone call instructions (Appendix 9)
• Health and safety rules (Appendix 10)
• Learning materials developed as part of the Skills for Life initiative, including the
Materials for Embedded Learning.
• Skills for Life materials on CD-ROM
• AbilityNet CD-ROM
• Demonstration copies of software options, such as Jaws, Lunar, Moon, writing

symbols software
• Computers for use by participants (one between three)
• Copies of Reaching All Learners by Using Effective Learning Materials by Pauline

Wright and Jane Bedlington (Appendix 2)
Module guide 18
• Access for all maps on learning styles (Appendix 12)
• Prototype of Lego model (devised by trainer)
• Matching bags of Lego for each group
Session 3
• DVDs and OHTs (Appendix 4) (Available from Prolog, see previous page)
• DVD player
• Flip chart with paper and pens
• Copies of visual timetables
• Mobile phone
• Post-it notes
• Dunn and Dunn’s learning styles model (Appendix 4 – OHT 24)
Other useful resources

• Trainers’ own materials to enhance sessions.
NB: You will notice that some of the materials would be easier to use if they are
enlarged when you reproduce them; particulary Appendix 6 and Appendix 12.
Module guide 19
Bibliography
References
Coffield, F., Moseley, D., Hall, E. and Ecclestone, K. (2004) Should We be Using Learning
Styles? Learning and Skills Development Agency.
Dee, L. (2004) ‘What do we mean by learning?’, in Pathfinders Conceptual Framework

University of Cambridge. (See Appendix 1)
Department for Education and Skills Introducing Access for All: Supporting Learners
with Learning Difficulties and Disabilities Across the Curriculum.
Dunn, R. and Dunn, K. (1978) Teaching Students through their Individual Learning Styles:
A Practical Approach. Reston, VA: Reston Publishing.
Further Education Funding Council (1996) Inclusive Learning: A Summary of the Findings
of the Learning Difficulties and/or Disabilities Committee. Further Education Funding
Council.
Learning Disability Task Force (2004) Report, January 2004: Rights, Independence,
Choice and Inclusion. Learning Disability Task Force.
Ofsted and Adult Learning Inspectorate (2003) Literacy, Numeracy and English for
Speakers of Other Languages: A Survey of Current Practice in Post-16 and Adult Provision.
Ofsted.
Roberts C. et al. (2005) Embedded Teaching and Learning of Adult Literacy, Numeracy
and ESOL: Seven Case Studies. National Research and Development Centre for adult
literacy and numeracy. Available at: www.nrdc.org.uk
Tusting, K. and Barton, D. (2003) Models of Adult Learning: A Literature Review. National
Research and Development Centre for adult literacy and numeracy. Available at:
www.nrdc.org.uk
Wright, P. and Bedlington, J. (1997) Reaching All Learners by Using Effective Learning
Materials. Unpublished. (See Appendix 2)
Pre-course reading
See Appendix 3.
Inter-session reading
Coffield, F. Moseley, D., Hall, E. and Ecclestone, K. (2004) Should We be Using Learning
Styles? Learning and Skills Development Agency. (See sections 1, 2 and 4.)
Jacobsen, E., Degener, S. and Purcell-Gates, V. (2003) Creating Authentic Materials and
Activities for the Adult Literacy Classroom: A Handbook for Practitioners. NCSALL.
Available at: www.ncsall.net (See introduction and chapter 3).
Module guide 20
Further reading
Department for Education and Skills:
• (2005) Delivering Skills for Life: Raising Standards:

– Learners with learning difficulties and/or disabilities
– Prisons
– Work-based Learning
– Adult and community learning
– E-learning
– Further education colleges
• All available at www.dfes.gov.uk/readwriteplus/raisingstandards
• (2003) Broadening Access to Skills for Life, learner materials.
• (2003) ‘Case Study: Rodbaston College, Staffordshire’, in Delivering Skills for Life.
• (2003) Reaching All: An Inclusive learning Handbook for Prisons and Young Offender
Institutions.
• (2003) Basic Skills for Adults with Learning Difficulties or Disabilities: A Resource Pack
to Support Staff Development. Available at:
www.dfes.gov.uk/readwriteplus/staffpack
• (2002) ‘Introduction’ in Adult Pre-Entry Curriculum Framework for Literacy and

Numeracy.
• (2006) ESOL Access for All
Websites
Suggested websites to support Creating Learning Materials Level 3:
www.bbc.co.uk/skillswise A range of learning materials
www.learningmaterials.co.uk Learning materials – publishers of

material at Pre-entry and Entry level
www.easyinfo.org.uk Websites with teaching ideas and designed

www.talent.ac.uk/londononline for people with learning difficulties
www.changepeople.co.uk Change picture bank
www.widgit.com Simple symbols for words
www.makaton.org/ Sign language for non verbal learners
www.britishsignlanguage.com British sign language (BSL)
www.bilinguagroup.com Translation website
www.sense.org.uk Deaf/blind organisation
www.visualthesaurus.com Visual Thesaurus
www.becta.org.uk Visual timetables
Module guide 21
Glossary
ALI
Adult Learning Inspectorate who are responsible for inspecting work based and work
place training, and adult education that is provided by adult, community and further
education organisations
Auditory Learning
Listening to a verbal explanation, tape recording, video or other sounds as a way of
learning.
Autistic spectrum disorders

The term “autistic spectrum disorder” is used to denote the varying effects that
individuals may experience. Different subgroups within this spectrum have been
described. The common criteria for a diagnosis of autism are based on a triad of
impairments in: social interaction; communication;flexibility in thinking.
Basic Skills Agency (The)

A not-for-profit charity primarily funded by the Department for Education and Skills
and the Welsh Assembly Government, that focuses on finding practice worth sharing
and disseminating it effectively. The three main priorities are
• Improving the speaking and listening skills of children, young people and adults
• Improving basic skills at transition points in a child´s, young person´s or adult´s
life
• Engaging disengaged children, young people and adults in improving basic skills
BECTA
British Communications Technology Agency
BSL
British Sign Language
CD-ROM
An acronym for ‘compact disc read only memory’
CfBT
Centre for British Teachers
Common inspection framework

Document setting out the principles and requirements applicable to the inspections of
post-16 non-higher education and training carried out by the Office for Standards in
Education (Ofsted) and the Adult Learning Inspectorate (ALI).
Contextualised learning
Learning that is related to the working environment and interests of a learner,
wherever they may be.
Core Curricula
The documents that detail the skills, knowledge and understanding that adult learners
need in order to reach national standards in literacy, numeracy and ESOL.
DfES
Department for Education and Skills.
Module guide 22
Differentiation
Adapting an activity or the delivery of learning to suit all levels within a group.
Disability
The Disability Discrimination Act 1995 defines a disabled person as someone who has
a physical or mental impairment that has a substantial or long-term adverse effect on
his or her ability to carry out normal day-to-day activities
Dyslexia
Dyslexia affects information processing (receiving, holding, retrieving and structuring
information) and the speed of processing information. It therefore has an impact on
skills such as reading, writing, using symbols and carrying out calculations.(DfES 2004)
Embedded/integrated and contextualised literacy, language and numeracy

learning
• Embedded (integrated) learning is where the host subject is the primary or equal
learning goal, along with literacy, language or numeracy, but where the literacy,
language or numeracy is identified, taught and learned within the host subject and
supports achievement of it. The way in which the skills development can be
embedded can vary, but there are three main recognised models. These are the
fully embedded model, the sandwich model and the overlapping circles model.
• Contextualised literacy, language and numeracy is where the primary learning goal
is associated with literacy, language and numeracy and where tutors draw into
their learning programmes, contexts, topics and issues which are relevant to the
identified interests, purposes and needs of individuals or groups (Eldred 2005).
Embedding teaching and learning combines the development of literacy, language and
numeracy with vocational skills and other skills. The skills acquired provide learners
with the confidence, competence and motivation necessary for them to progress, gain
qualifications and to succeed in life and at work. – Research Summary: Embedded
Teaching and Learning Adult Literacy, Numeracy and ESOL, NRDC.
ESOL
English for speakers of other languages.
Generic materials
Materials that can be used in a range of situations.
HMI
Her Majesty’s Inspectorate.
ICT
Information and Communications Technology, including the use of computers, the
Internet, mobile phones, scanners, technology for supporting communication, adaptive
technology, digital cameras, videos, DVDs and so on.
Inclusive Learning
Inclusive Learning (FEFC1996) states that all learners are entitled to a learning
environment that matches their individual requirements. For this to occur, there has
to be a match between how the learners learn and how they are taught.
Inter-agency working
Joint planning and working with other agencies such as Social Services, Health
Authority, voluntary sector providers and so on.
Module guide 23
Kinaesthetic learning, or learning by doing

Learners undertake practical activities to promote learning.
LSDA
Learning and Skills Development Agency
Mind Map
A visual way of putting thoughts and ideas onto paper.
NIACE
National Institute of Adult Continuing Education
NIACE exists to encourage more and different adults to engage in learning of all kinds
and campaigns for – and celebrate the achievements of – adult learners, young and
old, and in all their diversity. NIACE is the largest non-governmental organisation
working to promote the interests of learners and potential learners in England and
Wales.
Ofsted
Office for Standards in Education who are responsible for inspecting full-time LSC-
funded provision for 16 – 18 year olds in schools, sixth form and further education
colleges.
Pen portrait
A written description of an individual, their likes and dislikes.
PMLD
Profound and multiple learning difficulties. A term used for people with multiple
needs.
Preferred learning styles

An individual’s preferred ways of being given information, or of expressing themselves:

A reflective log in which you can record observations thoughts and concerns. The
journal is always accessible to you as you work your way through this module.
Skills for life

Collective term used by some practitioners to describe the literacy, language,
communication and numeracy skills adults need in their real lives. (Formerly referred
to as basic skills.) May also include other skills such IT skills and the wider key skills of
improving own learning and performance, working with others and problem solving.
SMART targets
Targets which are Specific, Measurable, Achieveable, Realistic and Time-related.
Spiky profile
A learners’ profile of skills that may cross several levels.
Tactile cues
Using the sense of touch to communicate with an individual.
Visual learning
When a person learns best through diagrams, pictures or video.
Module guide 24
DVDs
Key
Represents a button
Represents a chapter heading. This enables the viewer to skip between sections, but will not be shown on the DVD itself
DVD 1: The voice of the learner
Second generation Third generation Fourth generation Duration

First generation of buttons
buttons/chapters buttons/chapters buttons/chapters
Diane 5 mins
Charlene 5 mins
Susan 6 mins
Ulas 5 mins
The voice of the learner
Loueen 5 mins
Chris 4 mins
Larry’s group 10 mins
Gary 5 mins
Module guide 25
DVD 2: Learners in action

Second generation Third generation Fourth generation Duration
First generation of buttons
buttons/chapters buttons/chapters buttons/chapters
Empowering the learner Victoria and Lisa Introducing Victoria and Lisa 5 mins
(Resources workshop) Choosing what to wear
Choosing what to watch
Lisa making choices 3 mins
Victoria’s sensory box 4 mins

Victoria’s mother
Lisa’s mother
Embedding skills for life Working in an office Introduction 9 mins

Sorting the post
Delivering the post
Buying lunch
Training in a garden centre Senior basic skills tutor 3 mins

Marking out squares
Laying turf Calculating area 16 mins
Using estimation
Adaptations using technology At work 2 mins
In the classroom 5 mins
Module guide 26
Differentiation observed Apple Tree Café 13 mins
Tried and tested learning Driving test lesson Introduction 13 mins

activities Pair work
Checking learning
Using ICT 2 mins
Knowing the time
Multisensory approaches Making health and safety fun 8 mins
Sensory activities 4 mins
Module guide 27
List of Appendices
1 Lesley Dee – What do we mean by learning?
2 Pauline Wright and Jane Bedlington – Reaching all learners by using effective
learning materials
3 Pre-course reading
4 OHTs
5 Cards of social and medical models of disability
6 Cards with examples of tried and tested learning activities
7 Professional development journal (PDF format)
8 Pen portrait
9 Canteen list and telephone instructions
10 Health and safety rules
11 Dunn and Dunn learning styles model
12 Access for all posters – mind maps
13 Extract from training manual from Tesco
Module guide 28
Appendix 1
What do we mean by learning?

Lesley Dee
An extract from the Pathfinders Conceptual Framework
Over the last few decades throughout education there has been a general shift away
from an emphasis on individual learning towards social and contextual learning. In
theory at least, there is now less interest in behaviourist approaches to teaching and
learning and more interest in the social construction of learning. In literacy learning
this shift is typified by the New Literacy Movement which promotes the idea that
reading and writing (and language) can only be understood in their social context. For
example (Wilson 2000) looks at the specific literacies developed in prisons which are
neither the official discourse of prisons nor the official discourse outside prisons and
sees them as creating a third space which acts as a way in which offenders can avoid
being sucked into the institutionalisation of prison. There is a challenge in teaching
basic skills in prisons in understanding the effect this discourse has on teaching and
learning.
Corresponding shifts in thinking are to be found in relation to teaching children and

adults with learning difficulties where the intensive behavioural approaches that
dominated special education in the 70s and 80s have been replaced by a more
sophisticated blend of approaches which recognises the interrelationship between
purpose and method and an increased focus on what is important to the learner. A
recent literature survey on teaching strategies and approaches (Davis and Florian
2004) found three principal theoretical approaches underpinning teaching methods for
pupils with special educational needs: behavioural; social constructivist and; ecological.
However the survey found very little research evidence in relation to approaches used
with young people. Within the FE sector practice continues to be dominated by an
individualistic skills and competence based approach to teaching and assessment,
fostered by the ambiguity of the funding mechanism.
The main theoretical models and their implications for learning are briefly explained
below.
• Behavioural model: this model is based on the premise that learning occurs when a
professional ‘delivers’ or transmits small tasks or activities that result in changes in
learners’ observable behaviour. The teacher or trainer’s role is to consider the
eventual outcome that the student or trainee should achieve, to break down the
learning process into a series of smaller tasks and initially to reward the students’
successful achievement of the appropriate learning goals or outcomes (Tusting and
Barton 2003). These rewards take different forms depending on the context but
may include stickers or praise from teachers or merit marks from trainers. They are
gradually withdrawn as the learning becomes an integral part of the learner’s
repertoire of behaviour and skills. The attractions of the behaviourist model lie in
its simplicity: there are practical, positive outcomes, achievements are easily
identifiable and measurable, and everyone involved understands the goals and
expectation implicit in the model (Davis and Florian 2004). This teacher-directed
approach is highly relevant to the teaching of basic skills. The approach has been
criticised because of its mechanistic emphasis on externally observable or
measurable achievement whereas, as Davis and Florian (op cit) assert, there is
Module guide 29
abundant evidence that what an individual knows and understands may not
necessarily be measurable in the form that is required. Implications for learning-
raising attainments through target-setting, breaking down tasks into small steps e.g.
job profiling and skills analysis at work; measuring success against pre-specified
outcomes; developing specific skills to provide access into learning across the
curriculum e.g. communication skills.
• Social constructivist model: in the constructivist model of teaching, learners are

seen as active participants in the construction of their own knowledge. Tusting and
Barton (op cit) point out that this approach charges learners with not only
assimilating new knowledge, but also with constructing new forms of knowledge as
they learn and thus making learning a transformative experience (Davis and Florian
op cit). Social constructivist models of teaching contextualise learning in learners’
social worlds, notably in their membership of social groups and communities,
enabling them to arrange new knowledge in ways that have personal meaning. The
teacher’s role in this model is to provide experiences and materials that foster the
construction of individuals’ learning. Tusting and Barton draw attention to an
important connection between learning and learners’ wider lives:
“In terms of adult literacy, numeracy and ESOL provision, cognitive

constructivist theories would suggest that it is important to allow learners
the choice and autonomy to develop their learning in their own way, by
giving them space to follow their own individual interests and
understanding, and by recognising that this process will be different for
each learner.”
Implications for learning – supports participation in the learning process so that the
learner and the teacher are both learners. Students are involved in reflecting on and
reviewing own progress, setting new targets and expressing learning preferences and
choices
• Ecological model: the ecological model marks a shift away from focussing on the
individual to the individual within their environment so that the whole is greater
than and different from the sum of the individual parts. Based on work by
(Bronfenbrenner 1979) and (Bronfenbrenner and Morris 1998), ecological systems
are envisaged as a series of ‘nested systems’ rather like a Russian Doll, beginning at
the micro level of, for example, the person in the family and moving through to
college and community to the macro levels of the wider society and culture.
Individuals can be members of different micro systems such as their self-advocacy
group, their care home or their teaching group. Each system has its own dynamic,
which in turn relates to and is influenced by the others. These relationships are
described as meso-systems. Teaching focuses on the micro level but is influenced
by activities that occur within different systems. An example of this in practice
might be identifying links between a learner’s educational experiences and the
person centred plan that results from work with their Circle of Support and which
should encompass all aspects of their lives. A further example from the prison
context includes making links with offenders’ other programmes such as
Employment Programmes, Offender Behavioural Programmes and Rehabilitation
Programmes.
Implications for learning – learning takes place in different contexts and settings in which
the individual may assume different roles, have different experiences and may be subject
to different expectations. The relationships between the different settings can also
influence learning e.g. the relationship between the care home and college; day centre
and self advocacy group; adult education class and home.
Module guide 30
Appendix 2
Reaching All Learners by Using Effective

Learning Materials
Pauline Wright and Jane Bedlington
What’s the Point?

Purpose
• to give an assignment or project?
• to give or get information?
• to help with revision or review?
• to stimulate discussion?
• to encourage comprehension and understanding?
• to practise a Key Skill?
• to develop a Study Skill?
• to accompany a trip?
• to encourage creativity?
• to encourage research skills?
Person
• individual’s preferred learning style?
• for a group or for an individual?
• differentiation :
a) matched to an individual’s needs e.g. age, interests, pace
b) offer alternative ways to achieve the task
• level of course?
• previous experience, knowledge and skills?
• range of skills of the group or individual?
• self-access or will it be talked about first?
Module guide 31
What’s the Point? Checklist
Presentation
Consideration of Purpose and Person helps you decide the best form of Presentation
Purpose
• to give an assignment or project? ...............................................................................
• to give or get information? ...............................................................................
• to help with revision or review? ...............................................................................
• to stimulate discussion? ...............................................................................
• to encourage comprehension and ...............................................................................

understanding?
• to practise a Key Skill? ...............................................................................
• to develop a Study Skill? ...............................................................................
• to accompany a trip? ...............................................................................
• to encourage creativity? ...............................................................................
• to encourage research skills? ...............................................................................
Person
• individual’s preferred learning style? ...............................................................................
• for a group or for an individual? ...............................................................................
• differentiation: a) matched to ...............................................................................

an individual’s needs e.g. age, interests,
pace
• differentiation: b) offer alternative ...............................................................................

ways to achieve the task.
• level of course? ...............................................................................
• previous experience, knowledge ...............................................................................

and skills?
• range of skills of the group or ...............................................................................

individual?
• self-access or will it be talked ...............................................................................

about first?
Module guide 32
Overall Hot Tips for Presentation
Aim
To produce learning materials which are:
• professional in appearance
• clear to read and understood by all learners
• accessible to all learners
• attractive and appealing to learners
• suitable for its purpose
• showing good practice to the learner
• likely to encourage good Study Skill habits
• developing the Key Skills
• able to be modified and duplicated in the future
• prepare on PC and store on disk with referencing
• up to date.
Module guide 33
Hot Tips for Presentation – Format

• Consider a house style/curriculum style for the headings.
• Give a brief introduction to explain the purpose of the learning materials.
• Identify the skills being used/tested.
• Use headings, sub-headings and paragraph headings in larger or bolder font.
• Put crucial information at the beginning (in bold, boxed or highlighted) so that a
slower reader is not disadvantaged
• Write text in small chunks – a few lines and maybe in thin columns.
The amount and density of print influences whether or not you read.
Great blocks of print can be avoided if you justify the print on the left
side only.
You are also less likely to lose your place when you are reading.
• Leave plenty of ‘white space’ to let information stand out. Learner can add details
later.
• Use a list format with bullet points:

– Talk a lot before you start
– Be clear about your purpose
– Be clear who the reader is to be
– Involve the reader if you can
– Pick out the main points
– Write as if you were talking
– Use a friendly ‘voice’
– Put ideas in a logical order
– Group ideas under headings
– End lines in sensible places
– Add diagrams if it helps
– Space things out
– Justify on the left, not the right.
• Try not to split words or sentences across a line.
It is important that text is not rolled on and on without sensible breaks.
Make sure you start a new sentence on a new line.
Module guide 34
• Keep paragraph information together.
• Consider using a multi-sensory approach e.g. tapes
• Double spacing and larger font are clearer to read.
Size 10 Times New Roman Font is very difficult to read, as it is small and has
serifs.
Size 12 Century Gothic Font is rounder and clearer and

easier to read.
Module guide 35
Hot Tips for Presentation – Language

• Use one idea per sentence.
• Avoid long sentences with “and”.
e.g. Bad Practice

Find out about the procedure for stock control in your shop and how
you would ensure that stock is stored securely and safely and draw a
stock taking sheet that you would use.
(It is easier if there is one thought or instruction on each line.
The learner’s eye can take in complete thought in one glance.)
e.g. Good Practice

Stock control in your shop.
1. List the procedure.
2. How do you make sure it is stored safely?
3. How do you make sure it is stored securely?
4. Draw out your own stock taking sheet.
• Do not use long words when a short one will do.

(Smog/fog analysis)
• Give a glossary of specialised/technical words.
• Use the active tense.

“You can do this...” rather than
“This can be done by…”
• Make statements again or indicate precisely where they are, rather than saying
“refer to above”.
Module guide 36
Hot Tips for Presentation – Visuals

• Word process – easier to read and can be restructured and amended easily.
• Use a clear font.

Century Gothic which has a simple ‘a’ not ‘a’.
• Use clear simple diagrams with horizontal and vertical labelling rather than fuzzy
photocopies.
• Sketches and logos add interest and appeal.

Use Clip Art, Zapf Dingbats, Windings etc.
• Borders and blocks add interest.
• Avoid the use of CAPITAL letters for emphasis.

Use a larger, bolder font in lower case.
(Of course, use capitals for abbreviations).
– CAPITALS ARE DIFFICULT TO READ AS THERE IS NO CLUE FROM THE WORD
SHAPE.
– Lower case has word shape, this helps as we can scan text more easily.
• Leave enough space for answers – students have larger-than-life writing!
• Give bullet points to help learners make notes in short-list form.
Answers
•
• Arranging materials in a mnemonic may help with memory recall.

– What’s the Point?
– Purpose
– Person
– Presentation
– Accuracy, Brevity and Clarity
• Use technology or a colleague to check your spelling, grammar, punctuation and

clarity – it can save embarrassment later!
• Consider the use of colour and coloured paper to divide up larger pieces of work.
Module guide 37
• Use charts, diagrams, tables, cartoons, cloze procedure and illustrations as

alternative to plain text.
e.g.
Type of Service Elderly Under 5
Day time
Evening
Holiday periods
Cloze Procedure :
A c_____________ is a chemical which starts and speeds up a reaction.
When a shaft has to rotate it must be supported in b__________ that will let it
move easily.
Module guide 38
Language of Learning Materials:

Accuracy, Brevity and Clarity
Words
Avoid words which do not add to the meaning of the message :
• Outline the procedures
• I personally recommend
• Past history
• Quite unique
• Fully competent
• Summarise briefly
Phrases
• Many phrases are overworked!
• At this moment in time
• Please find enclosed
• At the end of the day
• Further to your letter
Vagueness
• Avoid long-winded phrases, abstract words and difficult instructions.
• Be specific.
• Give actual amounts not – significant, substantial, appreciable.
Misplacement
• Do not separate words or phrases from the words and phrases they qualify.
– E.g.
‘A meeting was held on overtime working in the canteen’.
It is not clear if the meeting was held in the canteen or whether it concerned
overtime working.
Module guide 39
Language of Learning Materials: Word

Economy and Double Meanings
Word Economy
Can you suggest a simpler or more economical way of saying the following.
Verbosity Word Economy
You are required to
Locate you nearest…
In the near future
At the present time
With reference to
A large number (remember ABC)
In connection with
During which time
For the reason that
In view of the fact that
So as to ensure
In the event of
Adjacent to
Adapted measures to
Not without considerable trouble
In the interim period
In the present situation
To lead to
By means of
Module guide 40
Double Meaning
Word Interpretation Possible deaf interpretation
At every time
In every case In every piece of luggage
In every example
Employed Used Working for somebody
Overall Measurement of everything Clothing
Key very important object to unlock a door
Complex difficult a group of buildings
Module guide 41
Language of Learning Materials: Word

Economy and Double Meanings
Word Economy
Can you suggest a simpler or more economical way of saying the following.
Verbosity Word Economy
You are required to You must
Locate you nearest… Find
In the near future Soon, shortly
At the present time Now, currently, at present
With reference to About, regarding, in connection
A large number (remember ABC) Many, lots, (Be specific on the number)
In connection with About, regarding, in connection
During which time While, meanwhile
For the reason that Due to, because
In view of the fact that As, since, because
So as to ensure Enable, to ensure, to make sure
In the event of If, in case
Adjacent to Next, alongside, beside, near
Adapted measures to Amend, change, modify, alter
Not without considerable trouble With difficulty, not easily
In the interim period Meanwhile, during
In the present situation Here, now, presently, at present
To lead to To cause
By means of With
Module guide 42
Double Meaning
Word Interpretation Possible deaf interpretation
At every time
In every case In every piece of luggage
In every example
Employed Used Working for somebody
Overall Measurement of everything Clothing
Key Very important object to unlock a door
Complex Difficult a group of buildings
Module guide 43
Verbosity
Verbosity
Mr A. “Excess precipitation in the Iberian peninsular congregates essentially
in the geographical area of the prairie.”
Ms B. “The rain in Spain falls mainly on the plain.”
Mr A. “ Were you ameliorated by your vessel of hot infusion of Ceylon

vegetative tips, prepared with boiling H0 during the period of time
allowed for respite of the intellectual facilities?”
Ms B. “Did you enjoy your cup of tea?”
Module guide 44
SMOG Readability Formula

• Readability is an attempt to match the reading level of written materials to the
‘reading with understanding’ level of the reader.
• This formula calculates using sentence and word length.

Other factors such as motivation, size and font type, layout, previous knowledge of
subject etc. cannot be measured in this way.
• Compare your worksheets and reference books etc. against the level required for
your course.
SMOG Readability Formula

1. Select a text
2. Count 10 sentences.
3. Count number of words which have 3 or more syllables.
4. Multiply this by 3.
5. Circle the number closest to your answer.
1 4 9 25 36 49 64 81
100 121 144 169
6. Find the square root of the number you circled.
1 4 9 16 25 36 49 64 81 100 121 144 169

1 2 3 4 5 6 7 8 9 10 11 12 13
7. Add 8 Readability
Key to Readability Level

17+ unreadable
16 graduate level
13 A level/GNVQ Advanced/NVQ 3/4
11 GCSE/GNVQ Intermediate/NVQ 2
9 Non Qualified school leaver/GNVQ Foundation/NVQ1
Module guide 45
Example of Assignment Sheet
GNVQ Foundation Business

Unit : 6 Tutor : John Bradshaw
Element : 3 (Disk Ref. : Fnd63610.doc)
Assignment No. : 10
Assignment given : Thursday 21st May 1997

Deadline : Friday 21st June 1997
Title: Prepare Travel Itineraries.
Situation
You have been asked by your employer to arrange a business trip for her.
She has been invited to speak at a conference in Washington D.C. (USA) on the 3rd
July 1997.
You need to make travelling arrangements from her home in Wolverton to fly from
one of the London airports.
You must make arrangements for her individual needs, she is :
• a non-smoker,
• a vegetarian,
• prefers to travel Business Class.
She needs to travel to and from the airport as quickly as is possible.

Arrangements have already been made for her to be met at Washington D.C.
The return journey must be on the 6th July 1997.

She wishes to catch the earliest flight home, from Washington D.C., after 7.00 am.
Module guide 46
What must I find out?

1. Decide the date/day of travel.
2. Find out flight times (departure and arrival).
3. Find out details of possible transport links from Wolverton.
4. Find out airport booking-in times.
5. Decide the most convenient flight.
6. Find out which airport and terminal she will travel from.
7. Find out the time of the arrival (remember local time differences).
8. Find out departure time from Washington D.C. and arrival time in London.
9. Decide what transport would be best to travel to and from the airport in
London.
10. Decide what transport would be best to travel to and from the airport in
London.
* Remember to allow time for any delays!
What must I do?

• Prepare a detailed itinerary.
• Lay it out as a FAX (to send to your employer who is away on business).
Make sure you have included Tick if you have included it.
1. All departure times.
2. All arrival times.
3. Details of companies used for all

travel e.g. airlines, train, coach, hire
car etc.
4. Departure points and destination

points plus any connections.
5. Flight numbers and terminal

6. Details of any special arrangements
confirmed e.g. food
7. A photocopied map with
destination clearly marked.
• Evidence for Key Skills

P.C.’s: 1.2.1. 1.4.2. 3.2.4. 3.5.4
• Evidence for GNVQ Accreditation

Unit 6 Element 3. P.C.’s : 6.3.1 to 6.3.6
Module guide 47
Inclusive Learning
Meaning of Inclusive Learning
• Does not focus on learning difficulty/disability, it is a whole college approach to
teaching and learning.
• ‘Non-traditional’ students requiring ‘non-traditional’ and new responses.
• Shift in relationship between teacher and learner.
• How do individuals learn best?
• How pedagogy can best match an individual’s approach to learning.
• Focus on learner and their learning goals in a learning environment.
• Starting point: the learner’s requirements.
• Not for students to ‘take part’ but be fully included and engaged. Students are
actively engaged in their learning rather than passive recipients of information.
What is the ‘individual learning environment’

• Individual learning programme.
• Curriculum which promotes progress in learning.
• Effective teaching.
• Entry and exit procedures
• (e.g. counselling and guidance and initial and ongoing assessment).
• Opportunities for students to discuss and manage their own learning.
• Support for learning.
• Learner support e.g. crèche facilities.
• Procedures for assessing, recording and accrediting achievement.
• Learning materials and resources.
• Technical aids and equipment.
• Trained staff.
• Principal surroundings e.g. teaching room, library, canteen.
Module guide 48
Appendix 3
Pre-course reading
You are advised to read the following in advance of starting the course:
1. Dee, L. (2004) ‘What do we mean by learning?’, extract in Pathfinders Conceptual

Framework. (unpublished).
This extract, reproduced on pages 22–23 (Appendix 1), is a clear, and very concise
explanation of theories of learning.
2. Department for Education and Skills Introducing Access for all. Department for
Education and Skills Publications.
If you are not familiar with it already, you will find this publication invaluable. It
provides excellent guidance to teachers of literacy, language and numeracy to
adults with learning difficulties and disabilities. The second part explains the effects
of particular difficulties, with lists of possible approaches to consider.
3. Maudslay, L. and Nightingale, C. (2004) Achievement in Non-Accredited Learning for

Adults with Learning Difficulties. NIACE.
This is a good starting point to the module as it focuses on achievements, i.e.

learning rather than accreditation.
4. Tusting, K. and Barton, D. (2003) Models of adult learning: A Literature review.

London: NRDC.
National Research and Development Centre for adult literacy and numeracy.
Available at www.nrdc.org.uk
Module guide 49
Appendix 4
OHT 1
Aims of the module
• Explain why the module has been developed and what is meant by learning activities, materials
and resources.
• Develop a common set of principles by which learning activities and resources can be created and
evaluated.
• Show how these principles can be applied to the development of learning materials for your
learners in your contexts.
Module guide 50
OHT 2
Learning outcomes of the module
You will be able to:
• identify the implications of specific principles for your practice;
• adapt, devise and evaluate learning activities and materials for use with your learners;
• relate multisensory activities to the needs of your learners;
• make adaptations to learning materials using ICT;
• reflect critically on your own practice and identify personal development action for support
workers and others in your organisation.
Module guide 51
OHT 3
Aims
• To introduce the training module, its purpose, and terms of reference.
• To develop a common understanding of the core principles and values that underpin the creation
of learning activities and the materials that support them.
Module guide 52
OHT 4
Learning outcomes
• understand the context in which the module has been developed and how it can contribute to
your professional practice;
• relate theories of learning to developing learning activities and resources;
• identify the implications of specific principles in teaching literacy, language and numeracy, for
learning activities and materials;
• analyse different forms of differentiation observed and apply the principles of differentiation to
your own practice;
• analyse the role of support workers, identifying how to work with them more effectively;
• make simple adaptations to learning materials based on learners’ interests and needs;
• explain, giving examples, what makes a good learning activity;
• understand the assessment procedure for the module, including the use of the professional
development journal.
Module guide 53
OHT 5
Aims
• To transfer principles into good practice in teaching literacy, language and numeracy to learners
who have learning difficulties or disabilities, as individuals and groups of learners.
Module guide 54
OHT 6
Learning outcomes
• identify literacy, language and numeracy observed in a work situation, noting materials and
support required to enhance learning;
• identify ways in which literacy, language and numeracy are embedded in your own subject area;
• apply a readability test to a text;
• match learning activities and materials to the needs of individuals with learning difficulties or
disabilities;
• make simple adaptations to materials to ensure they are accessible for individual learners;
• apply the concept of learning styles and evaluate how you learn.
Module guide 55
OHT 7
Session 3: Ensuring a learner-centred approach in practice
Aims
• To draw together ideas of good practice for participants, support assistants and colleagues
Module guide 56
OHT 8
Session 3: Ensuring a learner-centred approach in practice
Learning outcomes
• relate the development of multisensory activities to the needs of learners;
• analyse examples of practitioner/learner interaction, and recognise good questioning techniques;
• identify implications for your own practice from the inter-session observation task;
• evaluate the learning activities and resources people have devised for their learners;
• identify the main messages you have learned from this training and how to cascade them in your
organisation.
Module guide 57
OHT 9
Why was the module developed?
Background
“…redesigning the very process of learning, assessment and organisation so as

to fit the objectives and learning styles of the students”
Inclusive Learning (FEFC, 1996)

Chaired by Professor Tomlinson
Module guide 58
OHT 10
Initiatives
• The Core Curricula for Literacy and Numeracy (2001)
• Special Educational Needs and Disability Act 2001 (Disability Discrimination Act Part 4)
• Access for all: Guidance on Making the Adult Literacy and Numeracy Core Currricula Accessible
(2002)
• Adult Pre-Entry Curriculum Framework for Literacy and Numeracy (2002)
Module guide 59
OHT 11
The real improvement in quality of life is likely to occur when skills for life are learned in conjunction
with the wider key skills of:
• problem-solving;
• improving own learning and performance;
• working with others.
Module guide 60
OHT 12
• It is important first and foremost to concentrate on learning itself.
• It is important to recognise that learning takes place incidentally in all kinds of real-life situations.
• Instead of starting with learning materials we need to devise appropriate learning activities and
then to consider the materials to support them.
Module guide 61
OHT 13
Resources
• Physical resources to aid access
• Materials to facilitate learning
• Human support
Module guide 62
OHT 14
Differentiation
Inclusive learning is:
“the greatest degree of match and fit between the individual learner’s
requirements and the provision that is made for them.”
Inclusive Learning (1996)
Module guide 63
OHT 15
Differentiation
“This is the difference between offering courses of education and training and
then giving some students who have learning difficulties some additional
human or physical aids to gain access to those courses, and, on the other hand,
redesigning the very process of learning, assessment and organisation so as to
”
fit the objectives and learning styles of the students
Inclusive Learning (1996)
Module guide 64
OHT 16
Differentiation
Differentiation recognises that one size does not fit all. It means meeting the needs of the learner.
Learners will vary in:
• ability, speed of learning, prior learning;
• interests and learning preferences;
• additional learning needs.
Module guide 65
OHT 17
Embedding
A dictionary definition of embedding is:
“To fix or become fixed in surrounding material.”

Collins English Dictionary (1991 Edition)
Module guide 66
OHT 18
Embedding
The Department for Education and Skills’ Skills for Life Strategy Unit has agreed and adopted
the following definition:
“Embedded teaching and learning combines the development of literacy,

language and numeracy with vocational skills and other skills.
The skills acquired provide learners with the confidence, competence
and motivation necessary for them to progress, gain qualifications
and to succeed in life and at work. ”
Research Summary: Embedded Teaching and Learning
of Adult Literacy, Numeracy and ESOL, NRDC
Module guide 67
OHT 19
Disability Discrimination Act
The Special Educational Needs and Disability Act (SENDA) 2001 brought post-16 education and
training under the scope of the Disability Discrimination Act (DDA) 1995.
The principle behind the legislation is that disabled people should have the same opportunities as
non-disabled people to benefit wherever possible from any education or other related provision
available.
Module guide 68
OHT 20
Disability Discrimination Act
Failing to offer the same opportunities is described as treating people with a disability ‘less
favourably’ than those without a disability.
Responsible providers are required to make ‘reasonable adjustments’ where existing arrangements
place disabled people at a ‘substantial disadvantage’.
Module guide 69
OHT 21
Session 1 mind map
Module guide 70
OHT 22
Session 2 mind map
Module guide 71
OHT 23
Session 3 mind map
Module guide 72
OHT 24
Dunn and Dunn’s learning styles model
Module guide 73
Appendix 5
Cards of social and medical models of

disability
The problem is the environment
The problem is the person
Module guide 74
Low expectations Badly designed buildings
Didactic teaching methods Prejudiced attitudes
Inaccessible transport Segregated education
Poorly designed
Assessment methods learning materials
Module guide 75
The curriculum Lack of staff training
Can’t communicate Can’t walk
Can’t use hands Is sick
Can’t understand Confined to a wheelchair
Module guide 76
Has seizures Can’t concentrate
Can’t see or hear Needs carers
From the Quality Initiative Pre-Entry Curriculum Framework Level 4 training.
Module guide 77
Appendix 6
Cards with examples of tried and tested

learning activities
1 2
Customised bingo – Letters of the alphabet
kitchen utensils,
names of food,
9 made in clay, fired
and painted to spell
colour and number
(for example, 7 5 learners names –
pottery
red 27) session
1 4 8

LOTTO 3 4
‘How was your weekend?’ – Playing the
empowering learners to evaluate and lottery as a LOTTO
make choices by rating from 1–10 how numeracy skill. IT’S A ROLLOVER!
JACKPOT ESTIMATED AT £7 MILLION
their weekend had been.
Learners must give SATURDAY SUNDAY 01 02 03 04 05 06 07
explanations as to S ho p p i n g ball
DATE: NOVEMBER 21ST 2005
why their specific Foot

Cinema
score was chosen.
LOT
T O
5 6
Use training Anne Smith Customised food
LOTTO
quiz game.
manuals from How can I help you? Questions might
Tesco as a include ‘Name
resource for entry three ways of
level learners and above. cooking potatoes’;
‘What kind of shop might sell parsley?’;
‘Name three ingredients in a cake’;
LOTTO ‘What colour is an aubergine?’

Module guide 78
LOTTO
7 8
Planning an activity Using a learner’s
around an event own favourite cue t
or festival. to reward a
successful task
completed, for example, Bart Simpson
burping at the end of a successful goal!,
or a learner’s favourite music or pop
group playing or shown on monitor.

9 10 LOTTO
Playing a version of Connect Driving test theory

Four on the whiteboard manual and CD-Rom
using spelling, punctuation, ual
LOTTO M an
general knowledge and
numeracy questions. Correct answers are
scored on a grid using a chosen visual
symbol for each team, for example a
flower, a star, and so on. The first group to
get a row of four wins.
Module guide 79
Appendix 7

The following is a reflective journal to help you to get as much out of the training for
your practice as possible, to benefit your learners, you and your organisation.
It is intended solely for your use in thinking and planning, and can be used as an
ongoing document as you go through your plans. No one else will see it unless you
choose to submit it as part of your evidence for accreditation.
What are the

important things
I have learned from
the training?
What are the

implications for
my area of work?
What do I intend
to develop as a
result?
The following are prompts for you to reflect on the session, and how it could help you
to develop aspects of your own practice. Think about an action point for:
Differentiating by
task, level and
amount of support
Developing liaison
between yourself,
the learner and
members of your
team
Analysing a learning
activity to see how
it could be adapted
and why it works
Other points
Module guide 80

Remember that this is a reflective journal to help you to get as much out of the
training for your practice as possible. It is intended solely for your use in thinking and
planning, and can be used as an ongoing document as you go through your plans.
What are the

important things I
have learned from
the training?
What are the

implications for
my area of work?
What do I intend
to develop as a
result?
Embedding skills
for life
Adapting learning
materials for
format, context
and accessibility
Taking account of
learning styles
Other points
Module guide 81
Session 3: Ensuring a learner-centred approach

The reflective journal for this final session is an opportunity to not only note down
ideas from this session, but also to think about any action points from the training as a
whole.
What are the

important things I
have learned from
the training?
What are the

implications for
my area of work?
What do I intend
to develop
as a result?
Multisensory approaches
to learning and effective
questioning
Passing on the message

in your organisation
Ways of reflecting the

philosophy of the
module in your practice
Other points
Module guide 82
Appendix 8
Pen portrait
Learner’s first name:
Age:
Gender:
Context for learning:
Subject area:
Literacy level:
Numeracy level:
Targets:
Aspirations and plans:
Lifestyle and interests:
Relevant experience:
(for example, work
experience)
Strengths:
Areas of difficulty:
Mode of
communication:
Learning preferences:
Module guide 83
Appendix 9
Canteen list and telephone instructions
1. Indicate the quantity next to each item
2. In the event that you do not have sufficient finds to cover purchases, items will
be deleted. Please indicate in the X column your top five items, numbered 1 – 5.
3. Should your chosen items be out of stock, would you like an alternative?
YES/NO PLEASE INDICATE CLEARLY IN THE Y COLUMN WHAT YOU WOULD
LIKE INSTEAD
4. Once your purchases have been signed for, no changes can be made
***WARNING***
Amount allowed to spend: £ . Any alternative to the above will invalidate this canteen form.
BIN ITEMS TO BE PURCHASED COST No. X Y BIN ITEMS TO BE PURCHASED COST No. X Y
1 PHONE CREDITS £ 1.00 47 TOOTHBRUSH £1.49
2 CIGARETTES BENSON & HEDGES 10’S £ 2.43 48 TOOTHPASTE (MEDIUM) £0.90
3 CIGARETTES BENSON & HEDGES 20’S £ 4.82 49 FACE FLANNERL £0.45
4 CIGARETTES SUPERKINGS 20’S £ 4.55 50 COTTON BUDS £0.39
5 HAMLET CIGAR (SINGLE) £ 0.65 51 TISSUES £0.99
6 FILTER TIPS £ 0.50 52 ADDIDAS AFTER SHAVE BALM £4.99
7 LIGHTER HMP £ 0.41 53 AFRO COMB £0.49
8 MATCHES £ 0.08 54 DAX POMADE £1.69
9 RIZLA GREEN £ 0.20 55 HAIR GEL £0.48
10 RIZLA HMP £ 0.10 56 VASELINE INTENSIVE CARE LOTION £1.99
11 TOBACCO CLAN 25G £ 3.75 57 ANDREX TOILET ROLL 2 PACK £0.95
12 TOBACCO GOLDEN VIRGINA 12.5G £ 2.50 58 OXO RED X 6 (BEEF) £0.47
13 TOBACCO GOLDEN VIRGINA 5G £ 1.15 59 BISTO GRAVY GRANULES £1.09
14 TOBACCO OLD HOLBORN 12.5G £ 2.43 60 COFFEE ACW TUB £2.20
15 BATTERY R03 X 2 (AAA) £ 0.52 61 COFFEE SACHET (SINGLE) £0.07
16 BATTERY R06 X 4 (AA) £ 1.20 62 DRINKING CHOCOLATE BREAK SACHET £0.55
17 BATTERY R14 X 2 (C) £ 1.00 63 DRINKING CHOCOLATE TUB £1.35
18 BATTERY R20 X 2 (D) £ 1.20 64 SUGAR 500G £0.58
19 NAIL CLIPPERS £ 0.49 65 SWEETEX TABLETS £1.95
20 COCOA BUTTER LOTION PALMERS £ 2.99 66 TEA CAMOMILE £1.04
21 COCOA BUTTER LOTION £ 0.83 67 TEA PEPPERMINT £1.04
22 COCOA BUTTER CREAM £ 3.36 68 TEABAGS 40’S (PG TIPS) £1.16
23 E45 CREAM TUBES £ 1.98 69 TEABAGS 40’S (QUICK BREW) £0.98
24 NIVEA CREAM £ 1.25 70 MILK CONDENSED £0.79
25 JOHNSON’S BABY LOTION £ 1.99 71 MILK EVAPORATED £0.59
26 JOHNSON’S BABY OIL £ 2.29 72 MILK MARVEL POWDER £1.69
27 JOHNSON’S BABY POWDER £ 1.15 73 MILK SEMI SKIM 500ML £0.40
28 GILLETTE MACH 3 BLADES £ 5.99 74 MILK SOYA 500ML £0.58
29 GILLETTE MACH 3 RAZORS £ 5.99 75 MILK WHOLE 500ML £0.44
30 PALMOLIVE LATHER SHAVE £ 1.99 76 MILKSHAKE (BANANA) £0.42
31 PALMERS NO BLADE SHAVE £ 2.79 77 MILKSHAKE (CHOCOLATE) £0.42
32 ROLL ON DEODORANT £ 0.93 78 MILKSHAKE (STRAWBERRY) £0.42
33 PALMERS COCONUT SHAMPOO £ 2.52 79 NOURISHMENT (BANANA) £1.03
34 PALMERS COCONUT CONDITIONER £ 2.39 80 NOURISHMENT (CHOCOLATE) £1.03
35 SHAMPOO HEAD & SHOULDERS £ 2.79 81 NOURISHMENT (STRAWBERRY) £1.03
36 SHAMPOO PALMOLIVE £ 0.99 82 NOURISHMENT (VANILLA) £1.03
37 SHAMPOO VOSENE £ 1.99 83 BOTTLE, ROBINSON’S ORANGE £0.99
38 V05 CONDITIONER £ 1.49 84 BOTTLE, ROBINSON’S APPLE/BLACK £0.99
39 SHOWER GEL £ 0.75 85 CARTON, ORANGE JUICE 1 LTR £0.69
40 SHOWER GEL RADOX £ 2.09 86 CARTON, PINEAPPLE JUICE 1 LTR £0.99
41 APRICOT SCRUB £ 1.17 87 BOTTLE, S/SPRING CREAM SODA £0.45
42 SOAP DOVE CREAM BAR £ 0.71 88 BOTTLE, S/SPRING LEMONADE £0.45
43 SOAP TURA ANTI BACTERIAL £ 0.96 89 BOTTLE, S/SPRING CHERRYADE £0.45
44 SOAP ZEST £ 0.49 90 BOTTLE, S/SPRING DIET LEMONADE £0.45
45 MOUTHWASH £ 1.19 91 CAN, COCA COLA £0.49
46 SMOKERS TOOTH POWDER £ 1.54 92 CAN, DIET COKE £0.49
Module guide 84
BIN ITEMS TO BE PURCHASED COST No. X BIN ITEMS TO BE PURCHASED COST No. X
93 CAN, TANGO ORANGE £ 0.50 153 KIT KAT 4 FINGER £0.32
94 MACKEREL IN CURRY £ 0.72 154 MINTS POLO £0.24
95 MACKEREL IN OIL £ 0.72 155 MINTS EXTRA STRONG £0.35
96 MACKEREL IN SPICY TOMATO £ 0.72 156 TINNED PINEAPPLE £0.61
97 PILCHARDS £ 0.44 157 TINNED FRUIT COCKTAIL £0.59
98 TUNA IN BRINE £ 0.59 158 NUTS AND RAISINS £0.40
99 TUNA IN OIL £ 0.59 159 BOMBAY MIX £0.60
100 SWEETCORN (GIANT) £ 0.62 160 PEANUTS DRY ROASTED £0.46
101 PEANUT SMOOTH £ 1.86 161 PEANUTS SALTED £0.41
102 PEANUT BUTTER CRUNCHY £ 1.86 162 PORK SCRATCHINGS £0.27
103 HOTDOGS £ 0.45 163 CRISPS CHICKEN £0.27
104 SOUP CUPPA CHICKEN £ 0.89 164 CRISPS SALT AND VINEGAR £0.27
105 SOUP CUPPA TOMATO £ 0.89 165 CRISPS READY SALTED £0.27
106 SOUP CUPPA VEGETABLE £ 0.89 166 CRISPS CHEESE AND ONION £0.27
107 APLEN 375GM £ 1.39 167 THERMOS FLASK 0.5 LTR £4.79
108 CORNFLAKES 250GM £ 1.15 168 BIRO/PEN BLACK £0.29
109 WEETBIX 12’S £ 0.99 169 ENVELOPES 10’S £0.30
110 KOKA NOODLES BEEF £ 0.34 170 WRITING PAPER £0.99
111 KOKA NOODLES CHICKEN £ 0.34 171 STAMPS AEROGRAMME £0.68
112 KOKA NOODLES CURRY £ 0.34 172 STAMPS FIRST CLASS £0.28
113 KOKA NOODLES MUSHROOM £ 0.34 173 STAMPS SECOND CLASS £0.20
114 KOKA NOODLES PRAWN £ 0.34 174 CARD BIRTHDAY MALE £0.69
115 KOKA NOODLES STIR FRY £ 0.34 175 CARD BIRTHDAY FEMALE £0.65
116 KOKA NOODLES TOMATO £ 0.34 176 CARD BIRTHDAY BOY £0.69
117 GINGER CAKE JAMAICAN £ 1.05 177 CARD BIRTHDAY GIRL £0.69
118 CREAM CRACKERS £ 0.55 178 CARD CHRISTMAS SINGLE STATE TYPE (IE WIFE) £0.74
119 RITZ CARTON £ 0.99 179 CARD GREETING BLANK £0.86
120 RITZ CARTON CHEESE £ 0.99 180 CARD JUST TO SAY £0.60
121 JAM RINGS £ 0.59 181 CARD LOVE YOU £0.60
122 NICE BISCUITS £ 0.46 182 CARD MISSING YOU £0.60
123 DIGESTIVES £ 0.57 183 CARD MOTHERS DAY £0.75
124 PENGUIN 8 PACK £ 1.07 184 CARD THINKING OF YOU £0.60
125 GINGER NUTS BISCUITS £ 0.67 185 CARD VALENTINE £0.74
126 CUSTARD CREAMS £ 0.46 186 CARD CHRISTMAS BOX OF 30 £1.50
127 BOURBON CREAMS £ 0.46 187 HOBBY MATCHES 5000 (NATURAL) £4.49
128 SHORTCAKE £ 0.59 188 PLAYING CARDS £0.69
129 CUSTARD READY TO POUR £ 0.89 189 WOODGLUE £3.25
130 HONEY £ 1.99 190 SAFETY MATCH CUTTER £2.54
131 CHILL SAUCE SQEEZY £ 1.18 191 SAND PAPER £0.33
132 HP SAUCE SQEEZY £ 1.64 192 WASHING UP LIQUID £0.66
133 MAYONNAISE £ 1.55 193 WASHING LIQUID CLOTHES £1.17
134 MUSTARD, ENGLISH £ 0.76 194 WASHING POWDER DAZ £2.29
135 PEPPER SAUCE SQUEEZY £ 1.18 195 WASHING POWDER NON BIO £1.00
136 SALAD CREAM £ 1.79 196 FRUSLI BAR WILD BERRIES £0.34
137 TOMATO SAUCE SQUEEZY £ 1.45 197 FRUSLI BAR RAISIN & HAZELNUT £0.34
138 BAR chocolate 10P £ 0.10 198 FRUSLI BAR CRANBERRY & APPLE £0.34
139 BAR MARS ORIGINAL £ 0.32 199 FRUSLI BAR TANGY CITRUS £0.34
140 BAR SNICKERS £ 0.33 200 SPICED BUN £2.50
141 BAR TOPIC £ 0.38 201 GILLETTE SERIES GEL 175 ML £2.99
142 BAR TWIX £ 0.31 202
143 CADBURYS BOURNVILLE PLAIN £ 0.40 203
144 CADBURYS DAIRY MILK £ 0.40 204 INTERNATIONAL PHONE CARD £3.00
145 CADBURYS FRUIT AND NUT £ 0.40 205 INTERNATIOAL PHONE CARD £5.00
146 CADBURYS WHOLENUT £ 0.40 206 INTERNATIONAL PHONE CARD £10.00
147 CHERRY DROPS (TREBOR) £ 0.34 (For Official use only)
148 CHEWS 10p £ 0.10 Phone credits: _______.___
149 FRUIT GUMS £ 0.33
150 FRUIT PASTILLES £ 0.33 Goods: _______.___
151 TUNES BLACKCURRANT £ 0.49
152 TUNES CHERRY £ 0.49 Total amount spent: _______.___
ALL ITEMS ARE SUBJECT TO AVAILABILITY AND PRICE CHANGE WITHOUT PRIOR NOTICE
NO MANUFACTURERS SPECIAL OFFERS OR DISCOUNTS ARE HONOURED BY THE CANTEEN!
PLEASE INDICATE BELOW ANY NEW ITEMS YOU WOULD LIKE SOLD IN THE CANTEEN
Module guide 85
Module guide 86
Module guide 87
Appendix 10
Health and safety rules
Module guide 88
Appendix 11
Dunn and Dunn’s learning styles model
Module guide 89
Appendix 12
Access for All posters
Module guide 90
Module guide 91
Module guide 92
Module guide 93
Appendix 13
Extract from training manual from Tesco
Module guide 94
Module guide 95
Module guide 96
Module guide 97
Module guide 98
Module guide 99

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Creating learning materials: Level 4

Produced by NIACE for the Department for Education and Skills

© Crown Copyright 2006

Extracts from this document may be reproduced for non-commercial education or

Further copies of this publication can be obtained free from:

Department for Education and Skills Publications

Tel: 0845 60 222 60

Please quote ref: CLM4

An electronic version of these materials is available at:

Edited and produced by David Shaw and Stephenie Hughes, NIACE

Skills for Life: The national strategy for

• learner and employer engagement, to engage and increase participation of young

We recognise their importance in providing opportunities to change the

Learning for Living

• clearly identified learning difficulties;

• complementary (with cross references provided between them);

Reference to another guidance document in the

Reference to a DVD clip. Reference to the Appendices.

Department for Education

and Entry levels and

needs assessment; ent

This guidance offers

you ideas and suggestions debate about

on how to help those

supporting learning literacy,

language and numeracy in a disability and to

vocational context. It provides ar n

advice for working both with Bilingua

• been identified as having learning difficulties;

• a physical or sensory impairment;

• unseen disabilities such as long-term health conditions or mental health

• experienced disrupted learning experiences and difficulties with learning, which

Teachers may be working in an educational context teaching literacy, language or

They will also need basic IT knowledge including:

• the ability to use the Internet and email.

1Literacy, language and numeracy.

It will be particularly helpful to find out during the recruitment process:

Content and use of the module

The sessions should be taught in sequence, as each builds on learning acquired

Element Time Content

1. Introductions 15 mins Icebreaker.

3. Setting the 45 mins Introduction.

4. Principles 50 mins Theories of learning and how they relate to

5. Differentiation 45 mins What is differentiation?

6. The impact of 45 mins The supporter’s role:

7. Tried and tested 50 mins Examples to use or adapt.

8. Inter-session 5 mins Creating authentic learning materials.

Session 2: Skills for life in action

Element Time Content

1. Aims and 15 mins Aims and learning outcomes.

2. Embedding 60 mins Identify skills for life embedded in a work

3. Readability 45 mins Analyse a text for readability level and format.

4. Resources 60 mins Choosing resources to suit individual learners,

5. Making 60 mins Disability Discrimination Act philosophy.

6. Exploring 45 mins Explore learning preferences. Sample an

7. Inter-session 10 mins Observe a teaching session before Session 3.

8. Inter-session 5 mins Should we be using learning styles?

9. Assignment 2 10 mins Pre-assignment briefing and discussion

10. Personal 15 mins Fill in their journal.

3Literacy, language and numeracy.

Session 3: Ensuring a learner-centred approach in pratice

Element Time Content

1. Aims and 15 mins Aims and learning outcomes.

2. Multisensory 45 mins Observe and evaluate a teaching strategy.