literacy, language, numeracy

Literacy, Language and Numeracy series for union learning reps

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Let’s start at the beginning

Why the focus on reading and writing?A few quick statistics may help to explain the need for improvement in reading and writing skills:

Over five million adults have literacy ■■

skills below GCSE (D–G grade). Around 1 per cent of the adult ■■

population cannot read at all. Around 20 per cent of the adult ■■

population cannot read well enough to do their job well or gain promotion.

Poor reading skills tend to go hand-in-hand with poor writing skills, and the impact of a lack of skills can be felt in everyday life, whether it’s an inability to help children with homework or being unable to complete a job application.

Surprisingly, given these statistics, very few adults regard their reading and writing skills as below average, even those with the lowest level of ability, and only a tiny proportion feel that their weak skills have hindered their job prospects or led to mistakes at work. This presents a challenge for you, the ULR, to help your members identify their needs and to encourage them to get back into learning.

The big pictureThe Moser Report, A Fresh Start: Improving Literacy and Numeracy, was published in March 1999. This led to the government launching Skills for Life (SfL), the national strategy for improving adult literacy, language and numeracy skills, in 2001. The current government remains committed to the strategy, calling it Literacy, Language and Numeracy (LLN).

In other words, literacy, language and numeracy are the underpinning skills for everyday life and work in the modern world. Tackling basic skills in the workplace is seen as a particularly important strand of successive government strategies, as billions of pounds are lost to the economy and businesses each year through errors resulting from poor skills.

Part of the government strategy was the creation of core curricula covering literacy, numeracy and ESOL (English for Speakers of Other Languages), which are specifically designed for use in teaching adults. The relevant skills that adults require are detailed in each curriculum, and tutors and learners work together to determine the best ways in which these should be taught and learnt. The emphasis is on realistic, everyday applications of skills – not trawling through a textbook week after week!

Adult Literacy Core CurriculumThe Adult Literacy Core Curriculum is divided into three areas:

speaking and listening■■

reading■■

writing.■■

Being developed specifically for adults, it is tailored to their needs and focuses on learning through practical activities that involve real-life situations.

There is a step-by-step approach to learning with five different levels:

Entry 1, 2 and 3■■

Levels 1 and 2.■■

Each level has its own standalone, nationally recognised qualification. The highest level (Level 2) is equivalent to GCSE (A*–C).

Both reading and writing are broken down into three further topics.

Skills for Life or Basic Skills (now LLN) is defined as:The ability to read, write, speak and listen and use everyday maths at a level necessary to function and progress in work and in society in general.

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Reading:

reading comprehension■■

grammar and punctuation■■

vocabulary and word recognition.■■

Writing:

composition■■


spelling and handwriting.■■

Many learners may find that they have a different level of ability in each topic. For example, they may have a high level of understanding when reading (comprehension) but have poor spelling skills when writing. Tutors will recognise this and adapt a ‘pick and mix’ approach, working at the appropriate curriculum level for each individual skill.

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ReadingIn this information-driven society, it is important to be able to read and understand the written word around us. Working through the reading topics allows tutors and learners to overcome problems such as those detailed below.

Here are two examples of workplace tasks for which members need good reading skills:

Reading a report Literacy curriculum

Identify the main points, skim titles and headings, and obtain specific information.

Entry 3

Identify some detail as well as the main points. Find information by using contents, subheadings, etc.

Level 1

‘Read between the lines’ for meaning that is not explicit. Evaluate the information. Summarise the content.

Level 2

Following instructions to operate a machine

Literacy curriculum

Know what the main purpose of the instructions is, i.e. which machine they are for.

Entry 2

Understand the key actions to be followed.

Entry 2

Be able to identify which illustrations fit with each part of the operation.

Entry 2

Understand the particular style of language used in instructional texts.

Entry 3

Skim, scan and read for detail. Level 1

Understand information in images where the text does not explain.

Level 1

Reading comprehension

I got a letter about changes to my employment contract, but I can’t begin to understand it because of all the big words. I’m really worried about signing the new contract without knowing what it means for me.

My daughter was prescribed medicine by the doctor, but I can’t understand how much she should take or when she should take it.

Grammar and punctuation

I get lost trying to read a book. I never know who is supposed to be speaking.

I was reading about a job that they’re advertising in work. The way the sentences were written, I couldn’t really understand what the job was.

Vocabulary and word recognition

If I see a word I don’t know, I panic. How do people figure out what words are?

The instructions for operating the new photocopier at work were full of technical words I didn’t know. I just said I had forgotten my glasses and asked someone else to do the copying for me.

How does the curriculum relate to everyday work and home life?

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WritingMany adults find writing, and particularly spelling, a chore. There is a feeling that when we write things down we expose our weaknesses and people will think less of us. One of the tutor’s roles is to build confidence along with skills to overcome problems such as these:

Composition

I’m embarrassed when I have to write a letter to my son’s school. I’m never sure that what I’ve written makes sense to anyone but me.

Sometimes I have to write down phone messages for my boss. I really struggle, so I say I was in a hurry and that’s why the message looks garbled.

How does the curriculum relate to everyday work and home life?

Grammar and punctuation

My writing is OK, but I never know when to use commas and things like that. I just put lots of them in and hope it’s right.

When I read a book the writing flows really well and makes sense. I can never get things I write to be like that.

Spelling and handwriting

I always write in capital letters but my mate in HR says that doesn’t look good on a job application.

I can never write what I really want to say because my spelling’s terrible – I always pick an easier word than the one I want to use.


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So, what can be done to help members improve their skills?

The curriculum covers a very detailed range of skills to be developed on the path to becoming a fluent and competent reader and writer. This section takes a closer look at some of the tips and techniques the tutor will share with learners as they embark on this journey.

Reading There are many keys to improving reading skills. Some tutors’ top tips for learners are:

Identify context to help understanding ■■

of what is being read. Know how grammar and punctuation are ■■

organised, as they give meaning to the text. Be familiar with letter and word shapes.■■

Understand how prefixes, suffixes and root ■■

words work. Know the sounds of letters and groups of letters ■■

– unfamiliar words can be sounded out. Realise that reading on in the text can give ■■

clues, allowing the reader to go back and make sense of what is being read. Recognise that reading over the few sentences ■■

leading up to an unfamiliar word can help in understanding what the word might be. Know that the style and context of a text can ■■

help the reader to predict what any unfamiliar words may be. Realise that names of people, places or ■■

things can be skipped over without taking away from the meaning of the text. Remember that any word can be looked up ■■

in a dictionary. Play detective by looking for clues in the text ■■

such as headings, pictures and diagrams. Make reading enjoyable – use Quick Reads ■■

(see page 14).

A reading task may be taught at the various levels of the curriculum. Learners start at the level that best suits them: not everyone starts at Entry Level 1.

Task: Reading comprehensionHow might this be taught and practised?

Entry 1

The tutor may write down a short paragraph narrated by the learner (perhaps some information about themselves). The learner would then read this text, confident in the knowledge that all the words are known and the subject is familiar. The learner can think about whether or not the sentences make sense, pay attention to the punctuation and identify known ‘sight words’.

Entry 2

The tutor may cut a short text on a subject of interest to the learner into sentences. The learner would then try to reconstruct the text, identifying known words and decoding unknown words along the way.

Entry 3

At this level, the tutor may give the learner a few short texts on different subjects and with different purposes. By reading the texts, the learner can figure out the writer’s intention – does the learner feel he or she has been entertained, informed, persuaded or instructed? How do the words used give clues?

Level 1

A group of learners may read the same texts, each one a few paragraphs long, and then discuss them. What was the purpose of each text? What were the main points or events? Was there any ‘reading between the lines’? The learners may need to use a dictionary to look up unfamiliar words.

Level 2

The tutor may give the learner a text several paragraphs long, and ask them to read it and then summarise it in discussion with the tutor or other learners. Does the learner share the opinion of the writer or have a different view? The learner may have used a knowledge of root words or prefixes/suffixes to work out the meaning of new words.

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So, what can be done to help members improve their skills?

WritingEach day, at some time or another, most of us will have to write, whether it’s signing our name, filling in an application form, making a shopping list, composing a letter or sending a text message. We write for many reasons and different audiences but our aim is the same: to communicate our ideas, thoughts and feelings – to get a message across.

Some tutors’ top tips for writing are:

Plan, draft, re-write, edit and proofread. ■■

Writing doesn’t have to be perfect first time – if it did, there would be no need for erasers, correction fluid, dictionaries, spell-checkers and professional proofreaders! Stick with spelling – it’s not always easy, but ■■

working on spelling strategies is really useful. It’s also important to remember that we all have the occasional spelling block and need to look up a word. It’s not cheating to ask for help! Grammar’s good – it’s gone in and out of ■■

fashion in teaching, but understanding a few of the basic grammar rules gives writers a firm foundation to build on. Perfect your punctuation – commas, apostrophes, ■■

question marks, exclamation marks, etc. all make a big difference to meaning when used correctly, and a bigger difference when they’re not! Have a go – the most important thing is ■■

not to be afraid of putting your thoughts and ideas down. Write, write, write!

A writing task may be taught at the various levels of the curriculum. These examples look at one aspect of a small part of the curriculum, but will give an idea of the step-by-step approach to learners becoming competent writers.

Task: Composition – getting a piece of writing startedHow might this be taught and practised?

Entry 1

The learner will develop the skills to write a short sentence about a familiar topic, with correct spelling, grammar and punctuation.

Entry 2

At this level, the learner will have progressed to understanding and using linking words such as ‘and’, ‘but’ and ‘then’ to help their writing flow more naturally.

Entry 3

The tutor and learner may work on planning and drafting writing, and organising it into paragraphs. Organisational skills are addressed, such as whether the writing is planned in the learner’s head, by noting down important points, or by drawing a diagram.

Level 1

At this level the focus will be on content, language and structure. Questions such as who the material is being written for, why it is being written and how it should be presented are addressed.

Level 2

At this level the learner will create a variety of types of writing, both formal and informal. With the support of the tutor they will plan, draft, create and proofread communications, ensuring that the content, language, structure and style are appropriate.


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Research on occupational standards has found that:

much of the health and safety information in ■■

use in the workplace is at a high reading level work instructions often contain technical ■■

and technological vocabulary and are rarely easy to read quality guidelines require high reading skills.■■

In the workplace there are many examples of when we need to read and write in order to complete jobs effectively and efficiently. In both their personal and professional lives, people who have problems with reading and writing skills often feel a degree of shame and are afraid to ask for support. Common reasons for avoiding improving literacy skills are:

‘I don’t want to feel stupid like I did in school.’■■

‘I don’t need to write in my job.’■■

‘My partner does all the writing.’■■

‘Spelling is too difficult.’■■

‘I couldn’t learn it at school, so I never will.’■■

‘I haven’t got the time.’■■

‘I haven’t got the patience.’■■

This can have consequences such as:

time off work through illness and stress■■

not seeking promotion■■

poor job prospects■■

not getting involved in workplace/■■

union activities and issues

resigning from jobs■■

disciplinary procedures■■

low self-esteem and lack of confidence.■■

These causes and consequences highlight the negative attitudes poor skills can bring. Being able to read and write is important to a sense of self-respect in this competitive and highly connected world and can improve people’s chances in life, both in realising their own potential and in influencing others.

Here are some examples of workplace tasks that demand reading and writing skills, and at the impact that poor skills might have.

Manufacturing industry Task: Following specifications to make an itemSkills needed

reading, including technical words■■

understanding the steps in a sequence of actions■■

writing notes to explain problems with the ■■

materials or machinery completing an order for stores■■

Consequences of errors wastage of materials■■

production line hold-ups – wastage of time■■

customer dissatisfaction if delivery date is not met■■

over- or under-ordering of materials■■

maintenance staff not being clear on repairs ■■

needed to machinery – more time wastage

Transport industryTask: Completing a customer complaint formSkills needed

reading the form and identifying what ■■

information each section requires understanding the wording, to be able to re-■■

phrase as questions to put to the customer accurately completing all sections of the form■■

writing clearly so that the person who will ■■

follow up has enough information to do so

Consequences of errors putting incorrect or incomplete information ■■

on the form writing that cannot be understood by the person ■■

dealing with the complaint customer dissatisfaction■■

wastage of time spent going over the details ■■

a second time

So far so good, but why should members bother?

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So far so good, but why should members bother?

People need good basic skills, not just because of the needs of a particular job. Such abilities are essential to perform a wide range of activities safely and effectively in the workplace.A Fresh Start: Improving Literacy and Numeracy

Catering industryTask: Taking an order from a customer in a restaurantSkills needed

reading a menu, especially when a customer ■■

asks for help being able to show a customer where additional ■■

information is, e.g. side dishes writing the order, including any variations ■■

or special requirements completing documentation for payment■■

Consequences of errors

customer dissatisfaction if not given the help ■■

they need wastage of food and time if the order is wrong■■

dissatisfied customers when delays occur in their ■■

order being served errors in the payment transaction – these could ■■

be either undercharging (loss to the business) or overcharging (customers unlikely to return)

Construction industryTask: Following a planSkills needed

reading and interpreting the plan, ■■

including technical words reading detail about materials to be used■■

writing notes for colleagues■■

completing order for materials■■

Consequences of errors

wastage of materials■■

job not being finished on time■■

customer dissatisfaction■■

over- or under-ordering of stock■■

delays if wrong materials are ordered■■


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What’s going to be different this time?There are many reasons for adults having poor literacy skills, such as:

dyslexia or other learning differences■■

absence from school due to illness, family ■■

reasons, etc. difficulty in concentrating in a traditional ■■

classroom setting lack of motivation or encouragement in childhood■■

never having discovered the enjoyment of reading.■■

Fortunately, there are many approaches tutors can adopt to help learners overcome difficulties. There are a variety of ways of learning (and teaching!), and a good, experienced tutor will take the time to get to know each person in a group and figure out the best way to help them to understand and learn. Your members’ individual needs may never have been catered for, which could have been a factor in their previous lack of success.

The ethos is to treat adults like adults, and this is reflected in teaching practices:

working at the learner’s pace – the first task ■■

won’t be reading (or writing!) a novel creating a ‘safe’ environment – the classes ■■

provide a place to try out new skills and make mistakes without fear of ridicule using alternative methods – learning and teaching ■■

aren’t ‘one size fits all’: the way one member learns may not be the same as another, and the tutor will adapt and adjust accordingly addressing learning differences – identifying ■■

and working with, instead of against, learning differences are the keys to success using initiatives like Quick Reads and the ■■

Six Book Challenge, which have proved so popular with union learners.

Why is this a union issue?Unions understand that their members need good literacy skills to:

remain in their jobs■■

remain employable■■

improve members’ job prospects■■

maintain the safety of their members■■

help to avoid disciplinary action.■■

Unions are committed to equality of opportunity and want the best deal for members.

Skills for Life is linked to wider union issuesHealth and safety

Members need good skills for:

understanding health and safety information■■

completing accident report forms■■

reporting ‘near miss’ incidents.■■

Health and safety representatives need good literacy and may be put off the role or not feel effective in the role without improving their skills. Some health and safety courses give representatives the chance to practise and improve their reading and writing skills.

Disciplinaries, appraisals, etc.

Workers who are less confident with their reading and writing skills may be vulnerable to disciplinary action, if instructions are not clearly given. For example, when a long-distance driver in a local authority would not sign for a book about lorry maintenance and procedures, his employer brought a disciplinary action and the union was called in. The book had a very high comprehension level, and the driver could not understand it. Therefore he would not sign for it. It was a widespread issue – many who did sign could not understand the book. The union and employer sorted out the real issue, which was making the text easier to understand, and then went on to tackle literacy, language and numeracy.

Some members have always struggled with these skills

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What is readability?Some texts are more readable than others. Readability is about the font, layout, spacing and colour of text, as well as the length of the sentences and words used. Making notices, posters, newsletters more readable can be a good way to encourage members to read. To find out more about making text more readable, visit the unionlearn website.

Union bargaining agenda

This is important on several fronts – members need to understand and participate in processes, and the union needs to know how skills impact on many areas. Members who are confident in their reading skills are more likely to be able to understand written material from their employer. Consequently, for example, when proposed changes could have an impact on the way a

job is carried out, those who are able to ‘read between the lines’ might raise their concerns.

For the union with members who can play a more active role, there are obvious benefits. Being able to read and understand union leaflets, newsletters, bulletins and other publications helps members to keep up to date and to feel that they are included. Members who are able to express their views in writing can contribute to the union’s democratic structure.

Some members have always struggled with these skills

I was a bit hesitant about it at first as I am not an over-confident person, but I’m finding it really enjoyable mixing and talking with the rest of the group.A Unity member


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Where do I fit in, and what should I do?

As a ULR, you are the bridge between the members, the employer and the learning provider, so you are closely linked with them all.

Working with your membersYou want the members to get to know you, to trust you and look to you for information and support. How do you make it happen?

Advertise and use resourcesUnions have found that resources such as Quick Reads and the Six Book Challenge have enabled hundreds of members to enjoy reading for the first time. This has unlocked the door and very quickly Book Swap Clubs and libraries have sprung up in many workplaces and union learning centres. Be enthusiastic and creative!

Identify needsYou could hand out quizzes or checklists, invite members to a group meeting, arrange one-to-one interviews or have a casual chat. Get feedback from members – how would they like to find out more about how they can improve

their skills? Be positive in your approach – don’t ask your members if they have a problem, encourage them to grasp a great opportunity!

Address issuesMembers may have concerns about adding to other pressures such as workload, and external commitments and responsibilities. Be ready to discuss these, and to offer encouragement and solutions. For example, you could arrange classes to suit shift patterns, negotiate time off within working hours or investigate childcare provision.

EncourageThe more qualifications employees have, the more likely they are to receive workplace training – leading to better job prospects and a better chance of avoiding redundancy. Help members to see that by improving their numeracy skills they can take control of, and responsibility for, their future, both professionally and personally; it’s not about what your members can’t do, it’s about it’s helping them to realise what they can do – unlock that potential and help them to benefit from their right to learn!

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It has been really successful and given people confidence, which is good for them and good for the company too.Phil, from a national supermarket chain, on LLN training

Quick Reads and the Six Book Challenge have been fantastic for our members in the food industry. Employers have given breakfast vouchers and entries to prize draws for the Six Book Challenge readers. There’s a real buzz about reading now, with books swapping around all over! Lisa, BFAWU Project Worker

It’s a positive approach to learning. It says: you have good skills – get a recognised qualification for them.Phil, a union project worker

The main thing for a ULR is to identify and make use of all available resources. If the resources you need are not available, you need to network with others to make them available.Jim, a union project coordinator

As a manager, I’ve seen an increase in confidence; staff are better at relating and dealing with people. I hope that people can see there is a progression in this company, and that through learning you can do other jobs.Joe, a commercial manager for a railway

Patrick has opened a lot of people’s eyes. Before, people might have said they were too old or too stupid to learn. They may have had bad experiences at school. But now they are coming to the centre, saying that Patrick has led the way. Patrick has shown that there are no barriers that cannot be overcome when it comes to learning.ULR Shaun, discussing Patrick (53), an LLN success story

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Useful information

The general guide in this series has further information about the following subjects:

Getting commitment from the employer, p. 10■■

Creating a partnership with a provider, p. 10■■

Meeting the learners’ needs, p. 12■■

A troubleshooter’s guide, p. 13.■■

Unionlearnwww.unionlearn.org.uk

Move On (lots of resources)www.move-on.org.uk

NIACE (National Institute of Adult Continuing Education)www.niace.org.uk

Campaign for Learningwww.campaign-for-learning.org.uk

learndirectwww.learndirect.co.uk

Learning and Skills Development Agencywww.lsda.org.uk

The Network (resource for stakeholders involved in workplace learning)www.thenetwork.co.uk

BBC Skillswise www.bbc.co.uk/skillswise

Six Book Challenge and Quick Readswww.sixbookchallenge.org.uk

The Reading Agencywww.readingagency.org.uk

Don’t forget another valuable resource – your union website.

Useful website addresses

Remember!literacy, language and numeracy training is an entitlement for all employees, not just a need for some.

unionlearnTrades Union CongressCongress HouseGreat Russell StreetLondon WC1B 3LS

t: 020 7079 6920f: 020 7079 6921

www.unionlearn.org.ukDesign: Rumba Print: Newnorth

Unionlearn’s literacy, language and numeracy series is part of a community programme called Equal – a European Social Fund initiative which tests and promotes new means of combating all forms of discrimination and inequality in the labour market. The GB Equal Support Unit is managed by ECOTEC.

Speaking and listeningLiteracy, Language and Numeracy series for union learning reps

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What is meant by speaking and listening skills?Speaking and listening are the most commonly used forms of communication, both in everyday life and in the workplace. The majority of adults have never had any formal training in verbal communication, and skills have mostly been learnt through experiences in life.

Many people lack confidence in their ability to express themselves verbally – not necessarily all the time, but perhaps in certain situations or circumstances. Talking to one another tends to make things happen. However, it is not always what is said, but how it is said that can make the difference between good and poor speaking skills.

Listening skills are often undervalued, but they are a vital part of the verbal communication process, especially during discussion or debate. If no account is taken of what others have to say, however good someone is at putting across a point of view, the result is a failure in communication. The ability to speak effectively is linked directly to the ability to listen.

Successive governments have supported literacy, language and numeracy. In March 2001 the previous government launched the Skills for Life strategy. This long-term plan was introduced to help raise the nation’s level of literacy, numeracy and language skills. Poor literacy, numeracy and language skills are said to cost the UK economy up to £10bn a year.1 It is estimated that businesses lose £4.8bn a year through inadequate quality controls, lost orders and bad communication. Speaking and listening skills clearly represent a significant aspect of this problem.

The current government fully supports literacy, language and numeracy and has committed to the provision of literacy and numeracy free of charge to the learner. There are changes to ESOL funding; you can find out about this in the ESOL handbook in this series.

1 DfES Read Write Plus Workplace website.

Adult Literacy Core CurriculumThe Adult Literacy Core Curriculum is divided into three sections:

speaking and listening■■

reading■■

writing.■■

Each section provides guidance and activities for adults working at one of five levels: Entry 1, 2 and 3, and Levels 1 and 2. Level 2 is equivalent in terms of difficulty to the higher grades of GCSE (A*–C). Adults start at a point that best suits their existing skills level.

The speaking and listening section of the curriculum gives guidance and support in three key areas:

listening and responding■■

speaking to communicate■■

engaging in discussion.■■

The curriculum is designed to be ‘context free’. This means that although the skills to be learnt are formally set out, how the skills are taught and developed are for the teacher and learner to decide.


Skills for Life or Basic Skills is defined as:The ability to read, write, speak and listen and use everyday maths at a level necessary to function and progress in work and in society in general.

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Listening and respondingEvery day we listen to information communicated orally. This has to be sifted through before an appropriate response is given. Do any of the following situations seem familiar?

All of the above are typical examples of when listening skills are used in everyday life and work situations. They illustrate how limited listening skills can result in misunderstandings and frustration. Good listening skills can shape appropriate spoken responses and help avoid such difficulties.

Speaking to communicateWe constantly need to talk to others, in a variety of situations and for a number of different purposes. Many people feel anxious about speaking, as illustrated in the following examples:

Many of us have been in similar situations but, because of a lack of self-confidence, we have failed to deal with a situation for fear of being considered a moaner or ‘pushy’. However, the inability to express views clearly can cause frustration, which sometimes means appearing uninterested or even on occasions aggressive.

How does the speaking and listening section of the curriculum relate to everyday work and home life?

I went to the doctor’s yesterday to get some test results. I could kick myself because afterwards I thought about all sorts of things I should have asked him.

Last week I attended a union meeting about proposed changes to shift patterns. It was a really lively debate, but I found it difficult to follow everything that was going on because there were so many different points of view.

A friend confided in me last week about a personal problem. It was really difficult to know how to handle it. There were loads of embarrassing silences.

My supervisor asked me to give a presentation to the team about a new piece of equipment that the company had bought. I was terrified. I’ve always been nervous about speaking in front of a group of people.

Last night I had a terrible meal at that new restaurant on the high street. I should have complained because it was really expensive, but I hate it when people make a scene!

I think I am paying too much for my electricity, but it’s such a hassle changing suppliers. They all have different terms and conditions, and anyway I always hate having to ask questions over the phone.

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Engaging in discussionThere are many instances when we become involved in discussions in either formal or informal settings. Many people find this type of situation daunting, preferring to stay quiet rather than express their feelings or point of view. Can you relate to any of the following?

As a union learning representative you will have regular opportunities to practise these skills and become very good at oral communication.

How does the speaking and listening section of the curriculum relate to everyday work and home life?

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I knew that the idea my manager was proposing wouldn’t work, but I didn’t have the courage at that meeting to speak up. I was worried that I would make a mess of what I was trying to say and embarrass myself in front of the others.

At the last training session I really wanted to ask a question about the new health and safety regulations but I’m embarrassed by my accent. The thought that I might have to repeat myself meant that I didn’t ask for clarification and left the session feeling really frustrated.

I’d really like to be more involved in the school PTA association but there are loads of people who are much cleverer than me who could do the job a lot better than I ever could.


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There are many reasons why people have trouble with speaking and listening. It can often be tied in with a lack of self-confidence, fear of embarrassment or a previous bad experience, such as:

having been ignored in the past, and feeling that ■■

it is pointless voicing opinionsa speech impediment or learning difficulty, which ■■

may increase fear of embarrassmenthaving been made to feel foolish in the past and ■■

therefore being reluctant to repeat that experiencefear that a lack of knowledge may lead to asking a ■■

‘stupid’ questionanxiety over saying the ‘wrong’ thing at the ■■

‘wrong’ time.

In the process of helping learners overcome difficulties such as these, the tutor can:

create a ‘safe’ environment where learners can ■■

practise developing their skills without fear of embarrassment and with the assurance that ‘what happens in the class stays in the class’build confidence by getting learners involved in ■■

discussions they feel knowledgeable about: ‘Was that goal on Saturday offside?’ or ‘Is the baby settled at nursery?’start small – learners gradually build up to ■■

communicating in larger groupshelp learners avoid ‘cueing’ – are they so busy ■■

planning what to say that they are not listening to what is being said?encourage learners to read other signals such ■■

as body language and facial expressions to help them interpret a group dynamic.

As with most skills in life, speaking and listening are improved with lots of practice, and the classes provide the perfect opportunity to do just that.

The Adult Literacy Core Curriculum supports and gives clear guidance about what adults should be able to do in terms of their speaking and listening skills at each of the five levels – from Entry 1 to Level 2. In addition it provides a range of examples and sample activities, all of which can be adapted

for use in any context. Learning is therefore relevant and can be fun – not like the bad memories many people have of getting things wrong at school. The following are examples of some of the speaking and listening skills that are identified in the curriculum, as well as suggestions for how they might be taught and developed.

Why might members need to improve their speaking and listening skills, and how can they be helped?

Entry Level 1SkillSpeak clearly to be heard and understood in simple exchanges.

How might this be taught and practised?Record an answerphone message for a work or home telephone, or on a mobile phone.

Entry Level 2SkillListen to and identify simply expressed feelings and opinions.

How might this be taught and practised?Watch short clips from different television programmes, such as soaps or dramas. Discuss the different ways in which feelings are conveyed, e.g. language, facial expressions, gestures.

Entry Level 3SkillRespect the turn-taking rights of others during discussions.

How might this be taught and practised?Identify personalities from television and public life who make it difficult for others to get a word in edgeways. Watch a video discussion where some participants dominate in this way. Talk about the negative effects that this type of behaviour has on the discussion.

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Why might members need to improve their speaking and listening skills, and how can they be helped?

Level 1SkillRespond to questions on a range of topics.

How might this be taught and practised?Use a role play exercise to practise answering questions in the context of an interview. Draw up a list of dos and don’ts that can be used for future reference.

Level 2SkillMake requests and ask questions in order to obtain detailed information in familiar and unfamiliar contexts.

How might this be taught and practised?Take part in a group visit where the purpose is to find out about something, e.g. what facilities are available to users at a venue. Prepare suitable questions to be asked during the visit and record the answers effectively. Use the information obtained, as well as any useful experiences or lessons learnt, to feed back findings to others.

Before I went to the sessions, I used to be really worried about getting telephone messages right. I didn’t like saying ‘Pardon?’ or ‘What was that again?’ because sometimes people get irritated when you do that. Now I don’t worry so much. I just concentrate on getting the main point and check things like names if I need to.

Remember, these are just some of the many examples that are suggested in the curriculum. However, all activities can be used to underpin one of the key TUC values – to realise potential through developing the skills of union members.


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Poor speaking and listening skills may not seem as important as not being able to read or write, but they can cause just as big a problem. Let’s have a look at some workplace situations and the impact that poor speaking and listening skills can have.

Training to use a new piece of equipmentSkills neededIn this situation there is a need to:

listen to instructions■■

check understanding by asking questions■■

ask questions about ‘What if?’ situations.■■

Pieces of workplace equipment vary greatly in the complexity of their operating instructions, so the training given will demand an appropriate level of skill in speaking and listening. Entry 3 skills may be suitable for instructions with four or five steps; more complex multi-step instructions might need Level 2 skills in order for the training to be effective.

Consequences of errorsThe consequence of not meeting the needs of the task may include the following:

Delays might occur when someone has not fully ■■

understood how to use new equipment.A machine could be put out of use if the wrong ■■

button is pressed.If the equipment is out of use for a long period, ■■

this can have an effect on other staff who might feel frustrated, or even annoyed.Organising repairs can take up valuable time. If an ■■

outside agency is needed to carry these out, then there could be a cost consideration too.Re-training is an unnecessary expense.■■

The individual concerned could feel demoralised ■■

and might dread the reactions of colleagues, in particular managers.

Taking part in a team meetingSkills neededThis is likely to require participants to be able to:

listen to reports■■

ask questions■■

suggest ideas/solutions■■

give verbal reports■■

respond to questions/ideas.■■

Entry 3 speaking and listening skills are likely to be needed in order to participate in a meeting that addresses straightforward, familiar tasks. When more explanation or detail is included in reported information, it is likely that Level 1 skills will be needed. If the content is complex, varied and very detailed, then Level 2 skills will be needed.

Consequences of errorsMeetings can take longer when those attending ■■

find it difficult to keep up, yet want to contribute. Others there might find that the flow of the meeting is disrupted, and this can lead to frustration or annoyance.

Do speaking and listening skills really make a big difference at work?

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Information may be misunderstood, which could ■■

lead to someone taking the wrong action.If someone has missed important points, especially ■■

about changes to working practices, then it is likely that others will have to take time to explain.The individual concerned might feel that they have ■■

caused inconvenience to others.

Taking a message from an answering machineSkills neededGetting the important details means listening for:

name(s), address, telephone number■■

nature of the message, e.g. query, request, ■■

complaintrelevant information■■

new information.■■

Entry 3 skills would be needed in order to be able to take down these basic details.

Consequences of errorsAny mistakes in details might mean that time is ■■

wasted on contacting the wrong person.The company’s reputation could be damaged if ■■

outside calls are made to the wrong people. There could be a cost implication too.Someone else might have to check the message, ■■

wasting time and money.Details for orders such as spares are vital – any ■■

mistakes could be costly in all sorts of ways.

These are just some examples of the problems that can arise when communication goes wrong in the workplace. Good speaking and listening skills are essential for effective communication between people. Poor communication can result in unnecessary costs to the company, as well as negative effects on individual members, who, at worst, can risk facing disciplinary action.

Why is this a union issue?As we have seen in the previous examples, poor skills can have wide-ranging effects. Everyone has the right to access learning opportunities that will improve their literacy, language and numeracy skills. They need to be aware of the benefits of this type of training, and how it will enable them to build skills and confidence to progress in their daily and working lives. Literacy, language and numeracy learning at work is an equal opportunities issue that impacts on pay, career progression and job security.

The following are just a few examples of why the promotion of good speaking and listening skills are central to the wider union agenda:

Better speaking and listening skills mean that ■■

members are more likely to understand issues and to contribute to discussion about them.Discussions are likely to be more representative ■■

when more members offer ideas and comments. This helps the union to be more inclusive and builds its strength.More members with greater confidence in ■■

speaking and listening can help to make meetings more lively and productive.Members with confidence in speaking and ■■

listening provide better customer care.Workers who speak out in inappropriate or ■■

aggressive ways, which can result in disciplinary action, can be helped by improving their skills, as they are often frustrated at not being able to articulate ideas and thoughts clearly.Poor skills can lead to a lack of understanding of ■■

important issues such as health and safety.Poor skills can lead to poor participation in union ■■

bargaining due to a lack of understanding of the key issues.

You, the union learning representatives, have a role that enables you to ensure that these learning opportunities are available to all your members. You are there to help, and your involvement can make all the difference.

Do speaking and listening skills really make a big difference at work?


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Where do I fit in and what should I do?

As a union learning representative, you are the bridge between the members, the employer and the learning provider, so you are closely linked with them all.

Working with your membersYou want the members to get to know you, to trust you and to look to you for information and support. So how do you make it happen?

Identify needsYou could conduct a survey to find out what your members want by distributing questionnaires, quizzes or checklists. Use a variety of situations such as group meetings, one-to-one interviews or informal discussion. Get feedback from members – how would they like to find out more about how they can improve their skills?

Further information and a sample questionnaire can be found in the ULR training manual.

AdvertiseThere are endless possibilities, but some suggestions are: put up posters, send fliers out with pay packets, or hold an information meeting or an open day when members and their families can come along and meet successful Skills for Life learners. Come up with a ‘learning logo’ and have it printed on a T-shirt to turn yourself into a walking advert. Be enthusiastic and creative, and remember to use positive language in any advertising campaigns. Employees will respond better to questions like ‘Would you like to put your point of view across more effectively in meetings?’ than to ‘Have you got a problem with getting your voice heard?’

The Get On at Work programme can support you with ways to engage your members. To find out more, go to www.move-on.org.uk.

Address issuesMany of us have hectic lives, and members may have concerns about adding extra pressure to their already busy schedules and domestic

responsibilities. Be ready to discuss these issues, and to offer encouragement and solutions. For example, you could arrange learning opportunities to suit shift patterns, negotiate time off within working hours or investigate childcare provision.

I think these classes are very worthwhile. They have improved my ability to communicate and get ideas across, which will come in handy for job interviews. The classes have shown me that it is still possible to learn new skills later in life – helping me to improve my career prospects.A Unity member – Royal Doulton

We start by asking people what they do at weekends, or what they do as a hobby. We can then explore with them the skills that they already have, and how those skills might be developed. By taking things slowly, we are able to make progress.Peter, a ULR in the construction industry


As a manager, I’ve seen an increase in confidence; staff are better at relating and dealing with people. I hope that people can see there is a progression in this company, and that through learning you can do other jobs.Joe, commercial manager for a railway

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A case study from Merseytravel

Many of the Skills for Life learners in this multi-union partnership with Merseytravel expressed an interest in improving their speaking and listening skills. They were frustrated by a lack of confidence in speaking up at team meetings and when dealing with aggressive members of the public. The ULF project delivered a course called Expressing Yourself at Work, which has proved popular with learners.

EncourageThe more qualifications employees have, the more likely they are to receive workplace training – leading to improved job prospects and a better chance of avoiding redundancy. Help members to see that by improving their speaking and listening skills they can take control of, and responsibility for, their future, both professionally and personally. It’s not about what your members can’t do, it’s about helping them to realise what they can do. Unlock that potential and help them to benefit from their right to learn!

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Useful information


t: 020 7079 6920f: 020 7079 6921

www.unionlearn.org.uk

Design: Rumba Print: Newnorth

The general guide in this series has further information about the following subjects:


Creating a partnership with a provider, p. 10■■

Meeting the learners’ needs, p. 12■■

A troubleshooter’s guide, p. 13.■■






Learning and Skills Development Agencywww.lsda.org.uk

The Network (resource for stakeholders involved in workplace learning)www.thenetwork.co.uk

NCETMNational Centre of Excellence in the Teaching of Mathematicswww.ncetm.org.uk






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DY SL E X I A

Contents

Introduction 2Background information 2

Strengths and weaknesses of people with dyslexia 4Dyslexia and learning 4

Equality Act 2010 6Dyslexia as a disability 6How unions can help 6Confidentiality 6Reasonable adjustments 6

Health and safety 8Stress 8ULRs and health and safety 8Competence and disciplinary procedures 8

Dyslexia assessments 10Why is a dyslexia assessment needed? 10Screening tests 10Diagnostic dyslexia assessments 10Emotional Issues 11

Funding and support 12Funding 12Getting support as a ULR 12

Further information 13Helpful organisations 13Useful websites 13Acknowledgements 13


2

Introduction and background information

I get words the wrong way round and miss words out... I read it as if they’re still there.KS, personal assistant

IntroductionUnion learning reps (ULRs) help and encourage members to engage in learning. One of the things that may make somebody reluctant to take part in learning is dyslexia. This might be because the person has had negative experiences in the past or because he or she is worried about coping in a learning situation.

The key to encouraging people with dyslexia to take up learning opportunities is to make sure that they have access to support and advice that will address their individual needs. The ULR is an important person in that process.

This guidance aims to introduce you to some important information about dyslexia, particularly in the context of learning and the workplace. There are pointers to further information and advice, as well as the words of people with dyslexia telling you about their real-life experiences.

I hope this guide will encourage you to find out more about dyslexia and help you to ensure that your colleagues with dyslexia have access to the learning opportunities they need at work.

NIACE

Background informationWhat is dyslexia?The word ‘dyslexia’ is derived from Greek and means difficulty (dys) with words (lexia). It is sometimes called a learning difficulty, or a learning difference. Another term that may be used for dyslexia is ‘specific learning difficulty’.

Dyslexia affects the way that a person’s brain deals with information, particularly language information. It is not related to intelligence, and all sorts of people can have dyslexia.

Even among dyslexia specialists there is no agreement about how to define dyslexia. However, there is broad agreement about the strengths and weaknesses of people with dyslexia. Since no two people are exactly the same, the impact of dyslexia on each individual is different.

PrevalenceThe British Dyslexia Association estimates that ten per cent of the population are affected by dyslexia to some degree, and that four per cent of the population are severely affected by dyslexia.

Dyslexia has a genetic element, so it can run in families. Some adults who have dyslexia may also have children or other family members with dyslexia.

Related conditionsThere are a number of related conditions that people with dyslexia may also experience. These include:

dyspraxia■■

dyscalculia■■

ADD/ADHD (attention-deficit disorder or ■■

attention-deficit hyperactivity disorder)Asperger syndrome■■

Further information about these conditions can be found by contacting specialist organisations.

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DY SL E X I A

Introduction and background information

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People with dyslexia share some typical strengths and weaknesses, although the extent can vary from person to person. People with dyslexia also often find that their performance varies from day to day. ‘Good’ days and ‘bad’ days are common, and so performance at work may also vary.

Situations at work can also affect a person’s performance if they have dyslexia. For example, a person with dyslexia may have effective strategies for coping with a particular task on a day-to-day basis, but these strategies may be less effective when there is additional pressure, such as a time constraint. Similarly, dyslexia may be a positive advantage in some situations, such as when a problem needs solving.

Some typical strengths include:good long-term memory■■

intuition■■

creativity■■

problem-solving■■

ability to see the ‘big picture’■■

ability to synthesise information■■

being able to think in images■■

being able to make links between ideas■■

practical skills■■

people skills■■

verbal communication.■■

Some typical weaknesses include:poor short-term memory■■

difficulty with analysing information■■

poor literacy skills (including ■■

spelling, reading and writing)

poor numeracy skills■■

poor organisational skills■■

difficulty with managing time ■■

and meeting deadlines

poor sense of direction■■

difficulty following oral or written instructions■■

difficulty with retrieving and articulating words■■

difficulty with multi-tasking■■

high levels of stress or anxiety arising ■■

from their dyslexia in certain situations.

At work, we should think about the strengths associated with dyslexia, as well as the weaknesses. People with dyslexia bring a lot of positive attributes to work and learning. These can be used to help overcome any weaknesses. People with dyslexia work and learn best in situations where they can make the most of their personal strengths, just like everyone else.

Dyslexia and learningDyslexia can affect any kind of learning. It does not just affect literacy and numeracy skills.

One useful way that you can think about dyslexia and learning is to view dyslexia as a particular learning style:

People with dyslexia often learn best ■■

if the learning uses methods other than just reading and writing.

Sometimes people with dyslexia need to ■■

‘over-learn’ because of their difficulty in transferring information from their short-term memory to their long-term memory. This means revisiting information lots of times, at regular intervals, in order to help it stick.

Strengths and weaknesses of people with dyslexia

I failed [CLAIT] every single time on spelling... It was not seeing the words. There’s no allowance for dyslexia. It does stop you from taking qualifications. JK

I like tactical thinking and problem-solving – that’s my area. DP, fire service worker

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DY SL E X I A

People with dyslexia often find that ■■

being given an overview of a topic helps them, especially if they can look at the overview before they start. It helps them to see how the pieces of information fit together to make a whole.

People with dyslexia may have worries or concerns about taking part in a learning programme or workplace training. These may include:

worrying that they will not be able to cope with ■■

the course or tasks that they are asked to do

fear of being made a fool of■■

being put off learning by negative ■■

experiences in the past, such as being treated badly by a teacher at school.

These worries might lead people with dyslexia to avoid learning or training situations.

Strengths and weaknesses of people with dyslexia

I’d describe it as walking around in a bit of a fog... I have days where I can’t function. It’s worse when I’m tired as well. JC, community development worker

The assumption with dyslexia is that you have a problem with reading. anon

Some days I come in and [it feels like] someone’s moved all the keys on the keyboard. CB, community education manager

There’s certain typefaces I just don’t see. JK

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Equality Act 2010

The Equality Act makes it unlawful for an employer to treat an employee less favourably because of their disability. The Act requires employers to make ‘reasonable adjustments’ for disabled employees. It covers all employers except for the armed services.

Dyslexia as a disabilityThe Act says: ‘A person has a disability for the purposes of this Act if he has a physical or mental impairment which has a substantial and long-term adverse effect on the ability to carry out day-to-day activities.’

As with all disabilities, there are a number of criteria in the terms of the Act that must be met for dyslexia to qualify as a disability. However, dyslexia may still count as a disability under the Act’s definition and it is cited as an example of learning difficulties in the Act. This means that employers and unions need to “think ahead and take steps to address barriers that impede disabled people” (Equality Act 2010)

How unions can helpIt is important for people to disclose that they have dyslexia to their employers so that their needs can be met. As a ULR, you can be a good source of support for people who are thinking about disclosing their dyslexia. This is a personal decision and depends on personal factors, as well as on the culture of the workplace. Many people feel reluctant to disclose their dyslexia because they are concerned about how they will be treated.

Employees don’t have to disclose their dyslexia to their employer during the recruitment process. They may decide to do so at a later point in their employment, such as when a change or transition occurs. This could be when:

the person with dyslexia is promoted■■

there is a change in work practices■■

the person gets a new line manager■■

the person has his or her competence ■■

questioned.

ULRs can support the person with dyslexia by:

putting him or her in touch with local or ■■

national organisations that run helplines and support groups for people with dyslexiaworking with the unions to take up any issue ■■

and agree any reasonable adjustments needed.

ConfidentialityThe Equality Act requires employers and service providers to respect the confidentiality of disabled employees when they disclose their disability to the employer. When a representative of the employer has been informed of a disability, they must get the permission of the disabled person to pass that information on, even though the employer may already know of the disability. ULRs also have to respect this confidentiality. However, you may want to discuss with the person with dyslexia the implications of not allowing information to be shared.

Reasonable adjustmentsThe Equality Act states that employers have a duty to make “reasonable adjustments” for disabled employees in compliance with the requirements of the Act. The reasonable adjustments that a person with dyslexia needs will depend on:

the person’s personal circumstances■■

how he or she experiences dyslexia■■

the person’s job role■■

the workplace.■■

No small print! For contracts and other documents to be... on an off-white paper.anon

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Reasonable adjustment Example relating to dyslexia

Giving them, or arranging for them to be given, training.

Training directly related to the job, or in skills such as using assistive technology.

Acquiring or modifying equipment. Assistive technology such as a voice recognition package, a Dictaphone or a GPS system for a car.

Modifying instructions or reference manuals. Presenting information on a particular colour of paper, using a particular size and style of print.

Modifying procedures for testing or assessment.

People with dyslexia may be entitled to additional time in timed tests, or the use of a reader or scribe. These arrangements are routinely made by learning providers for exams such as GCSEs.

Providing a reader or interpreter. Tests or assessments. Some people with dyslexia benefit from using ‘read aloud’ packages on their PC.

Providing supervision. Extra supervision may be needed, perhaps during a training period, in order to ensure that the dyslexic person meets their potential.

The table below lists some reasonable adjustments that might be particularly important for employees with dyslexia, along with examples of what they might mean in practice.


8

Health and safety is always the first consideration in the workplace, and laws about health and safety take precedence over the DDA. However, employers may need to make reasonable adjustments so that people with dyslexia can work safely. For example, they may need to provide safety information in an accessible format. This might include using graphical information or changing the appearance of text.

StressStress at work or in our personal lives can affect how we perform at work. For people with dyslexia, however, it may have an even more significant effect. People with dyslexia often have effective strategies to cope with difficult tasks or situations, but when they are under stress, their coping strategies may no longer be adequate to deal with the situation. As a result their performance might suffer, which causes greater anxiety and stress, making it even more difficult to cope.

Dyslexia may come to light at work when an employee is experiencing difficulties. Signs can include:

taking time off sick■■

avoiding certain situations, ■■

such as training daysdropping out of training and ■■

educational programmes.

Many people overwork as a way of dealing with their difficulties. For example, they may take large amounts of work or training material home to deal with. Over time, this has a detrimental effect on both health and performance at work.

ULRs and health and safetyUnions play a very important role in improving health and safety for members at work. ULRs and health and safety reps working together can make a major difference.

Competence and disciplinary procedures A person with dyslexia might not disclose that they are having difficulties at work until competence procedures or a disciplinary action has started. In these cases, union officials may wish to consult a specialist organisation for advice. Remember that it is always important to maintain confidentiality. The information about an employee’s dyslexia must not be shared, even within the union, without that person’s permission.

Health and safety

It says they have equal opps but I’m sure being a PA they worry, so most of the time I don’t mention it. In my last permanent role it got so bad that I actually got depression from it... I threw myself back into PA roles which wasn’t what I want to do, but I can do it. KS, personal assistant

To be honest I avoid stressful jobs because I can’t cope with stress. When you’re stressed you’re more disorganised. JC, community development worker

I got RSI (repetitive strain injury) just because of the way I was holding the pen. I have to have a special mouse and cushion and everything. KS, personal assistant

An awful lot of it’s visual when it comes to health and safety. FM

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Is a dyslexia assessment needed?A dyslexia assessment is important for a number of reasons:

An assessment is solid ‘evidence’ of dyslexia. ■■

It can be a passport to further support and funding, for example the Access to Work scheme from Jobcentre Plus.An assessment can help a person with ■■

dyslexia understand their strengths and weaknesses and what causes them.An assessment can provide detailed guidance ■■

on the support needs of the person with dyslexia so that mentoring, equipment and other support meet their needs effectively.

There are two broad categories of dyslexia assessment: screening tests and diagnostic assessments.

Screening testsScreening refers to a short assessment that allows you to find out whether a person is likely to be dyslexic. Note that screening will only suggest that someone may need a full diagnostic dyslexia assessment – no one should be diagnosed as dyslexic based on a screening test alone.

There are many different types of screening test, including:

short questionnaires that a person ■■

can complete himself or herselftests administered by an assessor■■

computerised tests.■■

They are usually cheap and easy to administer, but this can vary.

Examples of questionnaires that don’t need specialist knowledge to administer them can be found at:

www.dyslexiaaction.org.uk – go to Support for ■■

Adults and take the online test (fee required)www.adult-dyslexia.org and take ■■

the screening test (free)

Diagnostic dyslexia assessmentsDiagnostic dyslexia assessments may only be carried out by certain people:

specialist teachers in educational contexts■■

psychologists (often occupational ■■

psychologists) in work contexts.

The cost of paying for a dyslexia assessment varies according to who is carrying it out and where in the country you are based. However, £200–£300 is typical. People with dyslexia may not always have to pay for their own dyslexia assessments. In educational contexts for example, the Learning and Skills Council may provide funding to cover the costs of a specialist teacher’s assessment.

The way that a dyslexia assessment is carried out depends on who is doing it. However, there is usually:

an in-depth interview with the ■■

person being testedsome assessments of literacy and ■■

(perhaps) numeracy skillstests that look at how one person ■■

processes information.

Dyslexia assessments

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DY SL E X I A

Whoever is carrying out the assessment should be happy to discuss and explain their procedures with the person being assessed beforehand. This may help to reduce some of the anxiety that many people feel when undergoing a dyslexia assessment.

At work, a ‘workplace needs assessment’ is also carried out. This looks at the particular demands of a job role and working environment and is used to identify the specific support that is needed at work.

Emotional issuesThe emotional aspects of being screened or assessed for dyslexia should never be underestimated. Negative memories can surface before, during and after assessment.

However, a dyslexia diagnosis can be a liberating experience when it is properly explained and is followed up with effective support. Lots of people with dyslexia say that it helped explain their experiences. But it is vital that people undergoing a dyslexia assessment have access

to information about dyslexia and to some form of emotional support, if they need it.

Getting the results was a really good thing for me. I didn’t tell anyone about the assessment... I’ve always felt a bit different, I suppose, so it just confirmed why... I’m not really stupid. JC, community development worker

Somebody put a name to something I had lived with.JK

The actual assessment was one of the most stressful things in my life. I thought my brain was going to implode. FM

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Funding and support

FundingThe funding of support and services for adults with dyslexia is complex and changes frequently. It is a good idea to get some specialist advice about this topic in relation to specific workplaces or employees.

In general, though, if a person with dyslexia is on an educational programme, the educational provider may fund their support – this could be the local college that has enrolled the person. If someone requires support in their workplace, then it may be funded via the Access to Work scheme. You should remember, however, that the operation of Access to Work varies across the country.

Getting support as a ULRAs a ULR, you may be able to get training about dyslexia from your union. Your union may also have particular officials or project workers who have expertise in this area. The TUC provides some general dyslexia awareness training. You can find more information about ULR training at www.unionlearn.org.uk.

That would be useful – having on-tap a learning rep and a supportive line manager.DP, fire service worker

DP found that although the Access to Work application took just a few weeks, his employer took longer to act on the advice.

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Further information

Helpful organisations British Dyslexia Association98 London Road Reading RG1 5AU

(01189) 668271 www.bdadyslexia.org.uk

Dyslexia ActionPark House Wick Road Egham, Surrey TW20 0HH

(01784) 222300 www.dyslexiaaction.org.uk

Dyslexia ScotlandStirling Business Centre Wellgreen, Stirling FK8 2DZ

(01786) 446650 www.dyslexiascotland.org.uk

International Dyslexia Associationwww.interdys.org

Equality and Human Rights Commissionwww.equalityhumanrights.com

LLU+ London South Bank University103 Borough Road London SE1 0AA

(020) 7815 6290 www.lsbu.ac.uk/lluplus

See also

Adult Dyslexia OrganisationGround Floor, Secker House Minet Road Loughborough Estate London SW9 7TP

www.adult-dyslexia.org e-mail [email protected]

Useful websiteswww.dyslexic.comInformation on computers and technology that can help people with dyslexia.

www.literacytrust.org.ukInformation about literacy in adults and children.

www.dyslexiaa2z.comInformation on dyslexia and sources of tutors, teachers and assessors.

www.iamdyslexic.comThis site is run by a young dyslexic person. It includes some useful spelling tips.

www.niace.org.ukInformation and details of resources such as books and videos. Links to websites for further information on each of the sections in this handbook.

AcknowledgementsThank you to all of the people with dyslexia who agreed to be interviewed and were willing to share their experiences in this guide.

And thank you to the following people for their advice:

Derek Kennedy of the Bakers, Food ■■

and Allied Workers UnionLouise Davies and Donald Schloss of ■■

the Adult Dyslexia OrganisationMarie Kerwin of NIACE.■■



t: 020 7079 6920f: 020 7079 6921




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What does ESOL mean?ESOL stands for English for Speakers of Other Languages. It is different from straightforward literacy teaching, as it is specifically aimed at people whose first language is not English. It also differs from English as a Foreign Language (EFL), which is normally taught in private language schools to short-term visitors who want to go back to their own countries with good English speaking skills.

Helping adults to improve English language skillsMost ESOL learners are not learning English as an end in itself, but because they want to do other things which require an improved knowledge of English, such as work, study, participate more fully in UK life and support their children’s learning. The emphasis is on learning through practical, everyday examples of the application of practical, everyday skills. It is estimated that of the many adults who have difficulties with numeracy and literacy, over one million do not have English as a first language.

ESOL courses have been an important part of literacy, language and numeracy programmes for a number of years. For a long time, and in the period of the Skills for Life strategy, unions and ULRs have played a strong role in encouraging adults to improve their language skills, and making sure the right kinds of courses are available.

What’s changing?In 2010, the government changed the arrangements for funding ESOL classes, to make it available only for certain groups of learners. This is how the policy on ESOL was described in the government policy paper Skills for Sustainable Growth (2010):

“English for Speakers of Other Languages (ESOL) provision is important to help those who do not speak English to gain employment and to contribute to society. However, we believe that those who come from other countries to work in England, or their employers, should meet the cost of their English language courses. Therefore we will not fund ESOL training in the workplace.

This will enable us to focus publicly funded provision on people whose lack of English is preventing them from finding work. Full funding will only be available for those actively seeking work on Jobseekers Allowance and Employment Support Allowance (work-related activity group) benefits. For others ESOL will be co-funded... Further education colleges and providers will be able to identify particularly vulnerable learners in their community and will be able to prioritise support for them as part of their business planning and local engagement.”

These changes mean that the role of the union and the ULR is also changing, to keep the needs of the workforce with ESOL needs in the spotlight. ULRs will continue to find ESOL need in their workplaces. It will mean negotiating for employers to provide English classes from within their training budgets. It will mean that local community ESOL programmes will be a route into learning for some learners and their families. And it may mean that ULRs will need

ESOL – the basics

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to raise awareness with employers of the benefits of ESOL in order to push for English language support as part of wider learning and training.

Adult ESOL Core CurriculumThe Adult ESOL Core Curriculum was developed through consultation with teachers in a variety of programmes for non-native English speakers, and with experts from relevant organisations. It is closely linked to the Adult Literacy Core Curriculum and ensures that the national standards set for both adult literacy and numeracy are also applied to ESOL. The curriculum lays out an adult-focused

framework for tutors and learners to work within, to ensure that learners whose native language is not English acquire, or significantly improve, the skills and knowledge necessary for them to function in daily life.

The Adult ESOL Core Curriculum covers:listening■■

speaking■■

reading■■

writing.■■

Each of these skills is developed at all of the five levels:

Entry 1■■

Entry 2■■

Entry 3■■

Level 1■■

Level 2 – equivalent to GCSE (A*–C).■■

Alongside the development of the four individual skills at each level, learners will also consolidate learning through integrated activities where, as in real life, all four skills are used.

The emphasis is on learning through practical, everyday examples of the application of practical, everyday skills. It is estimated that of the many adults who have difficulties with numeracy and literacy, over one million do not have English as a first language.

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Step by step: Building a great understanding

In terms of speaking and listening, it is not unusual for ESOL learners to be able to understand a great deal more than they can say. This is why, unlike in the literacy curriculum, speaking and listening are treated as separate topics. Here we will take a brief look at how just one small but important aspect of speaking skills, asking for information, may be developed.

Entry 1Skill: Asking for directionsAt this level, learners may practise asking for local directions using the word ‘where’. Emphasis will be on clear pronunciation of familiar street names or places, such as the loading bay or despatch department, and on checking understanding by repeating the given directions. It may be useful for the learner or tutor to make intentional mistakes in repeating the directions to give the opportunity to practise correction.

Entry 2Skill: Asking for directionsBuilding on the learning from Entry 1, learners may practise asking for directions using more extensive vocabulary, such as ‘Do you know where...?’ or ‘Can you tell me where...?’ By working in pairs, learners can practise both asking for and giving directions, and develop suitable vocabulary for both.

Entry 3Skill: Asking for directions or informationLearning is developed further by focusing on the many different ways of asking for information, and the appropriateness and politeness of requests, e.g.:

‘Where is Canal Street?’■■

‘How do I book leave?’■■

compared to:

‘Excuse me. Could you tell how ■■

to get to Canal Street?’‘Excuse me. Could you tell me ■■

how to book leave?’

Level 1Skill: Asking for informationMoving on from asking for directions, tutors and learners work towards being able to ask questions that cover a variety of contexts and situations, both formal and informal. These could include asking for explanations, descriptions or personal information. The focus will be on ensuring that questions are:

appropriate■■

grammatically correct■■

asked in a variety of ways.■■

Level 2Skill: Asking for information Fine-tuning the skills developed at the previous levels, learners and tutors work to expand the vocabulary used to ask for information and look in greater depth at appropriateness, both in terms of words or phrases used and tone of voice. They will also investigate the use of suitable phrases to lead into asking sensitive questions, such as ‘Please don’t think I’m being rude...’ or ‘Do you mind if I ask...?’

This brief overview of learning to ask for information demonstrates the building-block approach to teaching and learning, securing a firm foundation before moving on. Of course, there is no need for every learner to work through each levels for all topics and skills – the curriculum structure allows the individual learner to work on each skill at the level most appropriate to their ability.

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Why is this a union issue?Workers who cannot understand spoken and written English will face various problems at work. Pay and conditions can be undermined if employers use the lack of these skills as an opportunity to exploit their staff, and this is compounded if they are working for a gang master or agency. As the tragic case of the Chinese cockle pickers illustrates, there are also severe health and safety implications. Nowhere is this more true than on building sites, where increasing numbers of East European workers are being recruited to fill labour shortages. Inability to read safety notices, or to understand spoken warnings and advice, can lead to injury or death.

For many workers in this position, lack of English not only prevents them from enjoying any career progression but also hinders their interaction with English-speaking colleagues. It can lead to discrimination: in one company, the non-English-speaking staff did not get access to the perks, such as discounts for a theme park that would have provided not only entertainment for their families but also a chance to socialise with other staff.

Lack of communication skills can also lead to tensions in the workplace, as it can have the potential to bolster any racist attitudes. In one workplace, delivery drivers would get annoyed by the Portuguese workers who were loading goods because they could not understand instructions. This often became abusive.

So, importantly for the union, ensuring equality and fair treatment for all workers is a core part of the mission, as Les Perkins of UNISON points out:

Benefits to the union:

Members who feel that they ‘belong’ are ■■

more likely to regard the union positively.Members who understand union issues are more ■■

likely to contribute by playing a more active part.Being able to read notices, reports, etc. and ■■

understand discussions mean that members are more likely to contribute to debate.ESOL learning can be a positive ■■

step towards equality.Other members can come to regard those from ■■

different cultural backgrounds in a positive light.The number of disciplinaries may fall when ■■

members are better able to understand health and safety procedures and systems of working.

Step by step: Building a great understanding

One of the major reasons why providing ESOL is a union issue is that unions promote equality issues and prevent discrimination. Unions want to ensure effective health and safety, enable career progression and prevent acts of discrimination. Poor English can lead to social exclusion and a lack of integration into the workforce – it can become an ‘us and them’ situation.

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How do I know who would benefit, and how do I get them interested?

There are three broad groups, as identified in the Government publication Breaking the Language Barriers, from which potential ESOL learners in your workplace may come. They are:

‘Settled communities’■■ . These consist of people who live in communities, and who may originate from areas such as India, Pakistan, parts of Africa and Hong Kong. The adults in this group, for a variety of reasons, have not managed to become fully competent in English. They are predominantly older people, particularly women.Refugees■■ . These can be separated into two categories:– Asylum-seekers – having escaped a troubled

existence, many of the people in this category may be enthusiastic learners as they endeavour to make a fresh start in their new country. They may have few or no English language skills.

– Settled refugees – who may be well-educated and have left professional jobs in their home countries.

Migrant workers■■ . These mainly originate from the European Union (e.g. Portugal and Poland) but may also come from East European countries not yet in the EU, such as Bulgaria.

As you can see, a wide variety of people in your workplace may require ESOL support. Given their diversity, their needs, backgrounds (both personal and educational) and language-learning abilities may differ dramatically. It is important, when approaching members and encouraging learning, to consider both ends of the spectrum. Potential learners may:

have poor literacy skills in their own language■■

have received minimal or no formal education■■

be highly educated■■

speak several languages■■

have had a professional career unrelated ■■

to their current employment.

Because of changes in funding ESOL learners, outlined on page 2, these groups are not eligible for free funding. Such free classes are available only to those from settled communities, and for those not in work. So for these workers, access to

ESOL training will usually have to come as part of employers’ training programmes.

Employees who work in an environment in which the language around them is not their first language face the added difficulty that understanding is not automatic. If the language used for thinking is the first language, then a translation process has to be worked through. This takes time, so more effort is needed to read even a short notice. Imagine finding yourself doing your job when everyone around you is speaking Mandarin! If you were then sent on a training course where all materials, explanations,

I identify people by watching them for a while and look out for things like someone looking at a newspaper but not reading it, or making excuses for not reading things on the notice-boards. I also look for people who keep themselves to themselves or won’t go for promotion even though they are good at their jobs.Yvonne France, ULR BWAFU, Park Cake Bakeries

I am a living example of how it works. I was on the machines and couldn’t speak English. I started to learn and things improved rapidly – I did an ESOL course first, and then I did a BTEC foundation and the employer paid. Then an NVQ level 2. I then did my assessor courses and became a trainer and assessor myself. I’ve been training ULRs and now I’m taking my learning support qualifications. I’m also now involved in organising big community events such as the local Mela. Once you start learning, you can’t stop.Naeem-ul-Hassan, GMB Manchester, worked originally as a machinist

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How do I know who would benefit, and how do I get them interested?

instructions and discussions were in Mandarin, you might not benefit much from it.

By improving their English speaking skills, members can:

ease the transition into living in their new ■■

homeland (if they are newly settled in the UK)improve job prospects■■

be safer in the workplace, by understanding ■■

health and safety issuescontribute to workplace discussions and ■■

therefore be, and feel, representedencourage family members to ■■

improve their English skillscope better in their home and work ■■

environment (e.g. requesting time off work for, and attending, a doctor’s appointment)function better outside a settled community, ■■

in which only their native language is spokenget more involved in other training.■■

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These workers are often – though not exclusively – in low-paid work that involves shifts and irregular patterns. As we have discussed, many refugees and migrant workers are well-educated and may have had professional jobs in their countries of origin, but have to work in low-paid jobs in the UK. Lack of English language skills can hold these workers back from exercising their rights or getting better jobs. This may also leave them open to exploitation and abuse. They may be:

suffering from culture shock, or feeling ■■

caught between two culturesexperiencing difficulty settling their families■■

victims of racism■■

dealing with immigration issues■■

suffering from exploitation from gang ■■

masters or agencies for exampleunable to read and write in their first language■■

dyslexic, but the existence of such a difficulty ■■

may take longer or be more difficult to diagnose, due to learning taking place in English rather than in the learner’s native languageunwilling to improve their skills as a result ■■

of living in a settled community where only their native language is spoken.

ULRs and tutors therefore need to be sensitive to and address:

cultural differences (e.g. separated gender ■■

classes, religious observance)external factors (e.g. housing or schooling issues)■■

demands on time resulting from ■■

workplace and personal pressuresexperiences prior to arriving in the UK■■

learning taking place in not just another ■■

language but another script, as with, for example, Arabic or Greek speakersemphasising the union’s commitment to ■■

equality and undermining racism.

What kinds of issue should ULRs be aware of?

By getting to know prospective learners and, within appropriate boundaries, their backgrounds, the ULR can help overcome barriers to improving English language skills and help members to realise their full potential. It’s sort of circular: increase in English skills leads to more confident workers, more confident workers are better at their jobs, they want to improve their skills further, and they find they can learn other skills... It’s not simple to write it all down because the benefits are so huge.Paul Walker, Manager, Christian Salvesen, Lutterworth

For workplaces with computers, free resources are available on line, and there are some good software programs to buy. We had basic signs translated into several languages. We also ordered this interactive language-learning software in several languages, which the learners found useful outside of classes. The software could be used both ways so it meant that we could learn Portuguese or Cantonese as well as them learning English!Tony Nesbitt, GMB McVities, Carlisle

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What kinds of issue should ULRs be aware of?

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Making your workplace ESOL learner-friendlyThere may be many different languages spoken in your workplace, and recognising and respecting other languages can encourage learners to come forward. Many organisations have a ‘Welcome’ poster in the reception area or a common room, which has the word for welcome in many languages, and gives visitors and staff the feeling that they are valued. This is one example of how to make your workplace ESOL learner-friendly.

Another suggestion is to have a world map on the wall in a staff room, in which workers can put a pin to show their country of origin. In addition it would be helpful to collect and display information that may be helpful to workers who are not familiar with the language and locality of the workplace. This could include:

numbers for local services: law centres, ■■

advice centres, social services, Commission for Racial Equality, refuse collectioninformation about accessing doctors and the NHS■■

information about getting your child into a school■■

numbers for Refugee Council, Immigration ■■

Advisory Service and RETAS (Refugee Education and Training Advisory Service)information about local leisure facilities ■■

and amenities.

If there is someone who is able to communicate in a language that potential ESOL learners can understand, perhaps he or she might also help in encouraging take-up of learning. This can be of real help, and build the bridge between the union and these workers.


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As with native English speakers who have poor literacy skills (reading, writing, speaking and listening), speakers of other languages who have poor English language skills can experience a difficult time in the workplace. Members may be:

taking time off work through illness and stress■■

reluctant to seek promotion ■■

avoiding getting as involved as they would ■■

like in workplace/union activities, issues and meetings because of lack of confidence in speaking English or fear of ridicule for poor pronunciation, vocabulary or grammarturning down training opportunities due to ■■

feeling that they would not be able to ‘keep up’resigning from jobs.■■

Here are some workplace situations, and the impact that poor English language skills may have on them:

Training to use a new piece of equipmentSkills neededIn this situation there is a need to:

listen to instructions■■

check your own understanding ■■

by asking questionsask questions about ‘What if?’ situations.■■

This is a lot to deal with for a worker who struggles with the English language and may feel reluctant to ask for help. They may lack the necessary vocabulary to understand what is being said or to ask the questions that will confirm understanding – or lack of it.

Consequences of errorsThe consequences of not meeting the needs of the task may include the following:

delays occurring through the employee not fully ■■

understanding how to use the new equipmenta machine being put out of use if ■■

the wrong button is pressed

frustration or irritation for other members ■■

of staff if production is slowed or halted by the equipment being out of usetime being spent on organising repairs, ■■

which could be costly if an outside agency is needed to carry these outa cost incurred through the need for re-training■■

the individual concerned feeling ■■

demoralised and dreading the reactions of colleagues, in particular managers.

Taking part in a team meetingSkills neededThis is likely to require participants to be able to:

listen to reports■■

ask questions■■

suggest ideas/solutions■■

give verbal reports■■

respond to questions/ideas.■■

This task clearly requires a significant understanding and command of the English language.

Consequences of errorsThe worst-case scenario here is that members opt out of any involvement in meetings at all, but if they do take part without the requisite skills the outcome could be that:

meetings take longer as those attending ■■

find it difficult to keep up, yet want to contribute; others there might find that the flow of the meeting is disrupted, and this can lead to frustration or annoyanceinformation is misunderstood, leading ■■

to someone taking the wrong actionimportant points are missed, especially ■■

about changes to working practices, meaning that others will have to use their valuable time to explain them againthe individual concerned feels that they ■■

have caused inconvenience to others and might be reluctant to become involved in subsequent meetings.

The impact of poor English language skills in the workplace

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Taking a message from an answering machineSkills neededGetting the important details means listening for:

name(s), address, telephone number■■

nature of the message, e.g. ■■

query, request, complaintthose parts of the whole message that are relevant■■

any new information.■■

Certainly a challenge for the employee who has poor English skills, made all the more difficult by communication not being face-to-face.

Consequences of errorsAny mistakes in detail might mean that time ■■

is wasted on contacting the wrong person.The company’s reputation could be damaged ■■

if outside calls are made to the wrong people. There could be a cost implication too.

Someone else might have to check the ■■

message, wasting time and money.Details for orders such as spares are vital – any ■■

mistakes could be costly in all sorts of ways.

These are just some examples of the sorts of problems that can arise when communication goes wrong in the workplace. The result? An unsatisfactory outcome for both employer and employee. The solution? ESOL!

The impact of poor English language skills in the workplace

The Workers Education Association (WEA) has worked with us to provide workplace learning for ESOL in hospitals and local authorities. They know what is needed and work on the language that people need to use in their jobs.Les Perkins, UNISON learning

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As a ULR you are the bridge between the members, the employer and the learning provider, so you are closely linked with them all.

Working with your membersSee the general booklet in this series for information. In addition you could:

AdvertiseUsing the language(s) used by potential ESOL learners. Be enthusiastic and creative, but remember to keep your workplace ESOL learner-friendly!

Identify needsYou could hand out quizzes or checklists, invite members to a group meeting in their native language, arrange one-to-one interviews or have a casual chat. Enlist the help of non-native English speakers, who share a language with less competent colleagues, to get feedback from members – how would they like to find out more about how they can improve? Be positive in your approach – don’t ask your members if they have a problem, encourage them to grasp a great opportunity!

EncourageEmployees with good English language skills are more likely to receive workplace training, leading to better job prospects – and a better chance of avoiding redundancy. Help members to see that by improving their English language skills they can take control of, and responsibility for, their future, both professionally and personally. It’s not about what your members can’t do, it’s about helping them to realise what they can do – unlock that potential and help them to benefit from their right to learn!

Get employers to see the benefitsUse some of the examples in this booklet, or the examples from within your own workplace, to point out to employers the benefits of improved English language skills in their workplace. Provide examples from some of the resources on page 14 of how they might do it; and local providers that could help.

We start by asking people what they do at weekends, or what they do as a hobby. We can then explore with them the skills that they already have, and how those skills might be developed. By taking things slowly, we are able to make progress.Peter, a ULR in the construction industry

The main thing for a ULR is to identify and make use of all available resources. If the resources you need are not available, you need to network with others to make them available.Jim, a union project coordinator

We had the project workers involved from the local TUC. My project worker helped arrange more meetings with other ULRs from other garages, where they do ESOL. I had a meeting with them, my project worker and the education director from the company group. We had a meeting with the managing director here to tell him about ESOL. Then he was excited and wanted to come on board.Harry Singh, First Bus, Unitev

We have steering meetings and learner rep meetings. Also our course providers are always open for discussion: they don’t say ‘This is the way we do it and that’s it.’ They are always keen to help.Konrad, ULR GMB, Fenland Foods

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Useful information

See the general booklet in this series for further information about:


Create a partnership with a provider, p. 10■■

Getting started and keeping going: ■■

A troubleshooter’s guide, p. 12.

Meeting the learners’ needs, p. 12.■■

In addition to the information in the general booklet, ESOL learners might have a more pressing need for improving their English. These could include skills for coping with essentials such as:

registering with a GP■■

understanding English coins and money■■

opening a bank account■■

understanding council tax■■

registering a child for nursery or school.■■

Multilingual Emergency Phrasebook: A pocket-sized booklet used by paramedics and ambulance drivers providing phrases in 30 languages. Available from the London Ambulance NHS Trust.

Useful website addressesUnionlearnwww.unionlearn.org.uk



LSIS Excellence Gatewaywww.excellencegateway.org.uk

Campaign for Learning www.campaign-for-learning.org.uk


Immigration Advisory Service (IAS) (charity that provides refugees and asylum-seekers with free legal advice)www.iasuk.org

Refugee Councilwww.refugeecouncil.org.uk

Refugee Education and Training Advisory Service (RETAS)www.education-action.org

Equality and Human Rights Commissionwww.equalityhumanrights.com

LLU+ (expert group on ESOL learning – provides resources, publications and advice)www.lsbu.ac.uk/lluplus

NATECLA (professional association of ESOL teachers)www.natecla.org.uk

Language line (translation and interpreting)www.languageline.co.uk



t: 020 7079 6920f: 020 7079 6921




General guidePh

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What is literacy, language and numeracy?Do the three words literacy, language and numeracy bring back memories of school that cause you to shudder or exclaim ‘boring – not relevant to the needs of my workplace’? Think again, as these skills impact on everyone at different times in their lives. In order to develop and improve our work skills, to support our families and to progress in society, we need to keep updating and applying these three essential skills.

They include reading, writing, speaking, listening and numeracy.

We may need these skills to:learn new technical vocabulary or use the ■■

right language to contribute in meetingswork out VAT on orders or help our teenage ■■

children with their maths homeworkexpress our views on paper, writing reports ■■

at work or letters of complaint at home.

Literacy, language and numeracy have an impact on all aspects of life.

Why does it matter?In 2003 the National Needs Survey assessed working adults’ basic literacy and numeracy skills, with the following results:

5.2 million adults in the UK have literacy ■■

skills below GCSE standard.15 million adults lack Level 1 numeracy skills ■■

(the equivalent of a lower-grade GCSE), and 6.8 million of these are below Entry 3, the standard of an eleven-year-old.Good literacy and numeracy skills tend ■■

to be associated with good wages: 68 per cent of full-time workers with Level 2 numeracy skills earn over £20,000.

Research has suggested that low literacy, language and numeracy skills cost businesses and the economy £10bn a year.1

1 Quoted in A Fresh Start, the Moser Report.

A new survey, due to be published later in 2011, will show how today’s population is faring. This will help ULRs get an up-to-date picture of levels of need among members and the workforce.

Since 1975, the UK has led the industrialised world in trying to raise the literacy, language and numeracy skills of all adults. Successive governments have promoted programmes to motivate adults to improve their reading, writing, speaking and maths skills. In the last decade, the Skills for Life strategy reached over five million adults and helped three million of them to achieve qualifications, many for the first time.

The government remains committed to help. Its current policy is to continue to fund literacy and numeracy provision for those who need it, whether in the workplace or in the community. The focus of programmes will be to “equip individuals with the skills and qualifications they need to get a job, progress in work and play a full part in society”.

So, although the term Skills for Life is no longer used by the government, the priority given to literacy, language and numeracy is as strong as ever.

National standards for literacy and numeracyThere are five different levels to cater for the range of learners:

Entry 1■■

Entry 2■■

Entry 3■■

Level 1■■

Level 2 (GCSE grade A*–C).■■

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An adult core curriculum for literacy, numeracy and ESOLThe curriculum that is used with adults has been specifically devised, meaning that the learning is all relevant to the life and needs of those adults – no using the same textbooks and covering the same work as the kids in school! It works on a step-by-step approach:

Learners start at the level that best ■■

suits their existing skills.A qualification is achieved after each level.■■

Each level builds on the previous one, ■■

ensuring that learners have a firm foundation before moving on.

Within each level, the curriculum is broken down into topics.

Adult Numeracy Core Curriculumnumber■■

measures, shape and space■■

handling data.■■

For more information on these topics, refer to the Numeracy booklet Maths 4 Us, in this series.

Adult Literacy Core CurriculumSpeaking and listening

Listen and respond.■■

Speak to communicate.■■

Engage in discussion.■■

Readingreading comprehension■■


vocabulary, word recognition and phonics.■■

Writingwriting composition■■



For more information on these topics, refer to the Speaking and Listening and Reading and Writing booklets in this series.

Adult ESOL Core CurriculumSpeaking and listening

Listen and respond.■■

Speak to communicate.■■

Engage in discussion.■■

Readingreading comprehension■■


vocabulary, word recognition and phonics.■■

Writingwriting composition■■



For more information on these topics, refer to the ESOL booklet in this series.

There are additional specialist areas of the curriculum that are used by teachers working with adults with learning difficulties and disabilities, as well as sections that look at improving skills for employability and as part of vocational programmes.

Remember that all topics covered by the curriculum are treated in the same way: encouraging learners to learn, understand and build a foundation, before moving on to the next level.


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Qualified teachersIn the past 10 years, a full system of qualifications has been put in place for teachers of literacy, language and numeracy; and for those people who assist and support teachers. So, when you are considering which provider would best suit your members’ needs, make sure that they are employing qualified staff. Do all teachers have a recognised teaching certificate, or are they working towards new qualifications? There are two qualification requirements for fully qualified teachers in this area:

A full teaching qualification, for example:Diploma in Teaching in the Lifelong ■■

Learning Sector PGCE or Certificate in Education. ■■

A qualification in the subject you wish to teachLevel 5 Additional Diploma in Teaching ■■

English (ESOL or Literacy)Level 5 Additional Diploma in Teaching ■■

Mathematics (Numeracy) in the Lifelong Learning Sector.

Materials and resources to support literacy, numeracy and language teachingThere are now a lot of good resources to support delivery of the core curriculum and embedded learning. Most are free to learning providers. Thousands of learners have used and benefited from these resources. They cover many areas of learner interests, including home, leisure, work, career and family.

Learning materials for literacy, numeracy and ESOL

A pack of colourful resources is available ■■

mapped to the core curriculum.All learning is related to real-life activities.■■

Resources support learning from Entry 1 to ■■

Level 2.

For more information, and to browse some of the materials, see www.excellencegateway.org.uk/page.aspx?o=201231

National adult qualifications for learnersOpportunities exist for all adults to gain nationally recognised qualifications. A learner can gain an achievement certificate for reaching the targets that they and their teacher have set on the individual learning plan. This can be the first step to progressing to one of the new qualifications.

What are these qualifications?The qualifications are offered and validated by many examining boards.

At Entry levels, learners can be assessed by:

building a portfolio plus a task■■

an externally set assignment■■

an externally set task■■

internally set assignments.■■

The means of assessment is dependent on which examining body the provider uses.

At Levels 1 and 2, assessment is by the National Test:

paperbased or online■■

multiple-choice questions■■

offered weekly.■■

For more information, refer to the TUC toolkit or the unionlearn website.

Qualifications for learners and teachers

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Materials for embedded learningThese are useful for providers delivering learning in the workplace, for employment or in specific areas of the community. Materials available include:

vocationally relevant materials, covering ■■

16 areas from catering to warehousingemployment materials, including ■■

first aid, food safety and ICTfamily, helping your child and ■■

getting on in the community.

For more information, and to browse some of the materials, see: http://rwp.qia.oxi.net/embeddedlearning/index.cfm

BBC Skillswise also has some very useful resources in an occupational context. Currently they have fact sheets, quizzes, games and worksheets available on:

care■■

retail■■

catering■■

carpentry■■

electrics■■

plastering■■

decorating■■

plumbing.■■

For more information on these free resources, see www.bbc.co.uk/skillswise.

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Does literacy, language and numeracy training make a difference?

Going to the maths and English club on site really helped me understand my daughter’s homework and gave me the confidence to discuss it with her teachers. It has made such a difference that now I am training to become a union learning representative myself.Carol, Reality, Wigan

I never liked school – I hated it! But learning in an adult environment is brilliant. It has given me much more confidence in myself and I have recently been promoted to store manager. Now I have made my first step back into learning, I just keep going back for more!Linda, Ethel Austin Retail, Liverpool

When I was promoted to a more senior role, I was confident in my technical knowledge but scared about leading team meetings. The thought of writing words on a flipchart in front of my mates made me sweat. Joining the ‘word club’ has improved my spelling and made me realise that people at all levels can have difficulty with spelling. I still need a deep breath before picking up

the marker pen, but now I spell most words I need correctly.

Mark, team leader, automotive industry

I felt I was going nowhere at work as I didn’t have the right technical qualification to get promotion. I couldn’t get the required qualification as my maths wasn’t good enough to get on the course. The ‘learning bar’, here on site, was the answer. I have been able to catch up on my maths, working at my own pace with direct support from the teacher. I have just achieved Level 2 numeracy and have a day-release place at college for my electronics qualification. Next step – promotion!Aziz, from an electro-communications company

When I first joined the group I felt very nervous and quite scared. After going to a few sessions I soon realised I was not on my own! I have grown so much in confidence and ability that people have noticed and commented. I relate to both customers and managers more effectively.

The group sessions are very open and we all learn so much about things. We have all enjoyed the group sessions. It’s nice to see other partners help one another from all areas and levels.

When I passed my first exam, well you would have thought I was the ‘cat who had got the cream’. I was full of myself all day and nothing could have ruined that! I felt I had achieved something that I thought I would never achieve!Maureen, from a large retail store

Yes! Here are some real-life examples

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Does literacy, language and numeracy training make a difference?

What is literacy, language and numeracy learning like?You may need to dispel the image among learners that it is like school!

Good literacy, language and numeracy teaching takes account of each individual’s knowledge, and addresses those areas that need developing.

It is delivered in small groups using a range ■■

of activities and adult-focused resources.The learning is relevant to what is needed for the ■■

person’s job or to help them in their daily lives.It is lively, interactive and fun.■■

It is offered at flexible times.■■

It can be short courses, intensive ■■

courses or bespoke to occupation.

Examples of making learning relevant include:

learning about timetables, directions, distance ■■

and costs by planning a works outingreinforcing spellings learnt when producing ■■

a learning centre newsletterprobability and percentages covered using ■■

information from different office lottery syndicatesextending vocabulary by designing questionnaires ■■

on working practices and facilitiesunderstanding metric measurement and scale ■■

through planning new layout of premises.

Union learning representatives are here to help colleagues become aware of and access this learning.

All adults, whether they are workers, parents or carers, have the right to access learning opportunities, which will improve their literacy,

language and numeracy skills. They need to be aware of the benefits of this kind of training, and to see how it will enable them to build skills and confidence to function and progress in their daily and working lives. Literacy, language and numeracy learning at work is an equal opportunities issue. It impacts on pay, promotion prospects and job security.

As a union learning rep you have a role: to ensure that opportunities are available to all your members.

You can make a difference!

So far so good, but why should members bother?Colleagues may be reluctant to get involved in improving their literacy, numeracy and language skills for a number of reasons:

‘I couldn’t do it at school so I won’t be able to now.’■■

‘I don’t need it for my job.’■■

‘I don’t want to go back to “school”.’■■

‘People will make fun of me.’■■

Understandable sentiments, but they are barriers to learning and self-improvement, so it is very important to accentuate the positive points, like:

a sense of achievement■■

not having to ask others, and being ■■

able to do things for themselvesgateway to job/career opportunities■■

ability to help children with their homework■■

increased confidence and self-esteem■■

not like school – learners work in small groups at ■■

their own pace with lots of support from the tutorlearning is relevant to the learner’s ■■

identified needs and so will be useful.

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As a ULR you are the bridge between the members, the employer and the learning provider, so you are closely linked with them all.

Working with your membersYou want the members to get to know you, to trust you and look to you for information and support. How do you make it happen?

Identify needsYou could conduct a survey to find out what your members want by distributing questionnaires, quizzes or checklists. Use a variety of situations such as group meetings, one-to-one interviews or informal discussion. Get feedback from members – how would they like to find out more about how they can improve their skills?

Further information and a sample questionnaire can be found in the ULR training manual.

AdvertiseThere are endless possibilities, but some suggestions are: put up posters, send fliers out with pay packets, or hold an information meeting or an open day when members and their families can come along and meet successful learners. Come up with a ‘learning logo’ and have it printed on a T-shirt to turn yourself into a walking advert.

Use positive languageEmployees will respond to ‘Would you like an opportunity to brush up your English and maths skills and gain a national qualification?’ much more positively than ‘Have you got a problem with reading, writing and number skills?’

The Get On at Work programme can support you with ways to engage your members. To find out more, see www.move-on.org.uk.

Address issuesWe all have busy lives and members may have concerns about adding to other pressures such as time, workload, and external commitments and responsibilities. Be ready to discuss these, and to offer encouragement and solutions. For example, you could arrange classes to suit shift patterns, negotiate time off within work hours or investigate childcare provision.

EncourageThe more qualifications employees have, the more likely they are to receive workplace training leading to better job prospects – and a better chance of avoiding redundancy. Help members to see that by improving their numeracy skills they can take control of, and responsibility for, their future, both professionally and personally. It’s not about what your members can’t do, it’s about it’s helping them to realise what they can do – unlock that potential and help them to benefit from their right to learn.



We start by asking people what they do at weekends, or what they do as a hobby. We can then explore with them the skills that they already have, and how those skills might be developed. By taking things slowly, we are able to make progress.Peter, ULR in the construction industry

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Denis Ashton, a ULR at Warrington Borough Council’s refuge section, knew he would have to be sensitive when talking to work colleagues about literacy and numeracy needs. He knew many had low-level qualifications and had been out of education for 20–30 years. He decided to lead by example and go on the course himself. This encouraged others to follow suit. Denis also set up an introductory IT course and encouraged people to move on to literacy and numeracy courses from there. Denis said, ‘You need to walk them through the process very slowly.’

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Getting started and keeping going

Getting commitment from the employerTeamwork is the key, and success will come from building a strong partnership. How do you make it happen?

Know your factsIf you are not committed and enthusiastic, you can’t expect the employer to be. Learn as much as you can about literacy, language and numeracy training and do some research into why it would benefit your workplace. The following issues may be relevant:

Are costly mistakes being made ■■

that could be eradicated with better numeracy, literacy or ESOL skills?Are there problems with health and ■■

safety issues because employees can’t read or understand the regulations?How do these problems affect the bottom line?■■

Employees who have improved their skills are likely to be confident, motivated and receptive to further training.

Use your union resourcesThere is a wealth of experience among your union colleagues, so find out who the experts in bargaining and negotiating are and ask them to join the team. Don’t stop there though: your case will be stronger if you have the whole union on board.

Promote a positive attitude to learningEmployers may initially see implementing a learning programme as a cost, so your challenge is to turn that view around and help them to see it as an investment. On average around one in five of the population would benefit from help with literacy and/or numeracy – that’s an estimated 20 per cent of your employer’s workforce.

Stress that literacy, numeracy and language training is an entitlement for all employees, rather than a need for some employees. Does your employer appreciate the literacy and numeracy skills required at Level 1 and 2?

Set up a joint learning committeeWith dedicated members representing the union

and the employer, you can work together to make important decisions, and to make sure that any learning meets the needs of both the employees and employers.

Creating a partnership with a providerAs a ULR, you know what your members need, so it is important that you find a local learning provider who can meet those needs.

Make it happenThere are providers who have the skills and expertise necessary to make learning a reality. Do your research and find the one that is going to help you most effectively. Talk to other union learning representatives to find out about quality learning providers in your region.

Make use of the provider’s experienceTeaching and learning are their business, so draw on that wealth of experience to make your learning programme the best it can be. Quality providers will:

be flexible and responsive to working practice■■

agree a development plan with clear ■■

roles and responsibilities

Unite in the north west have developed an innovative approach to assessing the literacy needs of their shop stewards and health and safety representatives. All reps on core union courses are given the opportunity to take a skills assessment, which is undertaken in a positive and non-threatening way. Most reps said they struggled with understanding health and safety legislation, drafting letters and putting together motions for conferences. Over 200 reps have attended literacy courses.

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assess employees’ strengths and ■■

areas for improvementnegotiate an individual learning plan ■■

and set targets that are realistic and relevant to the employeedeliver an interesting and relevant ■■

programme of learningembed literacy, language and numeracy ■■

into apprenticeships and NVQs or other training where possiblegive clear ongoing feedback ■■

and meaningful supportreview the employees’ progress and targets■■

offer nationally recognised qualifications■■

offer advice and guidance to enable ■■

employees to progress.

CommunicationMake sure that you know what you want and expect from each other, and that information is shared every step of the way. Remember, you are the vital link holding the members, employer and learning provider together.

As a manager, I’ve seen an increase in confidence: staff are better at relating and dealing with people. I hope people can see that there is a progression in this company, and that through learning you can do other jobs.Joe, commercial manager for a railway

Working as one: improving literacy, language and numeracyAn effective learning partnership between Leek College and Britannia Staff Union

Good communication has probably been the key to our success as a partnership.Flexibility, quality and reliability are what we have promoted to our learners from the outset. This has been critical in making this initiative a huge success.The fundamental starting point for our partnership came from the signing of a partnership pledge written by the union.Vikki Powell from Britannia Staff Union Annette Biddulph from Leek College

Roles and responsibilities within the partnership Britannia Staff Union

to negotiate release time, ■■

incentive schemes, etc.to be responsible for engagement ■■

presentations and learner recruitmentto coordinate activities and staff release time.■■

Leek College

to provide tutor support and ■■

learning resourcesto undertake assessment on site■■

to conduct learning programmes and tests■■

to provide the union with copies ■■

of any relevant information.

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Inevitably, there will be some hurdles to overcome on the way to setting up a successful learning programme. This is by no means a comprehensive list, but it will highlight a few of the more common issues and possible ways of tackling them.

Meeting the learners’ needsGetting started is a very important part of the learning process. At the outset, you can help an employee receive a clear and precise assessment of their literacy and numeracy needs. This is necessary in order to:

identify their existing strengths■■

identify the priority areas of improvement■■

establish a starting point for relevant learning.■■

The results of the assessment allow a tutor and a learner to:

negotiate an individual learning plan – the ■■

learner has a clear vision of where they are going and can map their progressidentify short-term goals – early success ■■

provides encouragement and empowermentmake learning relevant to the ■■

individual and their job roleidentify long-term aims – an ultimate goal ■■

to be reached one step at a time.

The learner is very much involved in this process, in which discussion and negotiation are the keys. The learner is not simply being told what to do by a tutor.

As the learning begins and progresses, the focus continues to be on the specific needs of the learner:

A union official may want to give more ■■

effective presentations to members.A team leader may want to improve their ■■

spelling, in order to feel confident enough to write on a flip chart in front of their team.A construction worker may want ■■

to focus on measurement.

A worker may want to progress in their career by ■■

practising and developing interview techniques.The health and safety representative may ■■

wish to improve their vocabulary, so as to produce improved incident reports.

Whatever the requirements, a tutor will work with the learner to tailor the delivery to suit those needs.

The tutor will also help the learner to track learning and progress by:

regularly reviewing goals to identify ■■

and acknowledge achievementhelping the learner to see the ‘big picture’ (for ■■

example, improving literacy and numeracy skills may lead to greater confidence, improved application of skills, a renewed interest in learning in general and increased self-esteem.)guiding the learner through the all important ■■

issues of ‘what next?’ Together the learner and tutor can explore the learning opportunities available: What is the next level of qualification? Can these new skills help with progression onto a college course, or do they help the learner feel more confident in the workplace? Are there other skills that could do with a ‘brush-up’?

Troubleshooter’s guide

Natasha, a ULR from CWU, has managed to negotiate matched time off so that members can attend literacy, language and numeracy courses. As the site works around the clock, Natasha made agreements with two local colleges in order to provide courses that cover all shift patterns. Courses are run early in the morning as well as during the day.‘The main thing for a ULR is to identify and make use of all available resources. If the resources you need are not available, you need to network with others to make them available.’

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Possible issue with members Hints and tips

Employer commitment Be well prepared when you pitch the idea – present a strong case, describing motivated members, benefits to the workplace and a positive impact on the bottom line. Focus on partnership.

Employer is reluctant to agree to release time

If release time can’t be negotiated, try incorporating the learning into existing staff-development programmes, for example building learning into an induction programme for new employees or using positive and inspiring promotion to encourage members to be willing to learn in their own time.

Shift patterns Offer courses suitable for each shift pattern wherever possible – learning providers can be surprisingly flexible about delivery times.

Outside commitments Learning should be offered at convenient times, either during the working day or immediately before or after a shift.

Low levels of interest or uptake Is the publicity clearly visible and easy to understand? Are the union learning representatives identifiable, approachable and knowledgeable? Are members suspicious of the motives behind the learning, and do they require reassurance?

Too few learners to keep the class going

Consider ‘pooling’ learners by joining up with another workforce.

Rooms in the workplace unsuitable for learning

On-site provision is ideal, but don’t rule out looking further afield (e.g. college, community centre) to get the learning going.

Tutors work in a variety of locations and sites

Communication, collaboration and coordination are the keys to success in this situation. Regular meetings between tutors and union learning representatives ensure that all are kept in the information loop and continue to feel part of a team. Clear methods of communication, such as an information folder or notice-board accessible to all, would cover the intervening periods. Consider occasionally bringing classes together for a special project to promote a feeling of unity.

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For more information for union learning reps working with literacy, language and numeracy visit the unionlearn website www.unionlearn.org.uk/skills


Learndirect (Offer a range of online courses in English and Maths)www.learndirect.co.uk

LSIS Excellence Gateway (Lots of resources; information about training opportunities for teachers. Information about Functional Skills)www.excellencegateway.org.uk

NIACE (National Institute of Adult and Continuing Education)www.niace.org.uk


NCETM (National Centre for Excellence in the Teaching of Mathematics)www.ncetm.org.uk

Maths4Lifewww.maths4life.org

Move On (Lots of resources for Get On at Work; materials for Test the Company)www.move-on.org.uk

Skills for Life Network www.skillsforlifenetwork.com

The Networkwww.thenetwork.co.uk

Skills Funding Agencywww.skillsfundingagency.bis.gov.uk

BBC Skillswisewww.bbc.co.uk/skillswise

Useful information





t: 020 7079 6920f: 020 7079 6921

