minimum core skills audit

DLLS101/301 2009/10 FINAL DRAFT

An Audit of the LLN

and ICT skills that

learners will need to

complete their

course

1 DLLS301 2009/10 FINAL DRAFT

Skills Audit

Completing the skills audit

Tick the LLN and ICT skills that your learners need to complete their

course. Consider if you feel confident in teaching this skill and identify in

the final column.

The next step

You can now identify levels of LLN and ICT needed by your learners and reference to your scheme of work using the core

curriculum

Identify SMART targets that you need to work on to achieve your

minimum core

What is a Skills Audit?

A skills audit can highlight the opportunity to develop Literacy, Language, Numeracy (LLN) and

ICT skills within vocational or other subject contexts. This can be the key to enabling learners

to be effective in their learning, work and life.

You need to consider the skills that will be needed to follow the programme by examining:

Course handbooks and worksheets

Textbooks and any standard reference books

The use of specialist formats for presenting text or numbers, for example, reports,

statistical tables, case studies, account ledgers etc.

The use of specialist terminology

The use of e-learning, for example websites, CD-Roms, ICT resources

Teaching strategies, for example lecture, practical demonstration, simulation

The ways in which learners are expected to record learning points

Private study tasks

Group learning activities

Practical workshops

Assignment tasks, assignment criteria and feedback

Other assessment tasks, for example, portfolio management, multiple choice exams,

practical assessments

An audit recognises that LLN and ICT skills are needed to make good use of all learning

experiences. The skills demanded of learners during the programme may need to be:

Demonstrated at entry before the learner joins the programme

Taught to those with some skills gaps through additional support

Taught to the whole group alongside the vocational activity that requires the skill

Embedded into the vocational or subject specific course


Task - Numeracy Skills your

learners

need?

Are you

confident

in teaching

this?

Number

Count numbers

Read and write numbers in words and figures

Order and compare numbers

Add, subtract, multiply and divide whole numbers

Add, subtract, multiply and divide decimal numbers

Add, subtract, multiply and divide fractions

Solve problems with and without a calculator

Recognise and use equivalent fractions, decimals and

percentages

Calculate percentages, including increase and decrease

Estimate and round numbers

Evaluate fractions and percentages as part of other

numbers

Calculate with ratio and proportion

Solve problems involving algebra

Measure, Shape and Space

Recognise, use and perform calculations with money

Read, record and perform calculations with time

Read, estimate and measure length, weight, capacity and temperature

Convert units of measure within the same system and

across systems e.g. cm to m, inches to cm, litres to

gallons

Recognise, name and work with 2-D and 3-D shapes

Calculate perimeter, area and volume

Use positional vocabulary to follow directions

Use scale drawings to work out dimensions

Read scales to the nearest marked and unmarked

divisions

Choose and use appropriate units and measuring

instruments

Perform calculations measure length, weight, capacity and

temperature

Handling Data

Extract and interpret information from lists, tables,

diagrams, charts and graphs

Collect, organise and represent data

Sort and classify objects using set criteria

Calculate mean, median, mode (averages) and range

Calculate probability – identify the range of possible


outcomes of events

Task - Literacy Skills your

learners

need?

Are you

confident

in teaching

this?

Speaking and Listening

Speak clearly to be understood, with comprehensible

pronunciation

Choose and use words that express number and maths

language, to suit the situation

React to what has been heard and respond, or take

relevant action, clarifying if necessary

Recognise and use suitable discourse features and

conventions for the situation (including the relationship

between communicators), e.g. conversation with friends,

presentation to work audience, discussion at a meeting

Recognise and use level of formality or register to suit

the situation

Use conventions and phrases for turn-taking,

interrupting and changing the topic, as appropriate to

the situation

Make relevant contributions to a discussion

Choose grammar and suitable lexis, i.e. words to

express meaning and suit the situation

Make sense of spoken language

Listen for general gist

Listen for specific information

Reading

Decode unknown words using sound-letter relationship

Use knowledge of punctuation to aid understanding

Identify own purpose for reading

Recognise the type of text or genre and its purpose

Predict what a piece of writing might say, using clues

from the context

Get an overview of what the text is about and its

purpose, i.e. the gist

Make sense of text, i.e. understand and critique it, using

own background knowledge and life experience to aid

the process, and discuss with others, as appropriate

Make sense of information presented in a combination of

text and visual images, tables, charts and graphs

Scan for specific information

Read for detailed understanding

Recognise opinions, ambiguity and how writers use

words and phrases to produce specific effects, e.g.

newspaper headlines


Respond to content, taking relevant action as

appropriate

Task - Literacy Skills your

learners

need?

Are you

confident

in teaching

this?

Use organisational features e.g. menu search, contents,

index to locate information

Decode signs, abbreviations, symbols and other technical

or mathematical representations

Recognise phrases, whole words, and parts of words for example – “tion”, using visual clues and context

Writing

Consider the audience, i.e. who will be reading the text

and why they will be reading it

Recognise and use genre conventions, including format

Consider what to write, and do any necessary reading,

and discuss with others as appropriate

Make notes if necessary

Organise ideas

Compose: draft and re-draft

Write legibly or use keyboard as necessary, depending

on purpose

Use standard written English grammar (or choose not

to, depending on the purpose and audience)

Choose suitable words and phrases to express ideas and

link them together

Incorporate suitable graphics and images, as appropriate

Write/refer to number, measure, shape or space, or

data, using appropriate vocabulary, abbreviations and

conventions

Spell correctly, if necessary for the purpose

Punctuate correctly, if necessary for the purpose

Proof-read and edit, to create final version, using spell

and grammar checks if using keyboard


Task - Information Communication Technology Skills your

learners

need?

Are you

confident

in teaching

this?

ICT

Switch computer on/off

Use a keyboard

Use a mouse

Open files

Save files

Print files

Open and save files on a USB stick (memory stick)

Access a CD Rom / DVD Rom

Copy files from CD Rom to hard drive

Open email

Send email

Add attachments to email

Access websites

Find information on the internet

Print an internet page

Screen print an internet page into a word document

Word process a documents

Use spreadsheets

Use PowerPoint to present information

Use a database

Design a web page

Use Outlook

Use desktop publishing

Use web 2.0 applications such as flickr and YouTube

Use social networking software such as facebook and

MySpace

Use electronic communication such as Instant Messaging,

forums and chat rooms

minimum core skills audit

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