Learning for Change: Payback through skills development and learning Introduction This report summarises the outcomes and impact of the Learning for Change project, an Offender Learning partnership project supported by Lothian and Borders Community Justice Authority (L&B CJA), Scottish Border Council’s (SBC) Community Learning and Development (CLD) and SBC Criminal Justice Social Work across the period April 2010 to March 2012. .Project aims • To develop sustainable improvements in supporting offender learning in Scottish Borders through partnership working. • To reduce re-offending by working with offenders and young people at risk of offending, to help them address their learning and personal development needs and progress them towards employment, education or training. • To support literacies through integration of literacies and SQA core skills accreditation to Apex training programme • To raise awareness and build capacity with partner organisations to support referral, as well as direct support and development of literacies in Community Payback Orders (CPOs) Policy Context: Protecting Scotland’s Communities: Fair, fast and flexible justice: In 2008, The Scottish Government announced its intention to introduce a new community sentence structure which principally supports punishment for offending, while also offering scope for supportive intervention that links
Transcript
Learning for Change: Payback through skills development and learning
Introduction
This report summarises the outcomes and impact of the Learning for Change project, an Offender Learning partnership project supported by Lothian and Borders Community Justice Authority (L&B CJA), Scottish Border Council’s (SBC) Community Learning and Development (CLD) and SBC Criminal Justice Social Work across the period April 2010 to March 2012.
.Project aims• To develop sustainable improvements in supporting offender learning
in Scottish Borders through partnership working.
• To reduce re-offending by working with offenders and young people at risk of offending, to help them address their learning and personal development needs and progress them towards employment, education or training.
• To support literacies through integration of literacies and SQA core skills accreditation to Apex training programme
• To raise awareness and build capacity with partner organisations to support referral, as well as direct support and development of literacies in Community Payback Orders (CPOs)
Policy Context:
Protecting Scotland’s Communities: Fair, fast and flexible justice:In 2008, The Scottish Government announced its intention to introduce a new community sentence structure which principally supports punishment for offending, while also offering scope for supportive intervention that links punishment to ways in which offenders can address the areas of their lives which need to change.
The government recognises that reducing re-offending involves local responses to redressing inequalities and the social and health needs of offenders.
Support to access education for skills improvement and training is important and the L&B CJA Action plans recognise the need for literacies intervention as underpinning that and reducing re-offending.
The Offender Learning in the Community, Workstream Report (2009) looks at the place of learning for young offenders and adults within community sentences and disposals and makes recommendations for sustainable improvements in outcomes. The report looks at how learning journeys might work in practice, linking education to transition plans and community sentencing. It recommends that payback should provide opportunities to address learning and the part learning plays in desistence and rehabilitation
and identifies roles for CJA and Local Authorities in relation to offender learning. (See also Offender Learning Options for Improvement Report 2009, which brings together recommendation for offender learning from all three workstream reports including Young Offenders and In Custody reports)
Research in to literacies, desistence and reducing offending suggests that programmes that develop offenders’ cognitive and problem solving skills play an important part , but that unresolved literacies issues limit programme effectiveness because most of those involved in such programmes cannot read and write sufficiently to access the learning materials. Literacies may also play a key part in developing ex-offending identities and communicating such changed identities within cultural and social contexts and communities. (McNeil, F 2007,2009).
Educational background of offenders: Whilst it is recognised that offenders are not a homogenous group in terms of their education and skills, “there is sufficient anecdotal evidence to say that many offenders have been failed by the education system and have few, if any, qualifications and that many have problems with basic skills such as literacy and numeracy.” (Offender Learning in the Community Workstream Report, 2010)
ALIS 2020 states that “The Scottish Government Offender Learning: options for improvement report details plan to progress offender learning in Scotland.” Literacies is a focus of the work and ALIS 2020 calls on all agencies to ensure that “a specific emphasis and targeted resource is placed on identifying and addressing the learning needs of individuals within the justice system. “ The introduction of the Community Payback Order will also provide the opportunity to identify and assess offenders in the community to address literacies needs.” ( Adult Literacies in Scotland, 2020: strategic guidance 2011).
National developments: Learning Connections Offender Literacies (now Education Scotland).Learning Connections have been piloting a new needs assessment tool for use in Scottish Prisons that could reasonably be linked to Community Payback sentencing.
Background to project:
Local context and progress toward collaborative and sustainable working to support offender literacies:
Within Scottish Borders, the capacity to deliver Adult Literacy and Numeracy is organised through a geographical and thematic Adult Literacies Partnership Strategic Action Plan targeted at areas of need in Scottish Borders. People can get tuition in their local community by self referral or supported referral. Demand is high and waiting lists exist. A Workplace project and Youth Literacies (including youth offending) project is also supported by the Adult Literacies Partnership Plan and ensure dedicated, priority intervention for these areas of need.
The following priorities were identified in the L&B CJA action plan as local priorities for 2008-2010:
Awareness Raising with CJSW teams Capacity building of CJSW teams to support literacies Integrate literacies support to CJSW courses/groups
Locally, and prior to the start of the Learning for Change project, some of these priorities had been addressed by SBC CLD and L&B CJA in the following way:
o Meetings between Scottish Borders Adult Literacies Partnership and SBC CJSW managers to develop understanding of service and possibilities for partnership interventions. ( SBC CLD, L&B CJA)
o Joint development of Awareness Raising pack for CJSW based on above ( CLAN Edinburgh, SBC CLD and L&B CJA)
o Awareness raining sessions with two teams covering Community Service, Probation, DTTO, voluntary through care and statutory through care.
o Literacies training with some CJSW, APEX and SBC Transitions Service staff
o Some dedicated priority literacy tuition for CJSW and APEX clients through a Youth Literacies project
Projected Outcomes of Learning for Change Project:
o more offenders and those at risk of offending aware of their literacies learning needs and the bottom line impact on their everyday lives
o more CJ staff aware of impact of literacies on offenders
o more CJ staff confident to support and develop literacy and numeracy within extended contact with offenders
o behaviour programmes more accessible to those with literacies issues
o more offenders experiencing learning, planning for progression and the benefits of improved literacy and numeracy on their everyday lives
o more young people becoming confident and successful learners and increasing their employability through gaining accredited core skills within APEX training programmes
Resources: 15hr/week Literacies Development Worker joint funded by SBC CLD; Scottish Borders Adult Literacies partnership and Lothian and Borders Community Justice Authority.
CLD SQA Centre resources.
Educational Guidance process: See APPENDIX 2 for tools and resources used
Educational Guidance
Learning stylesLiteracies self assessmentGuidance and discussion around learning1
Numeracy assessmentLiteracy assessment ‘Borders Big Plus Challenge’2
More staff aware of impact of literacies on offenders
CJSWAPEXTransitions service
Awareness Raising training sessions:2 x Transitions Service team1x APEX5 x CJSW team meetings
Staff survey at end of project demonstrates that
100% (15 professional staff) of CJSW staff are aware of the effect that literacy and numeracy can have on the lives of their clients.
87% now routinely have a conversation with clients about literacies.
More CJ staff confident to support and develop literacy and numeracy within extended contact with offenders
CJSW one to one programme Staff
Community Sentencing Supervisors
CJSW Throughcare staff
2 Short ITALL training courses (Introductory Training in Adult Literacies Learning (12 hrs).
4 CJSW/2 APEX/ 3Transitions service staff participants
Staff survey at end of project demonstrates that
73% have referred clients for literacies support with CLD and feel confident to do so.
67% feel confident to support their clients’ literacies as part of their work.
Feedback form CLD worker to CJSW workers about their clients learning needs as a result of Literacies Assessment and Educational Guidance is supporting workers to take different approaches to supporting clients learning.
Behaviour programmes more accessible to those with literacies issues
CJSW one to one programme
Readability training embedded within ITALL course.Coloured overlay training embedded in ITALL course
4 Homework sections of CJSW one to one programme redesigned to model readability at SCQF2
Coloured overlays bought for CJSW use and deployed in practice via CJSW staff meetings
All staff taking part in ITALL training more confident to support better readability in communications and training with clients
Readability of sections of pack improved – yet to be integrated to new evaluated learning pack
93% of CJSW staff aware that the reading ability of some clients can be helped by using coloured paper for handouts and coloured overlays. 78% of staff confident to use coloured overlays with clients.
Outcomes Target organisation/programmes
Outputs Impact
More offenders and those at risk of offending aware of their literacies learning needs and the bottom line impact on their everyday lives
CJSW staff and clientsAPEX staff and clients
26 CJSW clients referred to 3 stage educational guidance process
22 participated in two or more educational guidance sessions
6 clients referred for literacies tuition
15 clients screened for dyslexia and visual disturbances
CJSW clients self assess literacies needs within CJSW processes
APEX clients self assess literacies need
87% of CJSW staff routinely have a conversation with clients about literacies; 46% are confident to use the Literacies self assessment tool with clients
10 clients with positive outcomes in terms of more aware of own employability; more aware of support services for learning. 7 still in process.
9 clients and their CJSW worker more aware of dyslexia impacting on their learning – 5 of these previously undetected indicators of dyslexia.
10 clients benefiting from improvements in reading ability due to use of coloured overlays
More offenders experiencing learning, planning for progression and the benefits of improved literacy and numeracy on their everyday lives
CJSWTransitions service
6 CJSW clients engaging in literacy and numeracy provision
4 CPO clients in Money management course
ALL APEX clients have literacies provision integrated to learning programmes
1 CJSW client with positive outcomes as a result of literacies learning: more confident and skilled – and continuing with literacies learning
Other clients withdrew or breached sentencing order
4 CJSW clients on CPO with improved financial capabilities
Outcomes Target organisation/programmes
Outputs Impact
More young people becoming confident and successful learners and increasing their employability through gaining accredited core skills within APEX training programmes
APEX Partnership arrangements with Apex and CLD SQA Centre.
CLD Assessor building capacity of APEX staff to support literacies and SQA accreditation of Young peoples learning
11 Young People at APEX supported with literacies and employability
7 Young People at APEX gain SQA Qualifications
Partnership arrangements and staff capacity building have resulted in 11 APEX clients engaging with accredited learning to improve literacy and employability skills
6 Young People at APEX demonstrated improved self awareness and employability and gained an SQA qualification.
Challenges impacting on project outcomes:
Service reviews of SBC Community Learning and Development, SBC Criminal Justice Social Work, SBC Transitions Service and APEX all took place at various times across the two year period of the project resulting in staffing losses and changes in strategic direction and staff roles and responsibilities.
This impacted on:
awareness raising across services – particularly within the Transitions Service release of staff for ITALL training– particularly within CJSW developing and delivering learning within CPO condition of unpaid work and other activity: of the three courses planned –
only one (Money Matters) took place before CJSW strategy and staff roles were changed.
Funding sources were uncertain at the beginning of each financial year. Although presented here as a continuous project, funding to support the 15hrs/week Literacies Development time necessary to take the work forward was agreed annually, with different funding sources supporting different amounts across the two year period and considerable uncertainty at the end of the first year as to whether the funding to continue would be found at all. This impacted on the momentum of the project across April-June 2011, with the staff contract being renewed month on month for the second year of the project.
Staff absences: staff absences both in CLD and in CJSW impacted on outcomes linked to capacity building and learning linked to community payback orders
LEARNING FOR CHANGE: LEARNER NUMBERS AS A RESULT OF CAPACITY BUILDING WITHIN CJSW AND APEXNo learner targets were set: the primary aim of the project was to support sustainable organisation change in assessment and support of literacies for clients in the Criminal Justice system in Scottish Borders and for Young People at risk of offending within APEX programmes and the Transitions Service.
PARTICIPATION and RETENTIONNumber of learners in Adult Literacies Learning reporting a circumstance of ex-offender
2009-2010 2010-2011 2011-2012Circumstance of ex-offender 1 8 15
Learning for Change ProjectNumber of learners referred into Learning for Change Project from CJSW
Course/intervention 2009-2010 2010-2011 2011-2012Educational Guidance and assessment
OUTCOMES and IMPACTOffender LearningLearners with Positive Outcomes from Learning: increased confidence, skills, and increased awareness of employability
Course/intervention 2009-2010 2010-2011 2011-2012Educational Guidance and assessment
6 4
Money Matters 41:1 /group literacies 1 0 0Accredited learning at APEX 0 2 5Withdrew or Breached before completing
Incidence of indicators of Dyslexia amongst learners referred from CJSW
2009-2010 2010-2011 2011-2012Number of learners screened 0 5 10Number of learners with indicators of Dyslexia( med-high)
5 4
Previous assessment as Dyslexic
2 2
Incidence of visual disturbances amongst learners referred from CJSW
2009-2010 2010-2011 2011-2012Number of Learners screened
5 9
Number of learners with visual disturbances
5 5
Number of learners benefiting from coloured overlays
5 5
Conclusions and Next Steps:
Awareness raising and building the capacity of staff within the criminal justice system in Scottish Borders has resulted in inclusion of literacies self assessment for all clients at induction to the justice system, increasing client awareness of their own learning needs, the impact of literacies on their lives and the local provision that is available to support their learning.
Most staff now feel confident to have conversations with clients about their literacies, to use assessment tools developed and use coloured overlays or coloured handouts to support readability. Some staff feel confident to support their clients literacies within one to one behaviour programmes.
Withdrawal from provision or breach is high for this client group, and the desired impact of increased uptake of provision through sustained, targeted priority provision supported by educational guidance embedded in statutory process that this project envisaged remains unclear. The possibility of sustaining some of the interventions of this project have been overtaken by other strategic priorities within service reviews, impacting on all participating organisations and services.
Although self assessment of literacies at client induction to the justice system will be sustained by CJSW in Scottish Borders, sustaining the targeted and priority provision of the 3 stage Educational Guidance process will not be maintained within the CJSW or CLD service. CJSW clients will now be referred directly to CLD community based provision, nearest to their home address: as was original practice. Increased awareness of staff should result in more referral and better support, though the need for priority provision remains, due to the conditions of the Community Payback Orders: if learning is linked to the unpaid work condition, time limits for completion apply.
As well as ongoing service reviews and restructures, the momentum of the project was also impacted on by uncertainty around funding for the 2nd year of the project, when the full funding for the project could only be confirmed month on month.
The project worker has been part of Lothian and Borders Criminal Justice Authority Short Life Working Group, which aims to consider practice relating to literacy development among offenders. The work of the project was disseminated at the SALP International Literacies Day conference in September 2011.
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APPENDIX1: What we did to support outcomes achieved
APEX
What was the situation at the start of the project?
Apex Scotland work with ex-offenders and young people and adults at risk to give them the necessary skills to change their behaviour and lead fulfilling lives. Referral to Apex in the Borders is through Skills Development Scotland who identify client’s literacies issues. At the start of the project as there was no in-house delivery of literacies support, it was being outsourced and there was a waiting list of clients. Apex had their own internal vocational accreditation but this was not widely recognised. It was noticed one member of staff had D32/33. Apex in-house work packs included an employability topic.
What was the need?
The manager recognised there was a need for sustainable literacies support at Apex, staff training and an opportunity for SQA accreditation.
Agreed outcomes What did we do to support outcomes?1 Apex staff are aware of
literacies needs of their trainees and are able to support them.
We delivered a short ITALL training to Apex staff.
2 Apex trainers are aware of literacies resources.
Staff were introduced to literacy collections in local library, CPD centre and online resources.
3 Apex trainees receive the literacies support they need.
We delivered short term priority literacies support to Apex trainees on the Adult Literacies (CLD) waiting list.
4 Apex trainers are aware of SQA core skills units.
We delivered training for delivering core skills to trainers, and provided ongoing support.
5 Apex trainers can assess SQA units in-house.
Staff member with assessor’s award was trained to assess SQA core skills.
SQA Core Skills and Employability units were mapped to Apex’s Lifeskills programmes.
6 Trainees at Apex receive accreditation.
We supported the Apex tutor to deliver SQA core skills and employability units, resulting in trainee’s accreditation in both.
CJSWWhat was the situation at the start of the project
Managers and team leaders in SBC CJSW were aware of the high incidence of literacies issues within the offender population and how that impacts on the effectiveness of behaviour programmes. They had participated in shaping the L&BCJA action plan along with SBC CLD and the Adult Literacies Partnership in 2008. There was some referral of clients to CLD Adult Literacies provision in the community. Waiting lists and client uptake meant that few ex-offenders came through into provision - approximately 1 client/year. Anecdotally, there was a high incidence of non attendance after referral to community based provision.
What was the need?
The initial need was for all clients to have their literacies assessed and literacies awareness training for staff who worked face to face with offenders. There was also a need to build capacity of staff delivering the one-one behaviour programmes to integrate literacies support to their programmes with a higher awareness of clients learning needs. This would support clients to understand their own literacies and be supported in an existing relationship of trust – rather than through referral to a provision that the client group did not historically attend. There was also a need to support offenders to understand their own literacies learning needs and the benefit of addressing these.
Agreed outcome What did we do?1 CJ clients can self assess
their own literaciesDeveloped a literacies self assessment which is integrated to initial induction and also part of 1;1 behaviour programme
2 All clients get opportunity to discuss literacies needs
Literacies self assessment integrated into induction for all clients
3 CJ clients are more aware of impact of their literacies
Developed 3 Educational Guidance sessions. Mapped literacies to SCQF levels, dyslexia and scotopic
in everyday life and their own learning needs
sensitivity screening.Adapted Big Plus Challenge for use in Borders as literacies assessment and SCQF levelling tool.
3 stage Educational Guidance sessions delivered to clients referred by CJSW – following literacies self assessment. Linked to clients statutory meetings with supervising CJSW staff.
Made individual client reports (with clients permissions) to CJSW to inform delivery approach for behavioural programme with client.
5 Some CJ clients voluntarily self refer for literacies provision
Some clients received 1:1 literacies support form LDW and were supported to transfer to community based literacies.Learning was linked to CPO – for 4 clients ( Money Management) course
5 Staff are confident to provide educational guidance and use dyslexia and visual overlay screening
Literacies initial assessment is integrated into induction.Staff member trained to screen for visual overlays and dyslexia
Behaviour programme readability improved
Readability training included in staff ITALL sessions. Homework tasks in 4 sections of the One to One programme were re written and redesigned to support readability at SCQF2 – as model for rest of programme
Transitions Service
The situation at the start of the project: Literacies issues of young people accessing transitions service were not known. Literacies not seen as apriority issue by staff, though staff recognised that most young people accessing their service had literacies issues. 2 staff members had previously completed ITALL training ( 12hrs)
What was the need? Awareness raising for staff in terms of impact of literacies issues on young peoples lives, the social practice model of literacies and benefits of addressing literacies in an integrated way, building on the relationship of trust they have with their clients, rather than referral
Agreed outcome What did we do?Transitions service will be aware of literacies provision for young people using their service
Awareness raising of literacies provision with transitions workers
Young people in transition have their literacies needs supported
Provided 1;1 literacies support.Literacies are included on pathways Plan.
Delivered budgeting workshop at Albert Road supported accommodation – modelling social practice approach
Staff confident to embed literacies to provision
1 additional staff member attended ITAL training(12hrs)
Ongoing changes within the Transition service – both in terms of management and delivery staff roles and responsibilities meant that staff were unable to participate in
training as anticipated in initial discussions, and engage with the project in an ongoing way.
Borders Production Unit
The situation at the start of the project
The Borders Production Unit, Galashiels is for young people who leave school with few or no qualifications and need extra support in getting into work, through providing vocational training in catering and, at the start of the project, woodwork.. Initially, there was no in-house literacies support and some trainees were identified as needing 1;1 provision. Recruitment in 2010 changed that situation through embedding literacies delivery to the ICT trainer role.
What was the need?
There was a need to get key staff ‘on board’ to see the relevance of literacies provision and support provision for trainees prior to appointment of ICT trainer.
Agreed outcome What did we do?1 BPU staff are aware of
literacies issues and can see relevance of support.
Awareness raising with individual members of staff. (3 staff)
2 Induction includes literacies assessment
Literacies initial assessment developed which links to vocational work at BPU
3 Trainees will become more confident to use literacies appropriately within work, community and home life.
1;1 numeracy support about measuring was provided to 4 trainees, 3 trainees had support to produce a flyer.
Dyslexia screening found 1 trainee had scotopic sensitivity. BPU was recommended to start using coloured handouts.Advised on readability regarding fonts and font size.
4 Staff are confident to integrate core skills within normal training delivery.
Woodwork work pack was mapped against core skills.
N.B. These statistics are not included in the learners’ numbers table in the body of this report.Outcomes of work with YP in the Borders Production Unit come through the Youth Work and Adult Literacies reporting process and this intervention was additional to envisaged scope of project and in relation to a recruitment need.
APPENDIX 2: Assessment and Guidance tools
Educational Guidance
Learning stylesLiteracies self assessmentGuidance and discussion around learning1
Numeracy assessmentLiteracy assessment ‘Borders Big Plus Challenge’2
Literacies self assessment: In use within CJ client induction ( SBC CJSW)
Reading ~ writing ~ listening ~ speaking ~ using numbersWhere are you now ~ where would you like to be ~ what do you want to do ?For each of the following statements:
o Circle the number that best shows how well you think you do this nowo Then circle the number that shows how well you would like to be able to do this
I can express my ideas and opinions well when speaking1 2 3 4 5 6
-----------------------------------------------------------------------------------------------Not very well Very well
I can express my ideas and opinions well in writing1 2 3 4 5 6
----------------------------------------------------------------------------------------------Not very well Very well
I can use numbers well to go about my everyday activities: e.g. shopping, bills etc1 2 3 4 5 6
-----------------------------------------------------------------------------------------------Not very well Very well
I can get and understand the information I need by using my reading skills 1 2 3 4 5 6
Tick the things that you would like to work on to make a difference to your everyday lifeDealing with money Filling in formsManaging household budgets and bills Writing letter and emailsReading and writing for interests or hobbies
Managing appointments
Using timetables – bus etc Managing time Using the phone and taking messages MeasuringUsing a calculator Making enquiries and complaintsJob applications and CVs Understanding how I learnConfidence Helping my children learn (homework)Getting qualifications What I need to do to get and keep a jobKnowing what skills and qualities I have to offer an employer
Knowing what employers are looking for
Dealing with work situations Using Computers /ICTUsing the internet and email English for speakers of other languagesIf you would like to work on your skills in ways that will support your everyday life, you can get help: talk to your support worker about what to do next. Learning is free and is about you, your life and what you want to learn.
You can find support online: games, quizzes and worksheets www.bbc.co.uk/skillswise
Educational Guidance Checklist
Name: _____________________________
Activity Comptd Date FindingsWEEK 1
Guidance and discussion around learning
Adult Literacies Self Assessment
Learning for All leaflet
Registration FormWhy now? Attitude to learning. Past/present learning experience
....... …………………………………………………………………………………………………………………………………………5) Is it cheaper to book tickets online or buy direct from the box office? Give a reason for your answer.
....... Challenge No 5: Read the job description for ASCO and answer the questions that follow:
1) What are the 3 main benefits of working for ASCO Ltd?……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
2) Where is the job based? (Must have two locations for full point, or ½ mark for 1 correct location)
3) Is the job limited to 35 hours per week? Yes / No Provide reasons for your answer.……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
JOB DESCRIPTION Job Title: Sales Assistant, ASCO Location: Galashiels, SelkirkshirePay: £6.40 per hour (overtime £2.00 per hour above basic rate)Benefits: 4 weeks (20 days) paid holiday per year, company work clothes, opportunities for promotion to management positionHours: minimum of 35 hours per week (flexible subject to negotiation) Line Manager: responsible to Store ManagerGeneral duties:
Customer Service
Dealing politely with customer enquiries
Checkout operation
Checking deliveries
Ordering goods
Stock taking
Mark
Challenge No 6: Please read through the following passage. Then go through it again and fill in the blanks with suitable words.
Pulling back the living room curtains, Kenny was delighted to see the first signs that
the snow was beginning to ________. Already he could see the black tarmac road
________ through the melting patches of white snow. Looking across to his car parked
in the bay, he reckoned he could now ________ out of the street and that the main
road would probably be ________ . Dressing quickly, he grabbed his keys and a
_________ of toast from the breakfast table and made his way out the door. Treading
carefully across the remaining packed ice and snow, Kenny opened the car door,
________ on the engine and set the heater to full blast. Within five minutes he was
heading down the A68, ________ at the prospect of getting to work for the first time
in seven days. Although most of the workers in his street could access public
transport to get them to work, Kenny’s car use was ________ . As the only taxi driver
on the west side of town, there were many people who ________ on Kenny for school
runs, hospital visits and weekly shopping. “Maybe I can now make up for lost time
and ________,” he thought as he tuned his radio to Radio Borders weather report.
Challenge No 7: Please answer the questions below in your own words:
1. Tell us what your ideal job would be and give two reasons why.
Mark
Mark
2. Tell us about one of your favourite things i.e. (sport, music, films, hobbies, walks etc) and give two reasons why.
Marking guidelines available on request: Alison Watson 01450 364777
NUMERACY – INITIAL GUIDE – Right Handed Learner ( From: Making Numeracy Count( Learning Connections and Learning Link – Essential Skills
Look at these examples of number work. With your tutor, find the ones you can do easily, the ones that may need more work and the ones that are new to you. This is not a test! It is to help you and your tutor draw up a learning plan. You will need a pencil and a ruler.
Notes and comments SCQF level
Circle the numbers as the learner goes through the guide22333
Can you say these numbers?9631421,38214,643
2
Which is the bigger number?
63 or 36Would you know how to do these sums? Just look at them and talk about it with your tutor. You can try them, if you want, on a piece of paper
2
3
5 + 4 = 6 + 3 =
6 4 1 4 6 + 2 8 + 2 3 1 1 2 5
2
3
9 - 2 = 7 - 4 =
2 6 9 2 - 1 4 - 2 7
2 6 x 2 = 7 x 4 =
3 4 4 7
3 x 3 x 2 3
2
3
8 ÷ 2 = 9 ÷ 3 =
3 462 28 672
2
2
2
Do you know the coins we use?
Can you say these amounts of money?
£6.42 £0.45 £13.04
Do you know which one is bigger?
£2.56 or £2.65
3
2
3
Do you always know how much change you should get?
Could you find the change from £1.00 if you spent 80p?
Could you find the change from £5.00 if you spent £2.36?
2
3
4
Could you find 50% of £60 ?
Could you find 30% of £ 50 ?
Could you find VAT at 17½% on £360 ?2 Can you tell me the time on a clock with hands?
2 If a watch shows this time, do you know what time it is?
15:25
2 Do you know what date this is?
14/11/08
3 Can you tell which one of these decimals is bigger? 45.5 45.15
4 Do you know what the value of 3 is in these decimals?46.3 14.03 25.643
Would you know how to do these sums? Just look at them and talk about it with your tutor. You can try them, if you want, on a piece of paper.
adding decimals
2
3 4
5 . 3 + 2 =
£4 . 6 0 3 . 8+ £5 . 8 5 + 1 4 . 3 6
subtracting decimals
2
3 4
7 . 8 - 3 =
£1 3 . 4 0 4 . 5 - £1 0 . 3 0 - 1 . 3 5
multiplying decimals
3 4 £5 . 4 0 x 3 4 . 3 x 0 . 3
dividing decimals
3
4
£4 . 8 0 ÷ 3
4 . 6 2 3 ÷ 0 . 0 3
2
Can you say what these fractions are?
1 3 1 4 5 8
3
Could you finda) one quarter of £20.00 ?b) one fifth of £20.00 ?c) three fifths of £20.00 ?
Can you tell what fraction of the box is shaded?
3
Is the learner familiar with metric units of length weight and capacity? 2
Can you measure this line?
________________________
3
What units would you use to weigh
(a) some sweets ?(b) a big bag of potatoes?
How much is in a (a) big bottle of Coke ?(b) a dose of medicine ?
Graphical information
2 Name Height (cms)John 110Mary 105
Joe 97Peter 126Simon 122
Who is the tallest ?
3
Summer Weather
Which place had the highest temperature ?
A man wants to go from Hagton to Bay. Can you find these towns on the map ?
Look at the levels of work the learner has been able to attempt and try and say what level the learner is at for the following categories.
Topic SCQF levels
Using number ( + - x ÷ )
Using decimals and fractions
Time
Money
Measurement
Graphs
Signed
Learner: ________________________________ Support worker/tutor: _________________________
References and Acknowledgements
Adult Literacies in Scotland 2020: Strategic guidancehttp://www.scotland.gov.uk/Publications/2011/01/25121451/1
Adult Literacies Strategic Plan 2011-2013: Scottish Bordershttp://www.onlineborders.org.uk/community/cstewart
ITALL: Introductory Training in Adult Literacies Learning (Revised Training Pack 2005): Learning Connections (Education Scotland)
Make Numeracy Count Resources: Essential Skills Project 2008: Learning Connections (now Education Scotland) and Learning Link Scotland
McNeill, F and Whyte, B (2007) Reducing Reoffending: Social Work and Community Justice in Scotland: Willan.McNeill, F. (2009) Towards Effective Practice in Offender Supervision. www.sccjr.ac.uk
Offender Learning In Community Workstream Reporthttp://www.scotland.gov.uk/Publications/2009/12/18103547/2
Offender Learning: Options for Improvementhttp://www.scotland.gov.uk/Publications/2009/12/18103655/0
Pathways through Learning Seminar 25th March 2009: CLAN Edinburgh and Lothian & Borders Community Justice Authority
Protecting Scotland's Communities: Fair, Fast and Flexible Justicehttp://www.scotland.gov.uk/Publications/2008/12/16132605/0
The Big Plus Challenge: Scottish Prison Service and Education Scotland (Contact Marion Nelson, Education Scotland/Jim King Scottish Prison Service for further information)http://www.educationscotland.gov.uk/communitylearninganddevelopment/
For further information on the project, contact: Claire Stewart, Scottish Borders Council: [email protected] 01896 755110Alison Watson, Scottish Borders Council: [email protected] 01450 364777
