minimum core skills audit
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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
2 DLLS301 2009/10 FINAL DRAFT
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
3 DLLS301 2009/10 FINAL DRAFT
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
4 DLLS301 2009/10 FINAL DRAFT
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
5 DLLS301 2009/10 FINAL DRAFT
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
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