Review How to Provide Opportunities for Learners to Practice Their Literacy, Language, Numeracy and Ict Skills Essay

Preparing to Teach in the Lifelong learning Sector Task 3 Word Count: 749 Samantha Harvey Review how to provide opportunities for learners to practice their literacy, language, numeracy and ICT skills Providing opportunities for learners to practice the skills they need often means hiding them on normal learning activities as many students are resistant to Maths, Literacy and information Communication Technology (ICT) classes.

The idea of functional skills was developed by Government to “provide essential knowledge, skills and understanding that will enable people to function confidently, effectively and independently in life and at work” (Gravells, 2012). Functional skills are seen as crucial to alleviate employers’ worries that future employees are not gaining an understanding of the basics. “Functional skills are practical skills in English, Maths and Information Communication Technology (ICT)” (direct gov); functional skills are available in a large number of educational and training establishments and in the work place.

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Ideally when teaching functional skills the tutor needs to be competent and confident in the functional skill they will be teaching, as you can’t have mis-spelt words in a hand out, difficulty doing calculations you are showing the students or not to be able to use a computer. If this is the case then further training may be required for both the tutor and the student to move forward. Functional skills in education should be, where possible, engaging especially if past experience is minimal or not a favourable one.

The tutor may use ICT to complement their teaching of the other functional skills, such as power point presentations, interactive lesson that getting the student up using the interactive white boards. Many educational institutions have an online learning area where class notes, homework or power points are uploaded and can be accessed by the students form home, providing time for recap or further work. Within the construction department, functional skills are naturally embedded in almost everything without thinking about it.

Maths is in everything from measuring a length of timber or gauging a brick wall to the ratios in concrete mixes. English is in the reading and understanding the questions and writing the answers. ICT is in the research to find information to answer questions and researching process for their job quoting projects. An example of all the functional skills in an activity without the students really knowing is a work book that both the brick and carpentry students are currently doing. The students are required to draw a scale detailed drawing of a one level extension form footing to the roof.

Within this project the students have to measure up and work out the amount of various materials required for the build, such as, bricks, blocks, timber, plaster, flooring and wall paper; all using everything from basic addition, subtraction, division and multiplication to ratios and volumes for the cement and paint through to the angel to the roof. English is embedded within this project in the reading of the questions and understanding what they have to do and writing the answers in full sentences. ICT is used to research the costs of the materials to put together both an estimate and a quotation for the job.

There are many benefits of teaching and achieving functional skills qualifications. By embedding functional skills, students are not daunted by the idea of a standalone Maths, English or ICT session. Students become unaware that functional skills are even being taught and will be more open to receiving information. Students will also gain other skills, such as soft skills. Soft skills are difficult to measure and even harder to teach and learn, but these are extremely important as these are used alongside formal qualifications to succeed in the future. An important soft skill in today’s multicultural society is cultural ensitivity. Students are studying with people from other countries and different backgrounds and need to be aware of, but celebrate differences and work together. Another important soft skill is being able to work well as a team. Within future jobs the students will have to work with other people to get the work done. Therefore, within schools, tutors promote working as a team to complete projects, while doing this, students will develop the social skills required in order to do this. Time management is a soft skill that is vital to succeed as it enables you to plan your time effectively to get tasks done on time.

Lastly, communication skills are important as you will need to be able to deliver information to another person or group of people either face to face or in a presentation or simple to ask for assistance when further clarification is needed. Written work help student develop their written communication and group tasks or presentations will help their verbal skills. Embedding functional skills is important for student to learn and succeed. These skills should be linked to relevant topics in the student course to get the greatest affect. References Gravells, A. (2012).

Preparing to Teach in the Lifelong Learning Sector. 5th ed. London: Sage Direct gov, functional skills [online], ‘available from’ www. direct. gov. uk/en/EducationAndLearning/QualificationsExplained/DG_173874. [6/10/2012] Further reading eHow, Charles Pearson, List of soft skills in education [online], available form www. ehow. co. uk/info_8134051_List-Soft-Skills-education. hmtl [6/10/2012] Preparing to Teach in the Lifelong Learning Sector (PTLLS), Theory assignment 5[online], available from www. anqdevelopment1-linux. co. uk/04-theoryTaska/Theory5. htm [6/10/2012]

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