DRAFT NATIONAL STANDARDS FOR ADULT

LITERACY AND NUMERACY

FEDA RESPONSE

Literacy Questionnaire
These standards draw extensively on the expectations and requirements of the
national literacy strategy, the revised national curriculum for English and the new
key skills specifications for communication. These standards also include specific
aspects of literacy not found in some other frameworks. The adult focus of this
work makes it essential that speaking, listening and responding are seen as
comprising one of the key capabilities.

L1a
Are all of the skills that have been included relevant to adult literacy?
Yes, but:
Ø the title ‘literacy standards’ is not accurate
Ø the skills of listening and speaking need to be separated.

L1b
Please specify
Ø these are English Language and Literacy standards, or English Communication
standards
Ø the separation of the listening and speaking skills is essential because as a receptive
skill, listening can be developed earlier than the productive skill of speaking, a fact
which appears to have been recognised in relation to the literacy skills of reading and
writing.

L2a
Are there any capabilities missing which should be included?
Yes

L2b
Please specify
The reading and writing skills should include additional capabilities in relation to the
graphical and navigational sub-skills necessary for the selection and use of IT generated
information, such as that found on CD Roms and the Internet.

L3a
These standards identify the key capabilities of literacy and track their development
and progression through the levels. Each capability has a set of descriptors which
specify the knowledge, techniques and understanding that an adult is expected to
possess and demonstrate

Is the progression of the literacy capabilities accurately defined by the standards?

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Yes, although we have a reservation, specified in 3b below. Please retain the additional
table describing progression in each skill in Annex 1. It is very useful in order to see the
progression at work.

L3b
Please specify
The process of mapping the proposed national standards for adults to the national
curriculum for English has created an Entry 1 which is too high to accommodate the
needs of the many adults who:
Ø have never been in formal education
Ø have been unsuccessful in formal education
Ø have been out of education for a long time
Ø have learning difficulties and disabilities
Ø speak English as an additional language.
The current learner-referenced nature of Entry level, while loose and lacking in rigour,
does at least enfranchise these groups of learners. We urge QCA to ensure that the new
national framework does not disenfranchise them. The widely varying nature of adult
starting points and the differential speed of learning means that the national curriculum is
not a suitable comparator for adult standards at the lowest levels.

4a
Each level comprises key capabilities. Although these are separately specified,
they are linked by sets of descriptors. The intention is for these descriptors to
identify the links between listening, speaking, reading and writing at each level. Are
the links between the skills that comprise literacy made clear and coherent by the
standards?
The links are clear. However we believe that the option to develop these skills separately
must be retained.

4b
What is unclear?
Any descriptors which require ‘mixed skills’ need to be removed, to avoid learners being
penalised for a lower ability in a separate skill area. Once the listening and speaking skills
have been separated there are very few instances of this problem occurring, although
there are two descriptors in the current listening/speaking skills at level 1 and level 2
which require the learner to ‘Identify and make notes of relevant information’ while
listening to explanations and presentations. This requirement clearly combines listening
and writing skills in a way which may disadvantage learners who have developed
alternative strategies for remembering information to compensate for a low level of literacy
or a disability which prevents them writing.

L5a
Are the divisions between the separate skills that comprise literacy logical and
consistent in the standards?
No, see above

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L5b
Please explain
As above, ie any descriptors which require ‘mixed skills’ need to be removed, to avoid
learners being penalised for a lower ability in a separate skill area. Once the listening and
speaking skills have been separated there are very few instances of this problem
occurring, although there are two descriptors in the current listening/speaking skills at
level 1 and level 2 which require the learner to ‘Identify and make notes of relevant
information’ while listening to explanations and presentations. This requirement clearly
combines listening and writing skills in a way which may disadvantage learners who have
developed alternative strategies for remembering information to compensate for a low
level of literacy or a disability which prevents them writing.

6a
Technical language is used where it is necessary to make the level descriptors
precise. An attempt has been made to clarify the ‘pitch’ or ‘demand’ of each
capability by contextualising individual descriptors wherever possible.

Are the increasing demands of each skill as it moves up the levels made clear by
the standards?

Yes, the increasing demands are clear. However, FEDA recommends that the Entry 1
starts lower in order to provide a comprehensive framework, that speaking and listening
be separated and that alternative modes are allowed for learners with learning difficulties
and disabilities.

The reference to the standards "providing the measures for performance" raises a
question about how many of the 'sub-skills' are going to be measured in the new
qualifications? The curriculum and the qualifications need to be available in small ‘bite-
sized’ chunks to make them accessible and flexible.

6b
Please explain.

• The standards need to be as inclusive as possible. Currently they start at too high a
level and will exclude learning which is taking place at what is currently described as
‘entry level.’ We recommend that Entry level 1 is rewritten at a lower level, e.g.
reading “read and understand short texts with repeated language patterns on familiar
topics” could be replaced with “read and understand familiar words, signs and
symbols.” The National Literacy Strategy document gives details of an approximately
suitable level in its Reception Year section (page 18), though of course these
descriptors would need to be contextualised and modified for adult learners.

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• Speaking and listening are different skills and should be dealt with separately (see
above for explanation).

• The standards will need to provide ‘equivalent alternatives.’ In order to be accessible

to people with disabilities, a range of communication modes will need to be included as
alternatives in the standards. For example, people who cannot ‘speak’ or ‘listen’ due
to their disabilities, can still communicate through alternative means, such as sign
language or assistive technology such as a voice synthesiser. The standards need to
recognise this.

NB
• In line with the guidance section in the standards, the basic skills curriculum and
qualifications will also need to be contextualised. As the format of the standards
recognises, skills need to be developed and tested in ways which relate to individuals’
lifestyles and interests. Communication skills need to be developed in creative
contexts to promote expressive abilities as well as in functional contexts.

L7a
The range of literacy skills and the contexts and settings used and experienced by
adults adds a dimension to the standards not necessarily found in existing
frameworks or schemes associated with literacy development in schools.

Do the literacy standards accurately reflect how adults use language?

Yes, with provisos identified above, ie FEDA recommends that:

Ø Entry 1 skill descriptors and settings should start lower in order to provide a
comprehensive framework
Ø speaking and listening be separated
Ø alternative modes are allowed for learners with learning difficulties and disabilities
Ø graphical, navigational and other skills associated with the use of technology need to
be incorporated into the standards for reading and writing.

7b
Please explain
See above

L8
The balance between formal and informal uses of language in the standards is:
About right

L9
By giving examples, the guidance section seeks to clarify where adults may have
opportunities to develop, practise and use these individual capabilities

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Is the guidance section with examples helpful in clarifying the standards?

Yes, very helpful, providing the press and other agencies do not interpret the guidance as
part of the specification for curriculum and tests (as the press has already started to do).
The sentence which explains that this is not a list of what an adult must be able to do
needs to be strongly stressed.

L10
Do you have any further suggestions or examples which should be included in the
guidance section?
Ø IT based contexts
Ø cultural contexts (there need to be more exemplars covering the affective and creative
sides of people's lives which help them to change and develop)
Ø storytelling
Ø negotiating one's own learning, developing autonomy, managing self-directed learning
etc (UfI and other changes in the culture of learning/teaching mean that students will
need very well developed skills for negotiating and managing their own learning)

Sample work based contexts

Entry 1
• Listening to a telephone message and identifying the context
• Recognising internal signs in an office e.g. fire exit, kitchen
• Following emergency instructions – fire/evacuation

Entry 2
• Taking a message at work
• Giving information about availability
• Signing in at work or as a visitor
• Asking a straightforward question about a pay slip

Entry 3
• Listening to information from a customer and finding the right product
• Writing a simple memo or short letter at work
• Reading and responding to a straightforward request from a customer

Level 1
• Informing a manager about a current work situation
• Constructing a letter or memo presenting more than one type of information
• Participating in a group discussion
• Dealing with a visitor to the workplace

Level 2
• Handling a conflict of ideas or views
• Calming an unhappy customer
• Writing a letter with 3or 4 issues to present
• Writing a short report on a workplace accident
• Introducing a new member of staff to colleagues
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• Presenting a report to colleagues in a meeting

L11
The structure of the standards recognises that the development of skills and
capabilities is uneven and depends upon the individual. The standards seek to
reflect progression within the three sub-divisions of Entry level as well as the
increase in demand between the full framework levels.

Do the degrees of difficulty between the levels seem equal?

Yes they do seem equal, but the process of benchmarking against the national curriculum
Key Stages appears to have created inconsistencies of demand at level 1 and 2, ie the
basic skills standards demand more sophisticated skills than the equivalent key skills (for
examples see below)

L12
Are the skills and capabilities for each level of the literacy standards accurate?
Entry 1 Much too difficult (5)
Entry 2 Somewhat difficult (4)
Entry 3 Somewhat difficult (4
Level 1 Somewhat difficult (4) - should be more closely referenced to key skills at level 1
Level 2 Somewhat difficult (4) - should be more closely referenced to key skills at level 2

L13a
The revised standards are intended to provide progression to the key skill of
communication at levels 1 and 2. The literacy skills and capabilities provide the
knowledge, techniques and understanding that underpin communication.

Are you familiar with the revised (2000) key skills specifications for
communication?
Yes

L13b
Do the standards for literacy provide progression into the key skills specifications
for communication at levels 1 and 2?

• This section of the introduction to the standards explains that “the standards clearly
specify the knowledge, techniques and understanding that underpin each key skill.”
The proposed basic skills standards are designed to be at the same level as the
equivalent key skill. We therefore suggest that:

Ø the proposed standards, after adjustment, be used as a basis for both key
skills work and the work we call ‘basic skills’

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 Ø separate, tailored programmes of learning and qualifications are used according
to the needs of the key skills learner groups and the ‘basic skills’ learner groups
Ø the term ‘basic skills’ be changed, so that it sounds less low-level.

Suggested model

Basic skills* qualifications Key skills qualifications

↑
Basic skills* curriculum Key skills curriculum

↑
Common standards
* need to find a new term

• We know that the separate but overlapping use of these terms ‘basic skills’,and ‘key
skills’ is immensely confusing to learners, teachers, parents and the community at
large. There would be widespread relief if the relationship could be clarified through
the use of common standards which were not labelled ‘basic skills’.

• Key skills teachers may use the basic skills standards in order to identify the detail of
the underpinning skills needed for the relevant key skill. This would be useful. Many
key skills teachers will welcome the more technical and detailed information contained
in the proposed standards in order to flesh out part A of the key skills specifications.
This is another good reason for using the proposed standards, after adjustment, as the
basis for both key skills and ‘basic skills’ curriculum and qualifications.

• Even if this radical proposal is not feasible, we would strongly suggest that the use of
the term “progression” in the introduction to the standards is inappropriate. It could
create the impression that:
Ø the basic skills are at a lower level than their key skill counterparts
Ø ‘basic skills’ work simply teaches underpinning skills in isolation and without
context in order to prepare for the key skill at the same level.
(In fact, basic skills teachers will use the standards as the basis for a wide
variety of contextualised teaching and learning which may well not lead into the
key skills. The programmes of learning we currently call ‘basic skills’ are valid in
their own right.)

• If we have to keep the overall distinction between ‘basic skills’ and key skills in the
standards, then we propose that the key skills guidance documentation avoids using
the term ‘basic skills’ to describe the acquisition of underpinning knowledge and
understanding. This term has a much wider meaning for ‘basic skills’ specialists who
use the same term to describe a whole post-16 curriculum area.

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• The proposed basic skills standards are at a higher level than the equivalent key skill
(please see response to L13 for details)

To sum up, we believe that the standards should:

Ø be re-labelled as common communication standards which overtly underpin both basic

skills and the key skills learning programmes and qualifications
Ø avoid the use of the phrase “progression into key skills”
Ø avoid the pitfall of using “basic skills” to mean underpinning knowledge and skills.

We also believe that the standards could provide the ‘technical-speak’ to underpin both
key skills and ‘basic’ skills and accompany the ‘learner-speak’ nature of the new key skills
specifications.

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L13c
Please explain

Level 1 Proposed descriptor Problem Proposed revision

Listening and speaking

Listening and speaking Introduce receptive listening skills, parallel to
should be separated the reading skills at each level between Entry 1
and Level 2 (listening for context, listening for
gist, listening for information, sequencing etc).
This needs detailed work – LL willing to
contribute
Speak and listen ……… to take account Not in key communication Omit
of the ….medium level 1
Engage in discussion with one or more Key skill demands both 1:1 Introduce both 1:1 and group discussion to
people …… and group discussion parallel key skill
Speak clearly and confidently in a way Confidently is too demanding Remove and confidently
which suits the situation and too difficult to measure
Identify and make notes of relevant Make notes of ‘mixes’ Omit make notes of
information from explanations or listening and writing skills;
presentations ….. this disadvantages learners
with weaker writing skills or
disabilities; they may have
developed alternative
strategies
Make contributions relevant to the Not in key skill
subject and give reasons for opinions communication level 1
No reference to alternative strategies for Excludes learners with Need caveat in standards which allows
learners with disabilities disabilities learners to use assistive technology where
relevant
Reading
Read and understand straightforward Not in key skill Omit
texts of varying length on a variety of communication level 1
topics fluently, accurately and Difficult to measure
independently Disenfranchises those with
difficulties, such as dyslexia,
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 who may never be able to
read fluently
Identify the main points and specific Not in key skill Omit
detail and infer meaning which is not communication level 1
explicit
Understand and use structural and Key skills communication Add, images to the list
organisational features of different types level 1 includes ‘images’
of text (paragraphs, sub-headings, layers
in hypertext, etc)
Key skills level 1 includes Add prepare information so it is suitable for
Prepare information so it is use with adult examples from guidance section
suitable for use
Do we need additional Add additional sub-skills on reading graphical
examples on reading information on screen, navigating information
graphical information on etc?
screen, navigating Internet
information etc?
Writing
Use formal and informal language Key skills communication Use different forms of presenting information,
showing evidence of adaptation to level 2 eg letter, note, record, email
purpose and audience Too difficult
Use apostrophes correctly for omission Key skills communication Omit
level 2
Too difficult
Spell most words correctly Key skills communication Replace with Make meaning clear by writing,
level 2 proof-reading and re-drafting documents so
Too difficult that words used most often are spelled
Most words correctly too correctly
difficult to measure
Need to add spelling Use a range of strategies to correct spelling,
strategies such as a spell checker, a dictionary etc

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Level 2 Proposed descriptor Problem Proposed revision

Listening and speaking

Listening and speaking should Introduce receptive listening skills, parallel to
be separated the reading skills at each level between Entry
1 and Level 2 (listening for context, listening
for gist, listening for information, sequencing
etc). This needs detailed work – am willing
to contribute
Speak and listen ……… to take account Not in key communication Omit
of the ….medium level 2
Engage in discussion with one or more Key skill demands both 1:1 Introduce both 1:1 and group discussion in
people …… and group discussion line with key skill
Speak clearly and confidently in a way Confidently is too demanding Remove and confidently
which suits the situation and too difficult to measure
Identify and make notes of relevant Make notes of ‘mixes’ Omit make notes of
information from explanations or listening and writing skills; this
presentations ….. disadvantages learners with
weaker writing skills or
disabilities; they may have
developed alternative
strategies
Follow instructions in a range of Neither explicit nor implicit in Omit lengthy
contexts, including lengthy or multi-step key skills communication level
instructions 2
Justify opinions and support arguments Not in key skill communication Replace with express ideas and opinions and
with evidence level 2 use evidence to support them in line with key
skills communication level 2
Encourage others to participate in Key skills communication level Omit
discussion 3
Key skill communication level Add
2 asks learner to prepare and
give a short talk
No reference to alternative strategies for Excludes learners with Need caveat in standards which allows
learners with disabilities disabilities learners to use assistive technology where
relevant

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Reading
Read and understand a range of texts of Not in key skill communication Omit
varying complexity fluently, accurately level 2
and independently Difficult to measure
Disenfranchises those with
difficulties, such as dyslexia,
who may never be able to
read fluently
Key skills communication level Add
2 includes use different
sources to obtain relevant
information
Identify the purpose of a text and obtain Too difficult Replace with
meaning through inference and Need to include images Identify the purpose of texts and images and
deduction guess meaning through inference and
deduction
Read critically for evidence of Key skills communication level Could include a modified version eg Look for
manipulation, ambiguity and bias in 3 evidence of manipulation, ambiguity and bias
writing which informs or persuades in ……. etc
Read an argument and evaluate the Key skills communication level Could include a modified version, eg Read
points of view 3 an argument and identify the points of view
Too difficult
Key skills level 2 includes Add Use different sources to obtain relevant
Use different sources to obtain information with adult examples from
relevant information guidance section
Do we need additional Add additional sub-skills on reading graphical
examples on reading graphical information on screen, navigating information
information on screen, etc?
navigating information etc?
Writing
Use punctuation to clarify information Key skills communication level Omit
and explanation (eg bullet points, colons) 3
Too difficult
Use a variety of verb tenses, form, Not specified in key skills Omit specifics or take advice on which are
person correctly and effectively, (eg communication level 2 appropriate at this level
conditional, modal, passive voice, third Too difficult for speakers of
person) other languages
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Spell accurately, including the use of Not specified in key skills Replace with Make meaning clear by writing,
familiar technical words communication level 2 proof-reading and re-drafting documents so
Too difficult that words used most often are spelled
correctly and spelling of irregular words is
checked
Need to add spelling Use a range of strategies to correct spelling,
strategies such as a spell checker, a dictionary etc

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L14
These standards recognise that some adults may never be able to meet certain aspects of the level descriptors,
for example due to a specific difficulty or disability. It would be helpful to the developers of curricula and
qualifications if these descriptors could be identified and alternative descriptors or means identified.

Please name the Entry level descriptors that may prove to be impossible and suggest alternative descriptors.

Entry 1 Proposed descriptor Problem Proposed revision

Listening and speaking
Listening and speaking Introduce receptive listening skills, parallel to
should be separated the reading skills at each level between Entry 1
and Level 2 (listening for context, listening for
gist, listening for information, sequencing etc).
This needs detailed work – am willing to
contribute
Speak with appropriate loudness and Too difficult Establish shared understanding with a
clarity sympathetic listener
Make requests using appropriate register Too difficult Make requests in everyday contexts
Get the gist of short explanations or Too difficult Get the gist of statements and questions about
presentations about familiar topics familiar topics
Listen attentively and respond The terms “attentively” and Listen and respond to what others are saying
meaningfully to what others are saying “meaningfully” are open to a
wide range of interpretations
and difficult to assess
No reference to alternative strategies for Excludes learners with Need caveat in standards which allows
learners with disabilities disabilities learners to use assistive technology where
relevant
Reading
Read and understand short texts with Too difficult Read and understand familiar words, signs
repeated language patterns on familiar and symbols
topics
Follow a narrative on a familiar topic or Too difficult Read two or three simple sentences
experience
Decode simple, regular words Needs additional info Add, using phonic and/or word recognition
strategies as appropriate to the learner

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 Additional skill? Find words and /or symbols on a computer
screen
Writing
Use written words or phrases to record Too difficult Use written words or phrases to record or
or present information present straightforward information
Write a simple sentence etc Too difficult Copy a simple sentence etc
… in documents such as …. records … in documents such as …. records of work

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L15
A glossary of terms to clarify the level descriptors is planned. Please identify any terms
used in the literacy standards that you feel should be included in this.
Basic skills
Key skills
Skills vs Capabilities
Skimming
Scanning
Detailed reading
Listening for gist, listening for context
Listening for information

L16
Are there any other comments that you wish to make about the literacy standards?
We need to ensure that development work following the agreement of the standards offers
learners the opportunity to develop skills (curriculum) and be tested (qualification) in ‘bite-sized’
chunks. This would mean that tests and other accreditation would not necessarily test the whole
range of sub-skills at the same time.

FEDA response from:

Sally Faraday, (Development Adviser, Inclusive Learning/SLDD)
Muriel Green (Operational Manager, Key Skills Support Programme)
Chris Horsburgh (Development Adviser, Key Skills Support Programme)
Ursula Howard (Director, Research and Development)
Maria Hughes, (Development Adviser, Learning at Work)
Jane Imrie (Consultant, Raising Quality and Achievement Network, Maths)
Deidre Kimbell (Executive Manager, Key Skills Support Programme),
Liz Lawson (Development Adviser, Basic Skills)
Michael Ratcliffe (Development Adviser, Learning at Work)
Lorraine Wilson, (Development Adviser Key Skills Support Programme)
Judith Woodlock (Development Adviser, Key Skills Support Programme)

Address:

Further Education Development Agency

Unit 3, Citadel Place, Tinworth Street, London SE11 5EH
Telephone: Liz Lawson 0171 840 5328
E mail: [email protected]

In which of the following areas do you work:

Adult Literacy
Adult Numeracy
EAL/ESOL
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