Skills for Life - Excellence Gateway

Skills for LifeThe national strategy for improving adult literacy and numeracy skills

● learner materials in colour and black-and-white ● teacher notes

● referencing to Adult Core Curricula, National Tests and Key Skills Standards

● referencing to National Occupational Standards ● integrated assignments

● audio CD ● CD-ROM with Word and PDF files, and interactive practice materials

Materials for Embedded Learning

Catering

Further copies of this document can be obtained from:

DfES publications

Telephone 0845 60 222 60

Fax 0845 60 333 60

E-mail [email protected]

Please quote reference: embedded/CA

© Crown copyright 2005

ISBN 1-84478-398-7

Produced by the Department for Education and Skills

Extracts from this document may be reproduced for non-commercial or training purposes on the condition that the source is acknowledged.

www.dfes.gov.uk/readwriteplus/embeddedlearning

Acknowledgements

www.JohnBirdsall.co.uk for the photograph of the catering supervisor onpage 3:18.

Library photos are posed by models.

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ContentsSkills for Life: the national strategy for improving adult literacy and numeracy skills ix

The Skills for Life Materials for Embedded Learning project xi

The ‘learning journey’ xiv

Other related initiatives xvi

Embedded learning: teaching and learning methodologies xviii

Issues affecting learning xx

Background information xxiii

LSC funding guidance xxiv

Introduction and curriculum coverage

Introduction to Catering 1

Guide to Teacher notes layout 3

Guide to focus page layout 5

Guide to task page layout 6

Curriculum coverage grids 7

Links to National Tests 12

Integrated assignments, Source material andglossary

Integrated assignments 141 Hazard analysis 152 Prepare a menu 20

Source material 29

Glossary 72

Module 1 The working environment

Introduction to Module 1 79

Skills checklist 81

Your role in your organisation 83

Finding the information you need 88

Reading information 92

Entitlement 97

Understanding different layouts 102

What should I do? 109

Safety equipment information 114

Accident report forms 119

Wages 124

What is an NVQ? 128

Evidence for NVQ 133

Check it 138

Audio 141

Answers 142

Module 2 Food preparation and cooking


Skills checklist 149

Safe! 151

Checking deliveries for quality 156

Date coding and stock rotation 161

Knives and cutting machines 165

Get ready to cook 169

Weighing ingredients 174

Measuring liquid ingredients 178

Adjusting quantities 183

Temperature 187

Cooking times and timers 192

Check it 196

Audio 199

Answers 200

Module 3 Fast food



Customer service 207

Teamwork 211

Dealing with complaints 215

Fire safety 219

Prepare food to company specifications 224

Product knowledge 228

Giving change 233

Tills and floats 237

Prepare and maintain service areas 241

Check it 247

Audio 250

Answers 252

Module 4 Food hygiene



Taking notes in training 257

Listening to training 263

What does it mean? 268

Food law 273

Food labels 278

It’s all down to you 283

Temperature and time 288

Hazard analysis critical control points (HACCP) 293

Pests 297

Check it 301

Audio 304

Answers 305

Monochrome masters

Source material 309

Module 1 352

Module 2 376

Module 3 396

Module 4 414

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Skills for Life: the national strategy for improving adult literacy andnumeracy skillsMany millions of adults in England need help toimprove their literacy, language and numeracyskills. Skills for Life, launched by the PrimeMinister in 2001, sets out the Government’sstrategy, which aims to help 2.25 million learnersgain a national qualification by 2010.

Since 2001, a massive 2.4 million adults acrossEngland have taken up to 4.8 million courses inliteracy, language and numeracy skills. Over750,000 of these learners have gone on to achieve nationally recognised qualifications – acommitment set out by the Government in theSkills for Life strategy.

Since the launch of Skills for Life, we have gainedan even greater insight into the effect low levelsof literacy and numeracy skills have onindividuals, their families, on the economy andon society. For example, adults with poor literacyand numeracy skills could earn up to £50,000 lessover their lifetime and are more likely to havehealth problems, to live in a disadvantaged areaor to be unemployed. They and their children riskbeing cut off from the benefits of a worldincreasingly linked through informationtechnology. Additionally, poor literacy, languageand numeracy skills have been estimated to costthe country in excess of £10 billion a year.

Skills for Life is an ambitious strategy that isdesigned to address literacy, language andnumeracy needs of adults and young people. Itcovers all post-16 learners on learningprogrammes at levels from Pre-entry up to andincluding Level 2. These programmes range fromdiscrete to embedded courses, and from classroomand community provision to voluntary and work-based learning. Achievement and progress in Skillsfor Life are recognised through certification of KeySkills, GCSE Maths and English, and adult literacyand numeracy. It is therefore crucial that thestrategy supports and reflects the successfulimplementation of all other post-16 strategies.These strategies include Success for All, the strategyfor reforming post-16 further education, and theSkills Strategy, which aims to ensure that the skills

we develop are valuable to young people andvalued by employers. Our goal to improve theskills of young people is also central to the 14–19Opportunity and Excellence strategy and the14–19 Education and Skills White Paper.

Each organisation and individual has acontribution to make. We believe that the mostimportant element for successful delivery of Skills for Life is partnership, together with theownership of the strategy by all our keysupporting and development partners.

Government departments, the Learning and SkillsCouncil (LSC), Jobcentre Plus, the Prison andProbation Services, development and learningproviders in the post-16 learning sector,businesses, the CBI, the TUC, Sector SkillsCouncils and many other organisations areworking together to improve the literacy,language and numeracy skills of adults through:

■ boosting demand for learning through a high-profile promotional campaign and by engagingall partners across Government and employersin identifying and addressing the literacy and numeracy needs of their clients andemployees

■ ensuring capacity of provision by securingsufficient funding and co-ordinating planningand delivery to meet learners’ needs

■ improving the standards of teaching andlearning in literacy, numeracy and English forSpeakers of Other Languages (ESOL) provision

■ raising learner achievement through the newnational learning, teaching and assessmentinfrastructure and reducing barriers to learning.

Skills for Life Materials for EmbeddedLearningGeneric Skills for Life learning materials were firstpublished in 2003 as part of the new nationallearning infrastructure. These learning materialsand teachers’ guides are high-quality literacy,

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numeracy and ESOL resources closely mapped tothe core curricula at all levels from Pre-entry upto and including Level 2. The materials aregeneric, but relate to real-life contexts.

To further broaden participation and encouragethe effective acquisition of literacy, language andnumeracy skills by a wider range of learners, thesenew Materials for Embedded Learning have beencommissioned. These materials make clear theextent to which literacy, language and numeracyskills underpin success at work and in thecommunity, and provide teachers and learnerswith the means to improve literacy, language andnumeracy and vocational/community skills.Crucially, they are referenced both to the AdultCore Curricula and to the National OccupationalStandards wherever relevant.

These materials have been developed and qualityassured by specialists in literacy, language andnumeracy and specialists in the relevantvocational and community contexts. They havebeen trialled by practitioners in a range of

programmes and revised in the light of theirfeedback.

The Materials for Embedded Learning are intendedto give learners the confidence to make progressand achieve qualifications in literacy, language ornumeracy and in their vocational or otherlearning programme. I believe their introductionwill make an important contribution to theeffective implementation of the Skills for Life andSuccess for All strategies as well as the SkillsStrategy.

I commend the materials to you, and hope thattheir use will enhance the learning experiences ofthe diverse range of young people and adults whoneed to improve their literacy, language andnumeracy skills to realise their potential.

Barry BrooksHead of the Skills for Life Strategy Unit

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Materials for Embedded Learning projectCa

The Skills for Life Materials for EmbeddedLearning project

Welcome! First, the definition of ‘embedded learning’ thatthe project has used. In the context of the Skills forLife strategy:

The files that constitute this project (of which thisis one) set out to explore this idea in a variety ofcontexts and media. The resources contained inthis project will assist those who are preparinglearners for national qualifications in work-,college- and community-based settings. The aim isto bridge teaching the specific content of theprogramme of learning on the one hand, andLiteracy, Language and Numeracy (LLN) on theother. The materials build on the firm evidencethat there are many adult learners working towardsnational qualifications whose vocational skill levelis not supported by their literacy, language andnumeracy confidence. Thus, literacy, language andnumeracy ‘barriers’ stand in the way of successfulvocational attainment.

By setting literacy, language and numeracy learningin realistic context-based settings, the hope is thatthe obvious value of enhancing literacy, languageand numeracy skills will be self-apparent tolearners. By careful matching of vocational andliteracy, language and numeracy content to theNational Occupational Standards (from whichNational Vocational Qualifications are derived) andthe Adult Core Curricula, it is hoped that the valueto teachers will also be clear. (The link betweenthese is explained in more detail in the section onNational Occupational Standards and NationalVocational Qualifications on page xxiii.)

Embedded teaching and learning combines thedevelopment of literacy, language andnumeracy with vocational and other skills. Theskills acquired provide learners with theconfidence, competence and motivationnecessary for them to progress, gainqualifications, and succeed in life and at work.

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The range of settings planned for the wholeproject are:

Title Order code

Vocational settingsSocial care embedded/SCTrowel occupations embedded/TRHorticulture embedded/HORetail embedded/REWarehousing embedded/WACatering embedded/CAHospitality embedded/HOSPainting operationsManufacturingCleaningHairdressingTransportEarly years

Employability skillsE2E (Entry to employment) embedded/EECross-sector employability skillsSkills for construction

Professional developmentEffective communication embedded/NU

for international nurses (modules 1 and 2)

Effective communication embedded/NU/3–6 for international nurses (modules 3 to 6)

Community settingsFamily health embedded/FHSports leadership embedded/SLFamily life: the growing childFamily life: parenting issuesCommunity skills

File titles may alter for settings that do not have order codes in the listing above. For up-to-date information on titles and codes, visit the Embedded Learning Portal:www.dfes.gov.uk/readwriteplus/embeddedlearningTitles which have been published can be ordered from DfES Publications, telephone number 0845 60 222 60.


to find appropriate resources for their needs.Materials are being published over the period fromautumn 2004 to summer 2006. As additionalresources are developed, they are entered onto thePortal – progress on development of the projectcan be checked there. The Portal also gives accessto an interactive Advice and Guidance tool, Skillsfor Work, that enables advice and guidance workersand their clients to discuss the literacy, languageand numeracy requirements of a wide range ofoccupations. This can be accessed at:www.dfes.gov.uk/readwriteplus/skillsforwork

How it is anticipated the resourceswill be used The materials are seen as a resource, not a course.From this file, it is anticipated that teachers willmake copies (and if appropriate, via the PDF andWord® resources, amended versions) for theirlearners, interpreting them in the light of theTeacher notes’ suggestions. Please note that: somepages will need to be reproduced in colour (forexample, the pages relating to health and safetysigns), in order that learners can fullyunderstand the information. It is not theintention that every learner should address everypage. The expectation is that by negotiation at thestart of a topic, groups of learners will agree withtheir teacher the best subset of content to address,granted the amount of time available. This will bebased on the individual learning plans held byeach learner.

Organisation of the file This file contains two CDs, and a sequence ofmain sections. The first CD contains audio files;the second CD contains the PDF and Word®versions of the Learner materials and the genericpractice materials.

The remainder of this general introduction coverstopics such as the ‘learning journey’ within whichthese resources fit; other related initiatives;teaching and learning issues related to Embeddedlearning; information on National OccupationalStandards, National Vocational Qualifications, theAdult Core Curriculum, and notes from theLearning and Skills Council related to the fundingof embedded teaching.

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How the materials are presented:paper-, screen- and audio-based The resources in this file are intended for use byteachers – coming both from vocational andliteracy, language and numeracy backgrounds. Thefile contains extensive Teacher notes linked toLearner materials that are mainly paper-based, butalso include audio clips presented on an audio CD,bringing real-life situations into the learningenvironment. An additional CD presents PDF andWord® computer files from which the paper-basedresources can be reproduced electronically. Theprinted versions of the Learner materials arepresented in colour in the main teacher referencesection of the file, with the relevant Teacher notesinterwoven with them. A black-and-white versionof the Learner materials, printed at an appropriateresolution that optimises the quality ofreproduction when photocopied, is also offered ina separate section at the back of the file.

Screen-based materials: includinggeneric interactive practice resources Alongside the PDF and Word® versions of thepaper-based resources, the project has alsodeveloped interactive, generic, screen-basedliteracy, language and numeracy practice materials.These too are presented on the second CD. Thesepractice materials are ‘generic’ in that whilst allthe resources are set in everyday recognisablesettings, they have not been embedded intodifferent vocational settings. Thus, the practiceresources on the enclosed CD are identical tothose in all the other files. The activities arewritten to ‘practise’ rather than to ‘teach’ keyaspects of literacy, language and numeracy: aspectsthat are well-suited to being handledelectronically. The best use of them is likely to bemade if they are mediated by a teacher.

Availability of the paper- andscreen-based materials via a Portal The screen-based materials are available both viathe CDs contained in this pack, and via a WebPortal that can be found at:www.dfes.gov.uk/readwriteplus/embeddedlearning

This Portal offers access to the PDF and Word®

versions of all the materials in the project, andalso includes a search facility that enables teachers


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The first main section (Introduction to Cateringand curriculum coverage) contains a specificintroduction to Catering. It explains the structureand layout of the Teacher notes and Learner materials, including the detailedcurriculum coverage charts that map for eachmodule, the National Occupational Standards,literacy, language and numeracy, and Key Skillscontent. These charts use highlighting to indicatethe aspects of content that are addressed by the National Tests. (A separate chart indicates the National Test items that are not covered in the file.)

The second section (Integrated assignments,Source material and Glossary) offers threeelements that will be of value to teachers andlearners throughout their use of the file:

■ Integrated assignments offer a way for theteacher to give learners the opportunity to‘show off’ the skills they have acquired whilstundertaking study within the content areascovered by the file. (pages 14–27)

■ Source material is a ‘real-life’ collection ofdocuments: forms to fill in, notices to read andso on. It offers authentic work-based resourcesthat are used as a point of reference and as afocus for skills development. They can readilybe adapted or enhanced to reflect the needs oflearners and the specific vocational setting.(pages 29–71)

■ Glossary The third element is a glossary forlearners, containing relevant vocational andliteracy/numeracy terms used in the file. (pages 72–77)

The following sections contain the mainsubstance of the file – the modules around whichthe resources are built. These represent the maincontent subdivisions.

The final section (Monochrome masters)contains black-and-white versions of the Learnermaterials. These have been screened at a dot sizethat optimises their clarity when photocopied. Theblack-and-white versions include all the Sourcematerial and Learner materials, but not a repeat ofthe Audio scripts or Answers. If these are required,they should be copied from the section at the endof each module.


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The ‘learning journey’

Individual Learning Planbased on DiagnosticAssessment and the curriculum.

Diagnostic Assessmentleads to a detailed personalprofile, providing the basis foran Individual Learning Plan(ILP).

Initial Assessmentidentifies a learner's level,allowing selection of theright learning programme.

Screeningindicates a general need.

The diagram below and the following definitions show the key stages inthe ‘learning journey’ for adults with Skills for Life needs. For moreinformation on Skills for Life assessment tools being developed see the nextsection overleaf.

LEARNING PROGRAMME

Formative Assessmenttakes place regularly to reviewprogress against the learning plan.

Signposting/Referralindicates an aspiration.

Summative Assessmenttakes place at the end of eachlearning episode, givingfeedback on learningachievements; may be aqualification, test or acompleted ILP.

Learning Materialsreferenced to the curriculum andlinked to a context that is meaningfuland motivational for the learner.

Ca Materials for Embedded Learning project

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The various stages of the learning journey aredefined in many different ways. The Departmentfor Education and Skills uses these definitions:

Signposting/Referral Individuals are ‘signposted’ when they are giveninformation on where they can find furtherinformation, advice, guidance or learningprovision. The individuals act on their own behalfto follow this information up. Individuals are‘referred’ when they are transferred to a source ofmore in-depth information, advice, guidance,related services or learning provision. This processis mediated by the adviser, who makes anappointment for the client or gives the client’sdetails to a provider. Referral always requires theclient's permission. The adviser then contacts theagency to ensure that the referral has taken place.The first unit of the Level 2 Adult Learner SupportQualification provides ideal training in Skills forLife awareness and signposting.

Screening Screening is the process of assessing whether anindividual has a literacy, language or numeracyneed. It should be used to identify learners whomight benefit from more in-depth assessment.Screening usually takes around 10 minutes.Screening must be administered by a practitionertrained in the use of the screening tool. The Level 2 Adult Learner Support Qualificationequips candidates with these skills.

Initial AssessmentInitial assessment identifies a learner's skillsagainst a level or levels within the NationalStandards. It should be used to help place learnersin appropriate learning programmes at anappropriate level. It is usually followed by detaileddiagnostic assessment. Learners may havedifferent levels of reading, writing, numeracy andlanguage skills. The process may take around 30minutes. Initial assessment should beadministered by a practitioner trained to at leastLevel 3 with the support of a Literacy/Numeracy/ESOL specialist teacher.

Diagnostic Assessment* Diagnostic assessment identifies a learner’sstrengths and weaknesses and highlights anyskills gaps. It helps provide a detailed learnerprofile against the standards and curriculumdocuments and should also be used to inform andstructure a learner’s individual learning plan (seebelow) to use as a basis for a programme of study.This process takes several hours and should becarried out as part of a learner’s learningprogramme.

Individual Learning Plan (ILP) An individual learning plan is an outcome ofinitial and diagnostic assessment. It sets out thelearner’s plan to learn, a timetable for learning,ways of learning and resources required. ILPs arecompiled, reviewed and developed by thespecialist teacher in consultation with the learner.

Formative Assessment* Formative assessment helps both learner andteacher to review progress and is a central part ofthe learning process. It will take place during alearning programme on a regular basis. It helpslearners and their teachers to identify progress inrelation to the learning plan. Progress should berecorded and new learning goals identified.

Summative Assessment* Summative assessment provides evidence of whata learner has achieved at the end of each learningepisode. It provides feedback to a learner andteacher on achievements in relation to thestandards and curriculum documents. Summativeassessment may take the form of a record ofachievement, a unit of qualification, a wholequalification or a test.

* Ongoing Diagnostic, Formative and SummativeAssessments should be carried out by aLiteracy/Numeracy/ESOL specialist teacher.


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Other related initiatives

The Additional Skills for LifeAssessment Tools project This project is contributing to the development ofthe Skills for Life learning infrastructure throughcreating new, dedicated ESOL screening andinitial assessment tools and expanding the rangeof existing tools, materials and guidance forscreening and initial assessment to cater for awider range of contexts and learners. It hasdeveloped/is developing the following:

■ ESOL screening and initial assessment tools

■ ESOL exemplification for speaking andlistening, reading and writing

■ Two leaflets aimed at ESOL learners to explainthe new Skills for Life ESOL qualifications

■ Generic workplace assessment tools

■ The addition of individual learning plans (ILPs)to the existing on-screen diagnostic assessmenttool

■ On-screen interactive versions of the screeningand initial assessment tools

■ Guidance on good practice in screening andinitial assessment

■ An item bank that can be used to recreate teststo help learners practise exams forLiteracy/Communication,Numeracy/Application of Number and ICT atLevels 1 and 2. Visit: www.itembank.org.uk

■ Generic screening and initial assessment tools

■ Sector-contextualised assessment tools for: • Health and Social care • Retail • Facilities management • Passenger transport.

For the latest information on which materials areavailable to order, please visit: www.dfes.gov.uk/readwriteplus

The Success for All strategy Success for All is the change programme designedto transform quality and responsiveness across thelearning and skills sector. Success for All has been

developed by the Department for Education andSkills (DfES) and the Learning and Skills Council(LSC). The strategy has four main elements:

■ Theme 1 – Meeting needs, improving choice

■ Theme 2 – Putting teaching, training andlearning at the heart of what we do

■ Theme 3 – Developing the leaders, teachers,trainers and support staff of the future

■ Theme 4 – Developing a framework for qualityand success.

Theme 2 is being led by the DfES Standards Unit.It aims to identify and disseminate good practiceguides, learning materials and trainingprogrammes in twelve priority curriculum areas inthree phases:

■ Phase 1 consists of construction, Entry toEmployment (E2E), business studies andscience. New teaching and learning materials inthese areas were issued to post-16 institutionsin autumn 2004;

■ Phase 2 consists of health and social care, ICT,land-based studies and mathematics. Newteaching and learning materials in thesecurriculum areas are being rolled out nationallyin September 2005;

■ Phase 3 consists of adult and communitylearning, engineering, initial teacher trainingand modern foreign languages. New teachingand learning materials in these curriculumareas are planned to be rolled out nationally inSeptember 2006.

Each framework in the first phase has a teacherguidance book, learner resources, teacher-trainingresources including training videos/DVDs (whereappropriate) and guides, and a CD illustrating theapproaches and containing supporting materialsand session plans. All of the materials have beentested and evaluated by practitioners in realisticsettings across the learning and skills sector.

Visit: www.successforall.gov.ukfor more details and to find out how to ordermaterials.


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Skills for Life learning materials forliteracy, numeracy and ESOLThe immediate precursor to this project was thedevelopment of a wide range of generic Skills forLife learning materials, as part of the new nationallearning infrastructure. These materials andteachers’ guides are high-quality literacy,numeracy and ESOL resources closely mapped tothe adult core curricula at all levels from Pre-entryup to and including Level 2. The materials aregeneric, but relate to real-life contexts. Theseresources are referred to in the Teacher notes inthis file, as a source of supplementary back-upresources that can be used to reinforce specificLLN learning points. The resources can beaccessed via:www.dfes.gov.uk/readwriteplus/teachingandlearning

The Move On project Move On is a strand of Skills for Life that focuseson people improving their literacy and numeracyskills to Levels 1 and 2 and gaining a nationalqualification by enabling them to take theNational Tests. (The links between these resourcesand the National Tests are explained in moredetail on page 8.) Move On challenges the notionthat widening participation in learning is bestachieved by ‘hiding’ basic skills provision in other activities and offers a direct approach topromotion, recruitment and delivery. It provides

a staged approach to embedding Skills for Lifeprovision in other courses and activities. ‘Get On’ at work is used to promote thisopportunity with employers.

The Move On project is funded by the Skills forLife Strategy Unit of DfES to extend this approachacross the country. Its aims are to:

■ Encourage more adults to brush up theirEnglish and maths skills and achieve a nationalqualification by taking the National Tests inAdult Literacy and Numeracy at Levels 1 and 2

■ Disseminate the Move On approach and givesupport to organisations wishing to adopt it

■ Develop resources and models of recruitmentand delivery for different settings and clientgroups, and work with stakeholders to adoptthem.

Visit www.move-on.org.uk for more details and to order, download or use on line a wealth ofresources including:

■ Nine sets of practice tests on paper and CD anda mini test to inform screening

■ Guidance on becoming a test centre and adigest of different awarding bodies’ offers andfees

■ Promotion resources: scratch cards, leaflets,posters and screensavers

■ Preparation for testing session plans andmaterials for tasters and courses.


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Embedded learning: teaching andlearning methodologies

The teacher The material in this pack has been written toenable its use by vocational teachers, preferablywith, but possibly without, literacy, language andnumeracy specialist support. The resources mayalso be used by literacy, language and numeracyspecialists working alongside vocationalspecialists. Clearly, it is also assumed thatvocational teachers using the materials will havebeen trained in literacy and/or numeracy support,ideally using the Certificate for AdultLiteracy/Numeracy Subject Support Level 3 or itsequivalent. This course should cover thefollowing:

■ knowledge and understanding of the AdultLiteracy and Numeracy Core Curricula and theAdult ESOL Core Curriculum

■ detailed knowledge of and familiarity with howthe curriculum documents are organised andused

■ knowledge and understanding of Access for All

■ detailed knowledge of the literacy, languageand numeracy demands of their vocational areaand the impact this is likely to have onteaching vocational skills

■ knowledge of the mapping of the NationalStandards for their occupational area

■ an understanding of how the Adult Literacyand Numeracy Core Curricula support thedevelopment of Key Skills

■ an understanding of personal and socialbarriers to learning and how to support learners

■ knowledge of and ability to use a range ofsupport strategies, materials and resources

■ knowledge of a range of strategies to supportlearners with learning difficulties anddisabilities

■ knowledge of a range of strategies to supportESOL learners

■ the ability to match teaching to learning stylesand use a range of teaching styles

■ knowledge of how to recognise and use good-quality embedded learning materials

■ knowledge of nationally recognised literacy,language and numeracy qualifications forlearners.

It would also be useful to have the following:

■ the ability to assess learners for literacy,language and numeracy needs, record thisassessment in an ILP and refer learners forfurther assessment if required

■ the ability to review learners’ progress againstliteracy, language and numeracy objectives andamend ILPs appropriately

■ the ability to amend existing materials used inorder to develop embedded materials. Inaddition, it is assumed that teachers will befamiliar with and able to employ a range ofteaching methodologies and teaching aids,including the following:

• group teaching, where learners work as asingle group or a number of small groups,encouraging all learners to participate fully,including those with known learningdifficulties and ESOL needs

• one-to-one teaching, focused on anindividual learner’s learning needs, aimed ataccommodating ‘spiky’ learning profiles

• teaching that takes account of a range oflearning styles, principally visual, auditoryand kinaesthetic

• teaching of speaking and listening skills,where vocationally appropriate

• teaching of practical skills, i.e. specificvocational skills

• support for learners’ practising of newlyacquired vocational skills, aiming to developconfidence and independence

• guided discussion relating to specificvocational issues and achieving a consensusof views on good practice

• use of audio-visual aids such as OHT,flipchart, whiteboard, interactive whiteboard,CD/audio tape, video

• use of ICT to enable learners to research andpresent work.


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The learner The material in this pack is intended to offerliteracy and numeracy teaching support forlearners on a specific programme of learningleading to an NVQ or other relevant qualification.It is not intended to replace learning support. It isassumed that learners will have undergone someform of assessment prior to commencing thisprogramme of learning:

■ to identify vocational knowledge and skills

■ to identify, via initial assessment, literacy,language and numeracy skill levels

■ to identify any specific issues or barriers thatmay impact on learning, e.g. transport,childcare

■ to identify any specific learning needs that mayimpact on learning or that may require support

■ to identify and describe specific support needs.

Programmes of learning are all required to havesome capacity for incorporating support forlearners with ‘spiky’ learning profiles, includingthose learners who:

■ have more or less prior knowledge andexperience of occupational skills

■ may be dyslexic

■ may have ‘patchy’ reading and writing skills

■ may have more or less expertise in speakingand listening skills

■ may have ‘patchy’ numeracy skills or more orless experience in the specific numeracy skillsrequired

■ have ESOL needs

■ would benefit from activities that extend skillsbeyond the specific requirements of thelearning programme.

It is the vocational teacher’s responsibility todifferentiate teaching to accommodate learners’needs, within reason. It is assumed that anylearner whose needs cannot reasonably beaccommodated within the main learningprogramme will be referred for and receiveappropriate support. This support will need to beprovided by staff with appropriate expertise.

Whilst the Teacher notes for these learningmaterials give suggestions for differentiatinglearning to accommodate learners with ‘spiky’learning profiles, it is outside the scope of thematerials to provide a fully differentiatedprogramme. For instance, reading skills in thesematerials are developed mainly at Level 1 andLevel 2, to reflect vocational requirements.Learners whose reading skills are at Entry 1 orEntry 2 will inevitably struggle with reading skillsdevelopment at Level 1 and Level 2 and willrequire significant additional support in order tobenefit from the learning programme. Learnerswhose reading skills are broadly at Entry 3 willalso struggle with this material, but may be ableto benefit from the learning programme withcarefully targeted, in-class support.


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Issues affecting learning

Dyslexia Learners who are dyslexic may or may not knowabout it. Estimates suggest that as few as a quarterof dyslexic learners are officially identified duringtheir years in statutory education, though thissituation varies across the country. It is quitelikely therefore that teachers will come acrosslearners who are actually dyslexic though theyhave not been recognised as such or given specificsupport for their dyslexia. Suggestions forsupporting dyslexic learners described in theTeacher notes are good practice for all learnersand can safely be used with any learnerexperiencing the difficulties described, irrespectiveof whether they have been officially identified asbeing dyslexic. Any learner showing significantdifficulties with the aspects of literacy ornumeracy described in the Teacher notes (If thelearner has difficulty section), particularly wherethere is some suspicion of dyslexia, should bereferred for specialist diagnosis and support.

Other learning difficulties and disabilities

Sensory: learners may have visual or auditoryskills difficulties that affect learning. Learners mayneed to develop strategies to performoccupational skills and meet the requirements ofthe workplace. You will need to take specialistadvice about appropriate support in the learningprogramme and strategies for the workplace.

Physical: learners may have physical difficultiesthat affect learning, particularly of practical skills.Learners may need to develop strategies to performoccupational skills and meet the requirements ofthe workplace. You will need to take specialistadvice about appropriate support in the learningprogramme and strategies for the workplace.

English for Speakers of OtherLanguages (ESOL)This section contains a brief explanation of theneeds of ESOL learners, and an introduction tothe range of teaching and learning strategies thathave been developed to address them. It shouldalso be pointed out that with the exception of theEffective Communication for International Nursesfiles, the project is not fundamentally for ESOL

learners. Where the files feature suggestions forESOL learners, these are intended as a startingpoint for awareness rather than as acomprehensive approach. In the hands ofexperienced ESOL teachers, a lot of effectivelearning activities will be possible. In othercontexts, teachers should be aware of thepossibility that learners may well need to bereferenced to specialist ESOL support.

The term ESOL is used to refer to learners wholive in the UK but whose first language is notEnglish. With very few exceptions, they will havebeen born in a non-English speaking country andthe majority will have come to the UK as adultsor teenagers.

ESOL learners vary greatly in terms of country oforigin, languages spoken, length of time in theUK, educational background, and employmentexperience. Like other learners on vocationalcourses, some will have little or no workexperience and others may be re-training.However, unlike other learners, some of the ESOLlearners who are re-training may be professionalswho cannot work in their profession in the UK(e.g. lawyers). Others could be alreadyexperienced in the vocational area they arestudying, and so be familiar with the vocationalcontent of the course, but need help with thelanguage and the cultural context.

It is outside the scope of these learning materialsto provide a full English language skillsdevelopment programme. As a starting pointhowever, the paragraphs that follow offer a briefintroduction to the difficulties that ESOL learnersface, and strategies for addressing them. TheTeacher notes in the materials highlight particularESOL issues that may cause difficulties for learnersin this sector.

Difficulties experienced by ESOLlearners The difficulties experienced will vary according toa learner’s situation. For example:

■ A learner who has been in the UK a long timeand picked up English informally may listenand understand well and speak fluently, buthave difficulty with reading and writing.


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■ A learner with a good educational backgroundmay have learned English by formal methodsin school. This learner may read and write well,but have difficulty with listening and speaking.

■ A learner whose own language is written in adifferent script may have difficulty withreading and writing, but have literacy skills intheir own language that they can transfer toEnglish.

Other learners may be different again, and it willbe necessary to find out about the learner'ssituation before analysing needs.

Specific areas of difficulty Reading ■ ‘Everyday’ vocabulary as well as specialist

vocabulary can cause problems, e.g. relating theword ‘length’ to the word ‘long’; key phraseslike ‘except for’ when reading instructions.

■ Grammar can cause problems, e.g. use of thepassive in instructions – ‘hard hats must beworn’, compared with ‘people must wear hardhats’.

Listening ■ As with reading, ‘everyday’ vocabulary can

cause problems.

■ Learners may have real difficulty understandingthe informal spoken language used by theircolleagues or clients, e.g. care workers dealingwith elderly British people.

Writing ■ Grammar may be an issue, e.g. writing reports

needs accurate use of the past tense.

Speaking■ Learners may not be able to use key phrases

with enough fluency.

■ Learners may be incomprehensible when theysay longer words, because they do not stress thewords properly.

■ Learners may sound rude when they don’tmean to be, because their intonation isdifferent from that of English people.

Stress is the emphasis put on certain syllables. Forexample, we say ‘emergency’, not ‘emergency’.

Intonation is the rise and fall of the voice (thetune). In English, a change in intonation canchange the impression given, e.g. of politeness orrudeness.

Numeracy ■ Some learners may be good at numeracy, but

not be able to express concepts in words, e.g.comparatives – ‘X is 2 cm longer than Y’.

Culture ■ Some learners may lack basic information

about the British system, e.g. the NHS; the factthat there are Health and Safety laws.

How to help Problems with vocabulary

■ Encourage learners to see vocabulary (lexicalitems) as meaningful phrases rather than singlewords, e.g. ‘in accordance with’ is a wholeitem, and talking about the meaning of theword ‘accordance’ on its own is confusing.

■ Show learners how to look up phrases indictionaries using the key word, (e.g. lookunder ‘accordance’ to find ‘in accordancewith’). Help them to pick the right meaning forthe context. Encourage their use of bilingualdictionaries, but try where possible to makesure the dictionary they use is not too basic.

■ Don’t ask ESOL learners to write their owndefinitions of words and phrases. You couldwrite your own definitions, then ask thelearners to match the definitions to the wordsor phrases.

■ To make meaning clear, try mime, visuals orlots of examples of the use of the newvocabulary in a similar context to the one inwhich they met it.

Problems with grammar■ Find a good self-help grammar book for

learners to use or to get ideas for your ownteaching. Particularly useful for learners onvocational courses are those books withsections on past tenses, passives, conditionals,comparatives and superlatives.


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Problems with formal and informal language■ Make time to examine informal phrases

learners might hear from colleagues or clients(e.g. ‘I’m feeling out of sorts’, ‘this machine’sknackered’) and re-phrase them in your own orthe learners’ own words.

■ Discuss with learners the type of person who islikely to use the phrases, e.g. an elderly personor a young person. Discuss with learnerswhether they only need to understand thephrases or if they are phrases it would beappropriate to use themselves.

■ Discuss with learners any connotations thephrases might have, e.g. ‘he’s going round thebend’ is considered insulting, and althoughcare workers might hear it said, it would beunprofessional for them to use it.

Problems with speaking■ Learners may not be fluent in utterances they

need to use in their work, e.g. ‘How can I helpyou?’ in customer service. They can developfluency by listening and repeating selectedutterances from a taped dialogue. They shouldlisten to the whole dialogue at least twice, thenlisten and repeat selected parts of the dialogue.

■ ESOL learners may find it difficult if they areasked to role-play a situation immediately afterlistening to a dialogue on tape. Selectiverepetition from the tape can be a useful interimstage.

■ If learners cannot pronounce key vocabularycomprehensibly, demonstrate which syllable isstressed. You can mime this by saying the wordand bringing your hand down on the stressedsyllable, or you can write the word andunderline the stressed syllable (or both).

■ To help learners sound polite or interested, takea key utterance and mime the intonationpattern by moving your hand up and down toshow the ‘tune’. Learners need to repeat keyutterances, trying to get the intonation right,e.g. ‘Is everything all right?’ in the cateringindustry.

Lack of experience of the cultural context ■ If learners lack experience of the British system,

for example ‘Entry to Employment’ or‘Jobseeker programme’, try to draw on theirexperience of the systems of their owncountries and encourage them to makecomparisons. Try to encourage an atmospherewhere the ESOL learners learn about the Britishsystem at the same time as other learners in thegroup get an insight into the cultures the ESOLlearners come from.


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Background information

National Occupational Standards(NOS) and National VocationalQualifications (NVQs) National Occupational Standards (NOS) arestandards of knowledge, understanding andperformance laid down by a specific sector (forexample, construction). They are used as the basisfor development of a wide range of qualificationsin a range of subjects and levels. Most NOS aredeveloped and held by Sector Skills Councils suchas the Construction Industry Training Board(CITB). For example:

■ The CITB has National Occupational Standardsthat cover a range of about 22 Constructionoccupations, including Trowel occupations,Decorative occupations and Scaffolding.

■ These are at 5 levels, from Level 1 to Level 5.

■ There are 67 units in the Level 2 standards forConstruction.

These National Occupational Standards are thenused to define National Vocational Qualificationsand other qualifications (such as proficiencycertificates) by a process of specifying mandatoryand optional units from the NOS. So anyqualification is made up of a specified number ofunits, including mandatory and the requirednumber of optional units. These units aredelivered within the chosen context (e.g. Troweloccupations), developing the specific skillsrequired by this context. For example:

■ Social care has 45 units in the standards, heldby TOPSS (Training Organisation for Personaland Social Services).

■ The NVQ Level 2 in Social care requires 4 coreunits, plus 2 optional chosen from a range of41 units (to reflect the learner’s work situation)taken from the NOS.

Note that some occupational settings sharestandards, for example the same customer servicestandards occur in Leisure, Retail and Hospitality.

To keep their application as wide as possible, thereferencing in all the files of this project thataddress vocational content is to the NOS.

Adult Core Curriculum documents The Adult Literacy and Numeracy Core Curriculadefine and describe the literacy and numeracyskills required by adults at a range of levels: Entry 1, Entry 2, Entry 3, Level 1 and Level 2. Print versions of the curricula documents can beobtained from Prolog using the phone numbershown on the back cover of this file. Interactiveversions of the curricula, which are cross-referenced to Access for All, can be downloadedvia www.dfes.gov.uk/readwriteplus.

These documents list skills at each level, groupedinto:

literacy: reading, writing, speaking and listening

numeracy: number, measures, shape and spaceand handling data.

Each of these sections is subdivided, with detaileddefinitions of the specific skills required anddescriptions of how they can be taught. Each skillhas a unique reference code, described elsewherein this document. In addition to these twodocuments, there are the following:

Adult pre-entry curriculum framework: thisframework sets out the entitlement to learningliteracy and numeracy for adults with learningdifficulties and/or disabilities who have not yetreached Entry 1 in the Adult Literacy and AdultNumeracy core curricula. It has been organised as a series of eight milestones.

Adult ESOL core curriculum: this defines anddescribes the literacy skills required by English for Speakers of Other Languages.

Access for All: this offers guidance on making the adult literacy and numeracy core curriculaaccessible to the whole range of learners,including those with disabilities and/or learningdifficulties.


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For the purposes of this briefing note, embeddedteaching and learning is defined as follows:

“Embedded teaching and learning combines thedevelopment of literacy, language (ESOL), andnumeracy with vocational and other skills. The skillsacquired provide learners with the confidence,competence and motivation necessary for them tosucceed in qualifications, in life and at work.”

Embedded basic skills combines the delivery ofliteracy, language (ESOL) or numeracy learning aimswith other learning aims. There is no single learningaim recognised as an embedded basic skills learningaim, and the Council does not recognise this conceptfor funding purposes.

It follows that embedding basic skills is an approach to curriculum delivery and involves at least onevocational learning aim and one basic skills learningaim. What is required therefore is that the teachingand learning of both the vocational and the basicskills learning aims is acknowledged and recorded.

Funding Embedded Basic Skills Provision For funding purposes, an embedded approachrequires two or more learning aims to be in place –one for the vocational programme and the other forthe additional literacy, language (ESOL), or numeracyprogramme. Learners will be enrolled on both of theselearning aims, and funding will be drawn downaccordingly. Only the basic skills learning aim will beeligible for the 1.4 programme weighting uplift. Thevocational learning aim will be paid at the usualprogramme weight for that subject.

There is a generally held misconception that providedat least 50 per cent of a course comprises basic skills,then the 1.4 uplift would apply to the whole course(sometimes referred to as the “50 per cent rule”).This is not the case; each learning aim receives itsrelated programme weighting.

Where learners are following multi-learning aimprogrammes that include basic skills learning aim(s),they maybe eligible for the basic skills disadvantageuplift. Annex F of the Funding Guidance for FurtherEducation in 2004/05 describes in detail how todetermine when a basic skills learner is entitled tothe disadvantage uplift.

Recording Embedded Basic Skills Provision The teaching and learning of both the vocationaland the basic skills learning aims should berecorded. The Individualised Learner Record (ILR)should contain a separate learning aim record foreach learning aim. The learning aim reference (fieldA09) determines the appropriate programmeweighting, as identified by the Learning AimDatabase. The start and planned end dates (fieldsA27 and A28) plus the number of guided learninghours (field A32), will determine the size of eachlearning aim and the overall learning programme.Where basic skills are embedded within a vocationallearning aim, the overall size of the learningprogramme must be greater than the vocationallearning aim delivered in a traditional manner, that is on its own.

Register detail will confirm that the teaching hasbeen delivered for both (or all) learning aimsinvolved in the programme.

This information was issued by the Learning andSkills Council in August 2004 to supplement the2004–05 Funding Guidance for FE. For furtherinformation and to see the Funding Guidance for2005–06 (published March 2005) please visit theLSC’s website:

www.lsc.gov.uk

or call 0870 900 6800 for publication enquiries.

© LSC August 2004 Published by the Learning and Skills Council. Extracts from this publication may be reproduced for non-commercial educational or training

purposes on condition that the source is acknowledged and the findings are not misrepresented. Thispublication is available in electronic form on the Learning and Skills Council website: www.lsc.gov.uk

Publication enquiries: 0870 900 6800 Ref: LSC/AA000/1191/04

Funding Embedded Literacy, Language (ESOL) and Numeracy Provision

LSC funding guidanceThe LSC has issued guidance on funding embedded literacy, language (ESOL)and numeracy provision. The following is an extract from that guidance:

Introduction and curriculum coverageCa

Introduction to CateringThe purpose of these learning materials is todevelop the specific literacy, language andnumeracy skills that underpin Catering. There ismuch evidence to suggest that specific literacy,language and numeracy skills are required inorder to achieve this vocational qualification andto operate effectively within the workplace. Goodliteracy, language and numeracy skills are alsorequired in order to progress within the workplaceand to access further training.

Facts ■ A worker needs to be at Level 2 to qualify

for most jobs.

■ You need literacy, language and numeracyskills at least at Level 1 at the beginning ofan NVQ Level 2 course to make best use of it.

■ Much workplace health and safetyinformation requires reading skills at least at Level 2. This also applies to workinstructions, quality instructions anddocuments, information on new proceduresand so on.

Source: Basic Skills are Union Business, Basic Skills Agency

Rather than set about the impossibly large task ofdeveloping the full range of literacy, language andnumeracy skills as described in the Adult CoreCurricula, this project prioritises those skills thathave been identified as playing a key role inoccupational requirements. This allows teachersto provide a clear rationale to learners for literacy,language and numeracy skills development withintheir vocational training.

In the same way that we cannot set out to coverall literacy, language and numeracy skills, itwould not be realistic to set out to provide fullcoverage of all the training requirements of theNVQ, as described in the occupational standards.Instead, aspects of the training that place aparticular demand on literacy and/or numeracyskills have been prioritised. Again, this willconfirm to learners that these particular literacy,language and numeracy skills are an absoluterequirement in order to perform occupationaltasks correctly.

Prioritisation of skills The first step in identifying the specific literacy,language and numeracy skills to be developed inthese materials was the mapping of the literacyand numeracy standards to the NationalOccupational Standards for Food Preparation andCooking (Level 1 and Level 2), Food Processingand Cooking (Level 2), Professional Cookery(Level 2) and elements of Quick Service (Level 1).

This shows broadly that literacy, language andnumeracy skills are required to the followinglevels:

Literacy skills

■ Reading – Level 2

■ Speaking and listening – Level 2

■ Writing – Level 1

Numeracy skills■ Number (some aspects) – Level 1

■ Measure (some aspects) – Level 1

■ Interpreting data (some aspects) – Entry 3

The next step was to prioritise the aspects of thetraining where there was most perceived need fordevelopment of sound literacy, language andnumeracy skills. This was done in consultationwith a range of representatives from the sector,including the Sector Skills Council [People 1st],deliverers of training, sector experts andemployers.

The outcomes of this content review were thenbroken down into a logical module structure:

Module 1: The working environment

Module 2: Food preparation and cooking

Module 3: Fast food

Module 4: Food hygiene.

The coverage that resulted indicates the prioritiesidentified. It offers a sound basis for effectivedevelopment of a range of occupational skills aswell as transferable literacy, language andnumeracy skills. It should be stressed again thatthe materials do not aim to provide full coverageof either the NVQ or the Adult Literacy andNumeracy Core Curricula. These learning

1


materials are designed to supplement existingvocational learning materials, either commerciallyavailable or centre-designed.

It should be noted that NOS are reviewed on athree-yearly cycle – this may impact on NOSreferences. Attempts will be made to updatematerials as appropriate.

Module structure All the modules have a common structure. Thefirst page is intended for use by the teacher: itoutlines the content for the module and repeatsthe relevant content coverage chart. The secondpage repeats this information, in a way that isrelevant to the learner perspective. It outlines themain themes in the module, and indicates therelevant pages for each theme. The first of asequence of themes is then presented. Each themeconsists of a sequence of Teacher notes, focus andtask pages.

■ Teacher notes Teacher notes are provided forboth the focus and task pages that follow.These offer a wide range of information, adviceand guidance on the materials and how topresent them. The notes form a critical part ofthe interpretation of the materials.

■ Focus pages These pages have been written toprovide a vocational teaching focus withembedded development of a particular literacy,language and numeracy skill or set of skills. It is intended that much of the teaching – both vocational and literacy, language andnumeracy – is developed from the focus pagesand that all aspects of the topic are consideredin an integrated way. It is also intended thatthe focus page will act as a memory aid orfocus for revision for learners.

■ Task pages Each focus page is followed by atleast one page of tasks. These offer learners theopportunity to develop and practise the specificliteracy, language and numeracy skills outlinedon the focus page. It is important to note thatthese tasks are not designed for independentcompletion by learners, but as a vehicle forteaching and guided practice of skills.

And finally, at the end of each module:

■ ‘Check it’ skills tests, Audio scripts andAnswers are presented. The tests are modelledon the national literacy and numeracy tests.The Audio scripts present the audio clips in text form. Responses for all questions that have specific answers are collected together at the end.

The key on the following pages offers anexplanation of the main features of the Teachernotes, focus and task pages.

2

Ca Introduction and curriculum coverage

3

PAGES 3:7–3:8

Fire safety

Ca

Occupational setting Workers will need to listen to spoken instructionsdaily in the workplace, as well as during training.Following spoken instructions requires goodlistening skills. This theme develops theselistening skills by highlighting the things for thelearner to listen out for.

Materials Audio equipment

Workplace procedures for evacuation/fire drill

Fire alarm procedure from the Source material(0:28)

Learning outcomes1 To recognise the ways written instructions

might be worded (focus page, Task 1)

2 To recognise the ways spoken instructionsmight be worded (focus page, Task 2)

Introduction

■ Ask learners about their own experiences ofstaff manuals. Why are they difficult to read?What is the importance of the informationthey contain?

■ Ask learners about their experiences of listeningto training. What are the problems? What aregood instructions? What can go wrong if theydon’t understand or follow work instructions?

■ Discuss the fire safety arrangements familiar tolearners. How is training conducted? Whathappens during fire drills? Have theyexperienced a real fire at work?

Focus page

Reading a procedure■ Direct learners to the extract from a staff

handbook. Which words tell the learner whatto do? Direct learners towards the imperativesin each bullet point and what each one means.Ask learners to highlight the imperatives. Thiswill be particularly helpful to ESOL learners,who need to be aware of imperatives as

10

‘markers’ to help them in reading andunderstanding instructions. ESOL learners mayalso have difficulty with some of the lexicalitems in the procedure (e.g. words such as‘potential’ and ‘promptly’ and phrases such as‘Demonstrate awareness of …’ and ‘In theevent of …’). They may need some vocabularywork before reading the procedure.

■ Do any bullet points tell you to do something onlyif something else happens? Explain the phrase ‘inthe event of’ and introduce other conditionals(e.g. ‘if’). Ask learners to think of otherconditionals used in the workplace (e.g. If youare not satisfied with the quality of the food donot serve it to the customer).

■ Do any bullet points contain more than oneinstruction? Direct learner to use of ‘and’.

Listening to training■ Set the scene for a training session. Play the

audio clip. If you have ESOL learners,encourage them to listen for stressed words.

■ Work through the points on the page. What arethe similarities with written instructions andwhat are the differences?

■ Explore the methods learners have forremembering instructions and list them on aflipchart/board. Add to them if necessary.

■ www.mindtools.com/memory.html has manysuggestions for techniques for improvingmemory and systems for rememberingimportant information.

Task 1

Read and understand a set of instructionsRt/L1.2

■ Check that learners understand the wording ofthe question.

Curric. refs NOS/NVQ Key Skills

Module 3 Fast food

219

Rt/L1.2 1GEN1SLlr/L1.2

This is the abbreviationfor the Catering file.

The module numberand title.

These are thenotes forlearner pages3:7 to 3:8.

An indicationof anymaterialsrequired inthis theme.

Literacy,language andnumeracy andotherobjectives forthis theme.

The vocationaltopic isintroduced.Most activitiesare based ongroupteaching.

A descriptionof thevocationalsetting for thefocus page,indicating theliteracy and/ornumeracy skillsdevelopmentand givingNOS Unitreferenceswhereapplicable.

Guide to Teacher notes layout

Theme title forthis sequence oflearner pages.

Curriculumreferences: AdultLiteracy orNumeracy CoreCurriculumreferences,showing thespecific literacyor numeracyskills developed.

NOS/NVQ:NationalOccupationalStandard/NVQUnit references,showing thespecificvocational skillsbeingdeveloped.

Key Skills: KeySkills referencesforCommunicationSkills orApplication ofNumber.

Teacher notes for thetask pages follow ondirectly. (More detailson next page.)

Audio clips to go with the page areindicated. This page has one audioclip. The clips are numbered insequence through the entire file.The numbers are the track numberson the CD.

The focus page teachingsuggestions cover bothvocational and literacy andnumeracy skills development.

Introduction and curriculum coverage

Guide to Teacher notes layout (task pages)

Ca

4

Module 3 Fast foodCa

Task 1

Read and understand a set of instructionsRt/L1.2

■ Check that learners understand the wording ofthe question.

■ Remind learners that it is a good idea to readthrough the whole set of procedures beforebeginning to identify anything that is difficultto understand or carry out.

If the learner has difficulty■ Reduce the workload by giving the learner a

more straightforward (in language terms) set ofinstructions and asking questions.

■ Go back to the task and talk through eachpoint with the learner. Ask the learner tohighlight the words causing the greatestdifficulty.

Extension

■ Ask learners to choose a written procedurefrom their own workplace and use thestrategies outlined to read and understand it.

Task 2

Listen to some instructions and count how manythings there are to doSLlr/L1.2

■ Play the audio clip through once for gist.

■ Play it again, this time listening for words thattell you what you must do. Learners coulddiscuss this in pairs. What are the things thatmust be done? Learners should make notes ofthese instructions.

If the learner has difficulty■ Read the script of the audio clips in small

chunks, no more than one sentence at a time.Ask, Does the person tell you to do something?What?

Extension■ Ask learners to prepare a similar script for other

learners to listen to, using their ownexperience.

Theme assessmentPractise this skill in workplace situations in whichinstructions are given. Learners should practisemaking notes of instructions, perhaps in columnsof ‘dos’ and ‘don’ts’.

11

220

A brief description of theliteracy or numeracy skill inthe task and its curriculumreferences.

Bulleted points offer a step-by-step guide to teachingthe skill involved in the task.

This sequence then repeatsfor subsequent tasks.

Specific guidance andsuggestions for supportinglearners who are showingevidence of struggling withsome aspect of the literacy,language and numeracy skillsdevelopment.

The theme assessment offerssuggestions for activities thatwill allow learners to showevidence of competence inthe vocational and literacy,language and numeracy skillsin this theme.

Tasks are given in numericalsequence within each theme.They may extend over one ormore pages.

Suggestions for furtheractivities to give additionalpractice or extend literacy,language and numeracy skillsto the next level.

The Teacher notes pages forthe theme are followeddirectly by the learner focuspage and associated taskpage(s).


5

Module 3 Fast foodCa 3:7Ca

222

Mega MunchiesFood on the go for busy people

Fire

It is the employee’s responsibility to:

■ potential fire hazards to the manager.

■ Check the work area at the end of each shift for potential fire risks.

■ Report damaged electrical equipment and fire equipment to the manager.

■ Demonstrate awareness of procedures for fire evacuation.

■ In the event of a fire, act promptly and follow procedures.

■ Understand how fire fighting equipment works.

■ Appreciate the importance of fire doors.

All employees must receive adequate fire training.

Report

FocusFire safetyIf a fire breaks out in a busy kitchen or restaurant, it isimportant to act quickly. You have to know what to do.

They will also have regular firedrills and training sessions.

Sometimes there are things thatyou must not do. Listen out forwords like never, not and don’t.

There will bethings that youmust do. Listenout for the actionwords that giveorders, such asRead, Place.

Sometimes youmust only dosomething ifsomething elsehappens.Listen out for ifor when.

You can ignoreinformation that doesn’trelate to the training.

Some instructionsmight sound likesuggestions.

Some of whatyou hear will beinformation. Itwill help youremember whatto do and why.

Sometimesthere is morethan oneinstruction in asentence. Listenout for and.

Sometimes you have to makedecisions. Listen out for or. It maymean you have to choose.

Most establishments will have aset of written procedures thatdescribe precautions against fireand what to do should a firebreak out.

If you find yourself faced with the situationwhere a chip pan or grill pan flares up, neverthrow water on it and don’t try to move itaway from the cooker.

Turn off the source of heat and cover the panwith a damp cloth or, better still, a fire blanketlike this one. They work by smothering theflames and starving the fire of oxygen.

Read the instructions for use now so that if afire starts you know what to do without delay.Place the blanket carefully over the fire. If theblanket doesn’t completely cover the fire, itwill not be able to extinguish it. You’ll needto keep your hands shielded and take care notto waft the flames towards you or bystanders.

I remember once I was in a kitchen when …

10

This indicatesthat this is adiscussion-based focuspage.

This is the Catering file.

There are fourmodules in this file. This is the module title.

This is the module number andpage number within the module.

The titleindicates themain contentfor the theme.

Guide to focus page layout

This audioicon indicatesthat an audio clipaccompaniesthis focuspage. Thenumber is thetrack numberon theaccompanyingaudio CD.

All the pages in the file are numberedconsecutively to enable accurate replacement.


6

SLlr/L1.2; Rt/L1.2Read and listen to instructions.

Fire safety Task

Task 1

Read through the Fire alarm procedure from theSource material.

✓ Put a tick by all the things that you must do.✗ Put a cross by all the things you must not do.

* Put a star by all the things you must do only if it is safe to do so.

Task 2

Listen to the first part of the instructions on firesafety. How many things must you do?

Task 3

Listen to the rest of the instructions. Decide if these statements are true or false.

1 The important thing is to evacuate the building as quickly and safely as possible. True / False

2 You can go back into the building when the manager tells you it is safe to do so. True / False

3 You must always shut all the doors and windows. True / False

4 You cannot use the lift to help disabled customers get out of the building. True / False

5 You must look after yourself first and help the customers second. True / False

Tips

Look out for the action words. ✓ Go immediately … ✓ … activate the alarm.

Look out for negative actionwords. ✗ Do not run.

Look out for words like ‘if’ or‘when’.

* If safe to do so, close doorsand windows.

Tips

● Count off on your fingersevery time a new thing ismentioned. Try to make apicture in your head ofwhat needs to be done.

● Look out for words suchas ‘and’, ‘but’, ‘too’ and‘when’ – these give cluesabout how manyinstructions there are.

11

12

Ca Ca 3:8

223

Module 3 Fast food

The tasks arenumberedconsecutively within a theme.

This audio iconindicates that anaudio clipaccompanies thistask. The number is the track numberon theaccompanyingaudio CD.

This indicates that this is anactivity-based task page.

Task pages feature a briefexplanation of objectives.

References to the adultcurriculum are given.

Guide to task page layout

Most pages containboxes that featureexplanations or tips.


7

The curriculum coverage grids on the following pages will help you to identify where and when toincorporate these materials. They are laid out as shown in Figure 1below.

Figure 2 offers a brief explanation of what the curriculumreferences mean.

Figure 2

Catering – Module 1: The working environment

Theme Page reference NOS/NVQ Literacy Numeracy Key Skills

Your role in your Ca 1:1–1:2 1GEN4 Rt/E3.9; Rt/L2.1; C1.2organisation Rt/L2.3; Rt/L2.7;

Rw/L2.1; Rw/L2.2; Rw/L2.3; Wt/L1.2

Finding the Ca 1:3–1:4 2GEN1 Rt/L1.5; Rt/L1.4; C2.2information Rt/L1.2; Rw/L1.2you need

Reading information Ca 1:5–1:6 1GEN1 Rt/L1.2; Rt/L1.4; C1.2; C2.2Rt/L1.5

Curriculum area Detailed element Curriculum reference

Speaking and Listening Listen and respond SLlrSpeak to communicate SLcEngage in discussion SLd

Reading and Writing Reading comprehension Rt(Text focus) Writing composition Wt

Reading and Writing Grammar and punctuation Rs(Sentence focus) Grammar and punctuation Ws

Reading and Writing Vocabulary, word recognition and phonics Rw(Word focus) Spelling and handwriting Ww

Number Whole numbers N1Fractions, decimals and percentages N2

Measures, Shape Common measures MSS1and Space Shape and space MSS2

Handling Data Data and statistical measures HD1Probability HD2

The theme titlein this module:one of the themesin the module.Use the themetitle to help youto identify anaspect of learningwithin the modulethat is relevant toyour learners.

The setting and module title: oneof four modules in the setting ofCatering. Each module covers aspecific aspect of vocational skills.

The NOS (NationalOccupational Standard) /NVQ reference code. Usethis to identify the specificunit of the NVQ or otherqualification for which youneed to locate suitablelearning materials.

NB: all NVQs use thisnumbering system.

The Adult Literacy and Numeracy CoreCurricula reference codes, identifying thespecific literacy and numeracy skills coveredin this theme. Use these codes if you needto identify materials to develop a particularliteracy or numeracy skill.

The Key Skillscode as used inthe Key SkillsQualificationsSpecifications. Usethis to identifypotential Key Skillscoverage in thelearning materials.

Highlighted curriculum codes indicateobjectives covered in the NationalLiteracy and Numeracy Tests.

The module:pagenumber for the theme.

Figure 1

A typical entry (for example, the objective‘Use a calculator to calculate efficientlyusing whole numbers, fractions, decimalsand percentages’) is N2/L1.11. The codesafter the ‘/’ indicate the level of thecurriculum objective, which can range fromEntry 1, 2 and 3 through to Levels 1 and 2.The final number simply indicates theobjective’s position in the sequence.

A full explanation of the curricula and howthey are organised is given in the AdultLiteracy Core Curriculum and the AdultNumeracy Core Curriculum, both of whichcan be accessed viawww.dfes.gov.uk/readwriteplus

Curriculum coverage grids


8

Links to the National Tests in Adult Literacy and Numeracy As mentioned above, the highlighted curriculum objectives in theCurriculum coverage grids indicate the content objectives of theNational Tests that are addressed within the scope of this file. Itshould be emphasised however that these are only indicative, and aresubject to change. The chart that follows the main grids gives similarguidance on content areas covered by the National Tests that do notreceive attention within the coverage of this file. If required, resourcesin a similar format to cover these objectives can be found in thegeneric Skills for Life learning materials mentioned earlier. These canbe accessed from:www.dfes.gov.uk/readwriteplus

Vocational qualifications in Catering A wide variety of Awarding Bodies offer qualifications in Catering. Thefollowing is a list of the qualifications currently accredited by QCA atLevel 1 and Level 2, and for which the content of this file should offersupport. A full and current list can be found at www.openquals.org.uk

Qualification Type Level Awarding body

ABC Level 1 Certificate in Hospitality and Catering Skills VRQ 1 ABC

AQA Foundation GNVQ in Hospitality and Catering GNVQ 1 AQA

AQA Intermediate GNVQ in Hospitality and Catering GNVQ 2 AQA

EDEXCEL Foundation GNVQ in Hospitality and Catering GNVQ 1 EDEXCEL

EDEXCEL Intermediate GNVQ in Hospitality and Catering GNVQ 2 EDEXCEL

OCR Foundation GNVQ in Hospitality and Catering GNVQ 1 OCR

OCR Intermediate GNVQ in Hospitality and Catering GNVQ 2 OCR

WJEC Level 1/Level 2 GCSE in Catering GCSE 1, 2 WJEC


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Curriculum coverage grids

Catering – Module 1: The working environment


Your role in your Ca 1:1–1:2 1GEN4 Rt/E3.9; Rt/L2.1; C1.2organisation Rt/L2.3; Rt/L2.7;

Rw/L2.1; Rw/L2.2; Rw/L2.3; Wt/L1.2

Finding the Ca 1:3–1:4 2GEN1 Rt/L1.5; Rt/L1.4; C2.2information Rt/L1.2; Rw/L1.2you need

Reading information Ca 1:5–1:6 1GEN1 Rt/L1.2; Rt/L1.4; C1.2; C2.2Rt/L1.5

Entitlement Ca 1:7–1:8 Rt/L1.1; Rt/L1.4; C1.2Rt/L1.5; Rw/L1.1; Rw/L1.2

Understanding Ca 1:9–1:12 1GEN4 Rt/L1.4; Rt/L2.6; different layouts Rt/L2.7

What should I do? Ca 1:13–1:14 1GEN4 SLlr/L1.1; SLlr/L1.2; C1.1SLlr/L1.3; SLlr/L1.4; SLlr/L2.2; SLc/L1.1; SLc/L1.2; SLc/L1.3; SLc/L1.4

Safety equipment Ca 1:15–1:16 1GEN1 Rt/E3.3; Rt/E3.9; C1.2information Rw/L1.1; Rw/L1.2;

Rt/L1.2

Accident report Ca 1:17–1:18 1GEN1 Wt/L1.1; Wt/L1.2; C1.3forms Wt/L1.3; Wt/L1.4;

Wt/L1.5; Wt/L1.6; Rt/L1.1; Rt/L1.4; Rt/L1.3

Wages Ca 1:19–1:20 MSS1/L1.1 N1.1

What is an NVQ? Ca 1:21–1:22 Rt/L2.1; Rt/L2.3; C2.2Rt/L2.6; Rt/L2.8; Rw/L2.1; Rs/L2.1

Evidence for NVQ Ca 1:23–1:24 SLlr/L2.3; Rt/L2.1; C2.2; C2.3Rw/L2.1; Wt/L2.4; Wt/L2.2

Catering – Module 2: Food preparation and cooking


Safe! Ca 2:1–2:2 1GEN1 SLd/L1.1; SLlr/L1.2; C1.1; C1.2SLc/L1.1; SLc/L1.3; Rt/L1.1; Rt/L1.4; Rt/L1.5; Wt/L1.2

Checking deliveries Ca 2:3–2:4 2GEN3 SLlr/L1.2; SLlr/L1.3; C1.1for quality SLc/L1.2; Wt/L1.2

Date coding and Ca 2:5–2:6 1GEN1; 2GEN3; MSS1/E3.3; stock rotation 2FC8.2 MSS1/L1.3; N1/E2.1;

N1/E3.1

Knives and cutting Ca 2:7–2:8 1GEN1; FP, FC and Rt/L1.1; Rt/L1.2; C1.1machines FPC units Rs/L1.2; Rw/L1.2;

Rs/L1.1

Get ready to cook Ca 2:9–2:10 All FC, FP and Rw/L1.1; Rw/L1.2; FPC units Rs/L1.1

Weighing Ca 2:11–2:12 FP, FC and FPC units MSS1/L1.4; N1.1ingredients MSS1/L1.7

Measuring liquid Ca 2:13–2:14 FP, FC and FPC units MSS1/L1.4; N1.1; N1.2ingredients MSS1/L1.6;

MSS1/L1.7; N2/L1.2; N2/L1.3

Adjusting Ca 2:15–2:16 FP, FC and FPC units N1/L1.7 N1.2quantities

Temperature Ca 2:17–2:18 2GEN3; 2GEN4 MSS1/L1.4; N1.1; N1.3FP, FC and FPC units HD1/E3.4

Cooking times Ca 2:19–2:20 FC, FPC units N1/L1.3; N2/L1.7; N1.1; N1.2and timers MSS1/L1.3;

MSS1/L1.4


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Catering – Module 4: Food hygiene


Taking notes in Ca 4:1–4:2 1GEN4.3; 2GEN3 SLlr/L2.1; SLlr/L2.2; C2.2training Wt/L2.2; Wt/L2.4;

Wt/L2.7; Rs/L2.2

Listening to training Ca 4:3–4:4 1GEN4.3 SLlr/L1.1; SLlr/L1.2; C1.32GEN3 SLc/L1.2; Wt/L1.2

What does it mean? Ca 4:5–4:6 1GEN4.3 Rt/L1.1; Rw/L1.1; C1.22GEN3 Rw/L1.2; Rw/L1.3

Food law Ca 4:7–4:8 1GEN4.3 Rt/L1.5; Rt/L2.7; C2.22GEN3 Rt/L2.8; Rw/L1.1;

Rw/L1.2

Food labels Ca 4:9–4:10 1GEN1.2 Rt/L1.3; Rt/L1.4; MSS1/E3.3; N1.1c2GEN3.3 Rt/L1.5 MSS1/L1.3;

MSS1/L2.2; N1/E2.1; N1/E3.1

It’s all down to you Ca 4:11–4:12 1GEN1.1 Rt/L1.1; Rt/L1.2; C1.21GEN4.3 Rt/L1.3; Rt/L1.5; 2GEN3.1 Rw/L1.2; Rs/L1.1;

Rs/L1.2

Temperature and Ca 4:13–4:15 1GEN1.2; 2GEN3.3 MSS1/E3.9; N1.1time 2GEN3.4 MSS1/L1.3

Hazard analysis Ca 4:16 1GEN1.2 Rt/L1.3; Rt/L1.4; C1.2critical control 2GEN3 Wt/L1.5; Wt/L1.2points (HACCP)

Pests Ca 4:17–4:18 1GEN1.2; 2GEN3 Rt/L1.4; Wt/L1.5 C1.2

Catering – Module 3: Fast food


Customer service Ca 3:1–3:2 2GEN1 Rt/L2.5; Rs/L1.1 C1.2

Teamwork Ca 3:3–3:4 1GEN4 Rt/L1.4; Rt/L1.5; Rw/L1.2

Dealing with Ca 3:5–3:6 2GEN1; 1GEN3 SLlr/L2.1; SLlr/L1.1; C2.1acomplaints SLlr/L1.3; SLlr/L1.4;

SLlr/L1.5; SLlr/L1.6; SLc/L1.1; SLc/L1.2; SLc/L1.3; SLc/L1.4

Fire safety Ca 3:7–3:8 1GEN1 SLlr/L1.2; Rt/L1.2

Prepare food to Ca 3:9–3:10 FP and FPC units Rt/E3.9; Rt/L1.1; C1.2company Rt/L1.2; Rw/L1.1; specifications Rw/L1.2

Product knowledge Ca 3:11–3:12 1GEN1.2; 2GEN1.3 Rt/L1.4; Rt/L1.5; HD1/L1.1Rw/L1.1; Rw/L1.2

Giving change Ca 3:13–3:14 1GEN2 MSS1/E3.1

Tills and floats Ca 3:15–3:16 1GEN2 MSS1/E3.1; N1/E3.5

Prepare and Ca 3:17–3:18 1FS3; 1FS4 SLlr/L1.4; SLlr/L2.2; maintain service Rt/L1.3; Rt/L1.5; areas Rw/L1.1; Rw/L1.2


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Links to National TestsThe curriculum objectives highlighted in the chart on pages9–11 indicate the content objectives of the National Teststhat are addressed within the scope of this file. The chartbelow indicates content areas covered by the National Teststhat do not receive attention within the coverage of this file.

National Test references not featured in the Catering file

Numeracy Literacy

Level 1 Level 2 Level 1 Level 2

N1/L1.1 N1/L2.1 Rt/L2.2

N1/L1.3 N1/L2.2 Rt/L2.4

N1/L1.4 N1/L2.3 Wt/L2.2

N1/L1.5 N1/L2.4 Wt/L2.3

N1/L1.6 Wt/L2.5

N1/L1.8 Ww/L1.1 Ww/L2.1

N1/L1.9 Ws/L1.1 Ws/L2.1

N2/L1.1 N2/L2.1 Ws/L1.2 Ws/L2.2

N2/L1.4 N2/L2.2 Ws/L1.3 Ws/L2.3

N2/L1.5 N2/L2.3 Ws/L2.4

N2/L1.6 N2/L2.4

N2/L1.8 N2/L2.5

N2/L1.9 N2/L2.6

N2/L1.10 N2/L2.7

N2/L2.8

N2/L2.9

MSS1/L1.2 MSS1/L2.1

MSS1/L1.5 MSS1/L2.3

MSS1/L1.8 MSS1/L2.4

MSS1/L1.9 MSS1/L2.5

MSS1/L1.10 MSS1/L2.6

MSS1/L2.7

MSS1/L2.8

MSS1/L2.9

MSS1/L2.10

MSS2/L1.1 MSS2/L2.1

HD1/L1.2 HD1/L2.1

HD1/L1.3 HD1/L2.2

HD1/L1.4 HD1/L2.3

HD1/L2.4

HD2/L1.1

HD2/L1.2

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