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COMMUNICATION

VIEWS: 14 PAGES: 16

									FOUNDATIONAL LEARNING COMPETENCE


      COMMUNICATION
                                       Reading




        Work Place
                                                                   Writing
        Terminology




Study Skills
                                       FC                            Speaking+Listening




                  Language Structure
                                                 Visual Literacy
                       +Usage
FOUNDATIONAL
COMMUNICATION
FRAMEWORK
   Use basic learning strategies
   Identify main ideas
   Identify format and text
    conventions
   Identify organisation and structure
    of text
   Interpret and respond to text
WRITING

   Use basic writing strategies
   Produce text appropriate for
    audience, purpose and context
   Write relevant content
   Use grammar and language
    conventions
SPEAKING AND LISTENING

   Understand spoken work and
    communicate clearly
   Identify audience, purpose and
    effect of communication
   Use and respond to grammatical
    structures of spoken word
VISUAL LITERACY

   Identify purpose of visual and
    graphic representation
   Identify main features of visual
    and graphic presentation
   Understand and explain meaning
    and context of visual and graphic
    presentation
   Present information visually and
    graphically
LANGUAGE STRUCTURE AND
USAGE
   Familiarity with common
    grammatical functions of words
    and how these affect meaning
   Use grammatical knowledge to
    work with and construct
    meaningful sentences
   Use grammatical knowledge to
    process and understand connected
    paragraphs and longer texts
STUDY SKILLS

   Use and understand study
    terminology
   Use and understand different
    learning strategies
   Manage learning and learning
    materials
WORK PLACE TERMINOLOGY

   Discuss and understand key
    features of a workplace
   Workplace roles and
    responsibilities
   Use English in specific occupations
    – optional
   Use English in IT
 PORTFOLIO OF EVIDENCE
Ongoing formative assessments built into learning
activities, formal assessment
Sample assessment grids provided in section 4 of
the FLC Learning Pack
Minimum specified formal assessment tasks

   Element 1: Reading – comprehension of 600
    words should include visual literacy elements
   Element 2: Writing – 2 pieces of continuous
    writing: formal and narrative
   Element 3: Speaking and Listening – speech of 5
    minutes with a visual aid based on a work
    related topic.
              STRUCTURE OF THE FLC
              LEARNING PACK
             Framework consists of 7 elements divided into
             outcomes. The outcomes contain: guidelines,
             range and context suggested activities.



                                                    Framework




              Element 1   Element 2     Element 3   Element 4   Element 5   Element 6   Element 7




              Range and   Suggested
Guidelines
               Context     Activities
 EXEMPLARS
“….a typical example of the types of tasks learners
could do…and the kinds of evidence required.
Exemplars show concrete examples of the levels
and skills expected. They contribute to a common
understanding of the „standard‟ of competence at a
level.” Foundational Learning Pack, Section 3.

- Workplace focus: suggest to developers how to
derive learning material for language application
from real occupational training materials or
workplace texts. This does not however suggest
that learning activities should be purely based on
training materials. Social or general interest texts
are of great value.
    BENEFITS
   Framework is easy to use: easy to read format. Range
    and context and suggested activities provide clear
    guidelines of the kinds of learning that needs to take
    place.
   Framework is rich and if delivered by suitable
    language experts stands to enrich the leaner greatly.
   Exemplars provide a good idea of the level and
    standard required.
   Allows learning providers to develop their own
    materials which suite their particular contexts.
   Multiple choice summative assessment administered
    by the IEB provides quick and cost effective
    independent external assessment.
   Gateway to coping and doing well in future learning
    programmes.
CHALLENGES
   Learning assumed to be in place is ABET
    3
   Pre FLC level/screening assessment
    imperative
   The FC demands teaching by qualified
    language experts
   Skill of answering multiple choice
    assessments
   Clear explanation of how the FLC fits in
    to a qualification
   FLC = FC + FML
MY EXPERIENCE TEACHING AND
DEVELOPING THE FLC
PROGRAMME
   Learners who have gone through the FLC programme
    have been better able to cope with other learning
    programmes. E.g Learner Official. Learners are better
    able to express themselves verbally and in written
    communication.
   Not all learners on our courses have been at a suitable
    ABET 3 level. They battled with the level and pace of
    learning required of them. Screening assessments
    were done prior to undertaking the FLC. All learners
    attending our courses made enormous improvements.
    To take a learner from an initial 16% to 47% is quite
    something.
   Not ABET. Fairly radical and demanding shift from the
    learning that learners are used to.
   But what can I do with this? Do I get a certificate?
THANK YOU

								
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