Draft National Standards for Literacy 2016 - Pye Tait · Draft National Standards for Literacy 2016 ... They form an overarching framework and can be used as a basis for curriculum

In association with:

Draft National Standards

for Literacy 2016

Consultation Draft 2

August 2016

Important Note

Subject Content for Functional Skills will be made available

in the summer for consultation.

Developed on behalf of the Education and Training Foundation by Pye Tait

Consulting in association with the Learning and Work Institute (L&W)

National Standards for Literacy – 05.08.16 Pye Tait Consulting

2 | P a g e C o n s u l t a t i o n V e r s i o n 2 . 0

The purpose of the consultation on the National Standards

The National Standards for Adult Literacy and Numeracy have been in existence since 2001. They have proved extremely resilient and valuable in providing the basis for a range of qualifications during the intervening period. Given the passage of time, different qualifications, and potentially changed employer needs, it is now appropriate to review the Standards. This process, involving several layers of research, consultation and drafting, began in December 2015 and has now resulted in this draft version of the revised Standards. We are asking people to comment on this draft not only because the Standards are an important national asset in themselves but because they will be used to feed into Functional Skills content development. Comments will be used to inform the development of Functional Skills qualifications, the content for which is a separate development process. The content, derived from the Standards, is currently in the final stages of development. A draft will be shared via a consultation during the summer.

National Standards for Literacy and Numeracy 2016

Effective literacy skills support the use of effective English skills in life and work and broaden the choices and opportunities available to individuals as, for example, a citizen and living in the community, at work, in domestic and everyday life, in leisure activities and in education and training. Possessing such skills means having the ability to understand written and oral communication, as well as writing and communicating to others clearly and effectively. The key skills of speaking, listening, reading and writing enable individuals to express thoughts and ideas creatively and for pleasure, as well as in work and in their learning. The development of these skills in a teaching and learning context should also go hand-in-hand with key practices of confidence-building and working in cooperation with others. Literacy skills, and their development, are therefore highly interconnected and these standards seek to simplify, rather than illustrate, this complexity.

The basis of the 2016 Standards

These Standards provide an indication of the skills required to be considered numerate (see separate

consultation document) and literate at different levels and, since they were first created in 2001 by

the Basic Skills Agency they have been a useful tool for developers of a variety of different curricula,

a range of qualifications and assessment material.

These revised Literacy and Numeracy Standards are not intended to be teaching programmes, nor

are they intended to be a full presentation of subject content as you would expect to see in a

Functional Skills qualification. They form an overarching framework and can be used as a basis for

curriculum development.

Teaching and assessment methods are also not specified in these Standards. It is worth noting that

ETF will be developing core curricula for the revised Functional Skills qualifications to support non-

specialists and new teachers. The core curricula are expected to be developed during 2017.



For the revised Functional Skills qualifications, separate Subject Content is now in development and

a draft for Functional Skills English will be made available for consultation in the summer.

In summary:

The Literacy and Numeracy Standards, used by curriculum developers, will inform the Functional

Skills qualifications content. The subject content will be used by awarding organisations to design

their individual specifications. Teachers and deliverers of the Functional Skills qualifications will be

supported by the (future) development of separate, detailed core curricula.

Creation of this latest version of the Standards:

a) The Adult Literacy and Numeracy Standards were devised in 2001 (see Literacy standards

http://www.excellencegateway.org.uk/content/etf1352 and Numeracy standards

http://www.excellencegateway.org.uk/content/etf1353). A great deal of deliberation,

expertise and development were fed into their creation. Feedback collated from discussions

and interviews, within the Functional Skills review Phase 1 process throughout the early part

of 2016, indicated that these National Standards were, fundamentally, good and well

researched and developed. The almost unanimous view was that they mainly warranted

updating such as modernising some references and including fairly minor changes

highlighted by the employer consultations.

b) The recent consultation in July 2016 provided much constructive and valuable feedback

prompting 1) a number of changes to the statements, 2) a restructuring to the layout of the

standards, particularly in the presentation of examples, 3) revising of the introductory

paragraphs describing the inter-connected nature of literacy skills, 4) a slight re-balancing of

the emphasis on work- and learning-related skills and those of speaking, communicating

reading and writing for pleasure and in less formal settings.

When these draft Standards are finalised, their presentation, numbering and layout will be

rearranged to help with comparisons across levels to clarify progression.

http://www.excellencegateway.org.uk/content/etf1352

http://www.excellencegateway.org.uk/content/etf1353



This document contains:

Literacy Entry 1 ....................................................................................................................................... 6

Literacy Entry 2 ....................................................................................................................................... 6

Literacy Entry 3 ....................................................................................................................................... 6

Literacy Level 1 ...................................................................................................................................... 16

Literacy Level 2 ...................................................................................................................................... 16

A note on the examples These Standards contain a series of examples at each level; they are indicative of the types of contexts and situations in which individuals will be able to use their literacy skills efficiently. Each person is different and in real life contexts and situations the range of skills required and their combination may vary; the examples are therefore intended to be indicative. Not all of these examples will be relevant to each individual’s experience, interests and aspirations. Please note these examples and applications are given only as guidance and are not intended to be exhaustive or to prescribe approaches to teaching, learning and assessment. The Adult Literacy Core Curriculum contains detailed examples and strategies for teaching and learning and may provide a useful source of guidance for teachers, including non-specialist teachers.

A note on content and levels At all levels beyond Entry 1 it is expected that the skills at subsequent levels build upon previous

levels.

Entry level: at this level individuals can use literacy skills effectively in contexts and situations that

are straightforward and familiar, with some guidance and direction. The levels at Entry form building

blocks to higher levels. The learner demonstrates some understanding of fundamental literacy skills.

Level 1: at this level individuals can use their literacy skills in a range of familiar contexts, both

formal and informal. They are able to do this accurately and independently. Individuals are also

aware of the need to adapt their approach according to audience, purpose and context.

Level 2: at this level individuals are confident and capable of using their literacy skills effectively in a

range of familiar and unfamiliar contexts and situations, and across a wide range of formal and social

exchanges. Individuals are also able to adapt their approach according to audience, purpose and

context.



These standards sit above the Adult Pre-Entry Curriculum Framework for Literacy and Numeracy

which consist of 8 milestones from 1 (a and b); 2 (a and b); 3 (a and b), and 4-81.

Glossary

A glossary has been included at the end of this document. It defines the key terms and phrases used

to describe the standards and to differentiate between levels.

1 http://webarchive.nationalarchives.gov.uk/20100415080816/http://www.dcsf.gov.uk/curriculum_preentry/level/

http://webarchive.nationalarchives.gov.uk/20100415080816/http:/www.dcsf.gov.uk/curriculum_preentry/level/

http://webarchive.nationalarchives.gov.uk/20100415080816/http:/www.dcsf.gov.uk/curriculum_preentry/level/



Literacy Entry 1 Literacy Entry 2 Literacy Entry 3

Speaking, listening and communicating

This table sets out the detailed standards expected of someone who has achieved Entry Levels 1 to 3. They cover familiar exchanges connected with education, training, work or social roles.

Individuals can:

listen and respond to spoken language, which includes simple narratives, statements, questions and single-step instructions.

speak to communicate basic information, feelings and opinions on familiar topics and engage in discussion with another person in a familiar situation about familiar topics.

Individuals can:

listen and respond to spoken language, including straightforward information and explanations.

speak to communicate information and engage in discussion with another person in a familiar situation to establish shared understanding about familiar topics.

(Bold indicates main differentiator between Entry 1 and Entry 2).

Individuals can:

listen and respond to spoken language, and follow straightforward instructions face to face, on the telephone and via the web.

speak to communicate information on familiar topics, using appropriate formality, both face to face, on the telephone and via the web.

engage in discussion with one or more people in familiar situations, making relevant points and responding to what others say to establish a shared understanding about familiar topics.

(Bold indicates main differentiator between Entry 2 and Entry 3).

1) listen for the main points of short explanations

2) listen for detail using key words to extract some specific information

1) listen for, identify and follow the main points of short explanations, instructions, narratives or presentations

1) listen for and follow the main points of explanations, instructions and narratives in different contexts



3) follow single-step instructions in a familiar context, asking for instructions to be repeated if necessary

4) listen and respond to requests for personal information

5) listen to and understand spoken communication in simple exchanges

6) communicate clearly to be understood in simple exchanges

7) make requests using appropriate terms 8) ask questions to obtain specific information 9) make statements of fact clearly 10) participate in and understand the main

points of simple discussions/exchanges

2) listen for detail in short explanations, instructions and narratives

3) listen to and follow short, straightforward explanations and instructions

4) listen to and identify simply-expressed feelings and opinions

5) respond appropriately to straightforward questions

6) communicate clearly to be understood in straightforward exchanges

7) make requests and ask questions to obtain information in everyday contexts

8) clearly express statements of fact and short accounts and descriptions

9) ask questions to clarify understanding 10) follow the gist of discussions 11) make appropriate contributions to discussion

2) listen for detail in explanations, instructions and narratives in different contexts

3) listen for and identify relevant information and new information from discussions, explanations, talks and presentations

4) use non-verbal methods to clarify and confirm understanding, e.g. facial expressions or gestures

5) listen to and respond appropriately to other points of view

6) respond to a range of questions about familiar topics

7) communicate clearly to be understood using appropriate clarity, speed and phrasing

8) use formal language and register when appropriate

9) express clearly statements of fact and give short explanations, accounts and descriptions

10) make requests and ask questions to obtain information in familiar and unfamiliar contexts

11) follow and understand the main points of discussions on different topics

12) make relevant contributions to discussions 13) respect the turn-taking rights of others

during discussions




Reading

This table sets out the detailed standards expected of someone who has achieved Entry Levels 1 to 3. They are relevant to online and paper-based situations.

Individuals can:

read and understand short texts with repeated language patterns on familiar topics.

read and obtain information from common signs and symbols.

In texts such as public signs and notices, lists, forms, simple narratives.

Individuals can:

read and understand short, straightforward texts on familiar topics.

read and obtain information from short documents and familiar sources.

In texts such as letters and diagrams (e.g. simple recipes, advertisements, telephone books). (Bold indicates main differentiator between Entry 1 and Entry 2).

Individuals can:

read and understand short, straightforward texts on familiar topics, accurately and independently.

read and obtain information from everyday sources.

In texts such as simple instructions and short reports (e.g. informational texts, manuals on topics of interest, articles or reviews, sales literature). (Bold indicates main differentiator between Entry 2 and Entry 3).

11) follow a short narrative on a familiar topic or experience

12) recognise different purposes and key functional features of texts at this level

13) recognise different layouts and organisational markers in texts at this level

14) read and recognise simple sentence structures

12) trace and understand the main events of chronological, descriptive and instructional texts



15) identify common sources of information

14) trace and understand the main events of chronological, continuous descriptive and explanatory texts of more than one paragraph





15) possess a limited, meaningful sight vocabulary of words, signs and symbols

16) decode simple, regular words 17) recognise the letters of the alphabet in both

upper and lower case

16) use illustrations and captions to locate information

17) read and understand linking words and adverbials in instructions and directions, e.g. next, then, right, straight on

18) use knowledge of simple sentence structure and word order to help decipher unfamiliar words and predict meaning

19) apply own life experience and knowledge to check out plausible meanings of a sentence as a whole when decoding unfamiliar words

20) read and understand words on forms related to personal information, e.g. first name, surname, address, postcode, age, date of birth

21) recognise high frequency words and words with common spelling patterns

22) use phonic and graphic knowledge to decode words

23) relate an image, animation or piece of film to print and use it to obtain meaning

24) use a simple dictionary (paper or digital) to find the meaning of unfamiliar words

25) use initial letters to find and sequence words in alphabetical order

17) recognise and understand typical language of different texts, e.g. use of imperatives and second person

18) identify the main points and ideas and predict words from context

19) use and understand organisational features to locate information, e.g. contents, index, menus, tabs and links

20) skim read title, headings and illustrations to identify subject matter

21) scan texts to locate information 22) obtain specific information through detailed

reading 23) use knowledge of different types of word

(e.g. linking words [connectives], nouns, verbs, adjectives), of word order in sentences, and of possible plausible meanings, to help decode unfamiliar words and predict meaning

24) read and understand relevant specialist key words

25) recognise and understand words and phrases commonly used on forms

26) use a dictionary to find the meaning of unfamiliar words

27) use first and second place letters to find and sequence words in alphabetical order

28) use a variety of reading strategies to help decode an increasing range of unfamiliar words




Writing

This table sets out the detailed standards expected of someone who has achieved Entry Levels 1 to 3. They are relevant to online and paper-based situations.

Individuals can write to communicate information in documents such as forms, lists, messages, notes to an intended audience.

Individuals can write to communicate information in documents such as e-mails and simple narratives with some awareness of the intended audience. (Bold indicates main differentiator between Entry 1 and Entry 2).

At this level an individual can write to communicate information in documents such as letters, narratives, simple instructions, short reports with some adaption to the intended audience. (Bold indicates main differentiator between Entry 2 and Entry 3).

18) use written words and phrases to record or present information

19) construct a simple, single clause sentence 20) punctuate a simple sentence with a capital

letter and a full stop 21) use a capital letter for the personal pronoun

‘I’ 22) spell correctly some personal key words and

familiar words 23) use basic grammar (e.g. grammatical versus

lexical items) 24) write the letters of the alphabet using upper

and lower case 25) use basic sound-symbol association to help

spelling

26) use written words and phrases to record or to present information in basic order

27) construct simple and compound sentences, using common conjunctions to connect two clauses, e.g. and, but, or

28) use adjectives appropriately 29) use basic punctuation correctly, e.g. upper

and lower case, full stops, commas and question marks

30) use a capital letter for proper nouns 31) correctly spell the majority of personal

details and familiar common words 32) use knowledge of sound-symbol

relationships, phonological patterns (e.g. consonant clusters and vowel phonemes)

29) make simple plans and drafts for short pieces of written text, recognising information sources where relevant

30) organise writing effectively and in short paragraphs

31) sequence writing logically (e.g. chronologically, by task etc.)

32) write in complete sentences 33) use correct basic grammar, e.g. appropriate

verb tense, subject-verb agreement, adverbials

34) identify sentence boundaries and use punctuation correctly, e.g. capital letters, full stops, commas, question marks, exclamation marks



lexical and grammatical categories and identifiers to help work out correct spellings

33) recognise informal (e.g. mobile and social media) versus formal written styles

34) produce legible text

35) correctly spell common words and relevant key words for work and special interest

36) use knowledge of sound-symbol relationships and phonological patterns to help spell a greater range of words and longer words

37) proof-read and correct writing for spelling, punctuation, grammar, meaning and coherence




Examples

The examples below are indicative of the diversity of real life contexts and scenarios that learners might encounter; they are not intended to be exhaustive or to proscribe approaches to teaching, learning or assessment. Addressing the scenarios requires a combination of the skills listed in the detailed standards above.

Citizen and community

Entry 1

listen for and understand relevant information in a public announcement at a station, e.g. platform number; correct train.

understand common public signs, e.g. public toilets, entrance, exit, no smoking

recognise familiar destination names on the front of a bus or a platform indicator

write own name and address on an official form or for an employer/colleagues

recognise the shape of traffic signs and understand that the shape has a meaning

sort items for recycling

ask for and understand straightforward directions

Entry 2

ask for or give directions to a particular destination or venue

understand the main points on local news on television, radio or online

know when, where and how to vote from information given on a polling card

fill out a change of address form at a post office or online

participate in a community meeting

identify common information sources such as a GP, library, job centre, education venue, community of religious centre

Entry 3

obtain information or advice from telephone helplines or websites

ask for information in the local library

read a local newspaper, newsletter or magazine on paper or online

write to a local newspaper, magazine or newsletter on paper or using email

watch a consumer programme and identify relevant information

follow an television or online news programme and be able to form a view on the subject

contribute to a parents’ meeting at school

fill in an application form for a driving licence or passport

Work, paid and unpaid

Entry 1

follow an instruction from a supervisor

Entry 2 Entry 3



sign-in at work or as a visitor

understand signs in the workplace

understand key points in health and safety notices

create a reminder in a paper-based or online diary

follow straightforward procedures or instructions

respond to a question from others and know when to ask a colleague for help (e.g. a Union representative)

write a message to a colleague on work issues

make introductions and ask queries at reception

read the main diagrammatic health and safety notices

read a payslip

read key points in health and safety notices at work

read and understand job advertisements in a local paper, in a job centre or online

practise interview skills using online simulations available on a job search website

use a shared calendar at work to check/add holiday dates

make simple notes from talking with others or researching information in person or online

seek support with sourcing information for extended form-filling

Domestic and everyday life

Entry 1

ask for items in a shop

introduce self to others

ask service representatives, e.g. gas, electric, telephone, for identification

understand the meaning of symbols on household products, e.g. hazardous chemicals

write a short message to a family member, partner, flatmate or friend

read a short message from friends and family

read school holiday and term dates

read the ingredients in a short recipe

Entry 2

describe symptoms to a doctor

read out a brief item of interest from a newspaper to a friend or family member

follow dosage instructions on prescribed medicines

write a shopping list for use by others

read and understand cooking and food safety instructions on a packet

use e-mail and social media to send and reply to simple messages

add friends and family details to mobile contacts list

read snippets from a local newspaper

Entry 3

log onto and use a website (e.g. doctor’s, dentist’s)

explain a technical problem or fault to a service engineer

find a telephone number for a local service through a paper directory or web-search

follow cooking and food safety instructions on packaged food

write down directions for a friend or family member

write a postcard or email on holiday explaining how the holiday is going



make an appointment at the doctor or dentist over the telephone

use a cashpoint machine to withdraw cash

hold a short conversation with family/friends via social media or face to face

read a story to a child from a picture-book

compare information from two sources such as when selecting a service or forming an opinion

use simple banking methods through an online account (e.g. direct debit)

Leisure and culture

Entry 1

follow verbal instructions made to a group, e.g. in an exercise class

buy tickets for events or shows either in person, online or by telephone

recognise titles of films, magazines, newspapers or books/films

write greetings cards

read headlines and short pieces of text in a local newspaper

understand symbols on a television remote control device, games controller, or DVD

follow simple instructions on vending machines

ask directions to a local place of worship

Entry 2

order food from a simple menu in a bar or café

find out what is on television from a website, newspaper or magazine

obtain information from a poster publicising an event, e.g. a concert or a film

fill in an online or paper form to enrol in a club or society

phone to invite friends or family to a party; giving date, time, place

text or email friends and family about an event or with information

follow someone on Twitter and read their posts

Entry 3

make a telephone booking for a sports activity or for a table in a restaurant

make an online booking for a restaurant or hairdresser

follow explanations on a website or television programme for a hobby or interest, e.g. for cooking or gardening

write a short review (book, hotel)

learn about eSafety from a short online learning article

set up an online present wish list and share with friends

read a short poem

read an article in a newspaper or magazine



Education and training

Entry 1

ask a tutor or trainer to repeat an instruction

get to know other learners in a group

recount a personal experience

write words to practise spellings

read short written texts to develop reading skills

join a local library

Entry 2

follow instructions to carry out a task

take part in an informal group discussion

use a simple dictionary to find word meanings and spellings

fill in a learning record or log

practise spelling and grammar on paper, using a book or using a spelling list app

make simple notes, including information sources and names

use a library or study support

Entry 3

discuss and agree a learning programme with a tutor or trainer

make relevant points in a group discussion

review a filmed discussion to assess own contribution

use a dictionary or spell-checker to find word meanings and spellings and grammar

write a short report

find and note a range of information in preparation for a class discussion

find sections in a library or key words for a search



Literacy Level 1 Literacy Level 2

Speaking, listening and communicating

This table sets out the detailed standards expected of someone who has achieved the appropriate level. They cover familiar and unfamiliar oral exchanges connected with education, training, work or social roles.

At this level an individual can listen and respond and communicate within a range of informal, formal and social exchanges connected with education, training, work and social roles. They can adapt their speech and content, and responses to take account of speaker, audience, medium and context. (Bold indicates main differentiator between Entry 3 and Level 1).

Listen and respond: includes narratives and information on familiar matters encountered in everyday life and work; following explanations and instructions of varying lengths, adapting response to listener, medium and context. Communicate: on information, ideas and opinions on topics, using effective and understandable language and adapting speech and content to take account of the listeners and medium. Engage in discussion: using the skills of listening and responding and speaking to communicate with one or more people in familiar and unfamiliar situations, making clear and relevant contributions in response to what others say and demonstrating a shared understanding about different topics.

At this level an individual can listen, respond and communicate within the context of a wide range of formal and social exchanges. They can adapt their speech, content, and responses to take account of speaker, audience, medium, context, purpose and situation. (Bold indicates main differentiator between Level 1 and Level 2).

Listen and respond: to extended narratives and information (information may be on technical, concrete or abstract topics); detailed explanations and multi-step instructions of varying lengths. Communicate: information which is detailed; clearly expressing ideas and opinions, adapting speech and content, purpose and situation and using language that is effective and accurate. Engage in discussion: utilising the above skills of listening and responding and speaking to communicate. This will be with one or more people in a variety of situations, making clear and relevant contributions using known facts and acknowledging gaps in knowledge, appropriate to purpose and topic.

1) listen for and identify relevant information from explanations and presentations on a range of topics

2) listen for and understand explanations, instructions and narratives on different topics in a range of contexts

1) listen for and identify relevant information from extended explanations or presentations on a range of topics

2) listen to, understand and follow lengthy or multi-step instructions and narratives on a range of topics and in a range of contexts



3) speak clearly in a way which suits the situation 4) respond to questions on a range of topics 5) make requests and ask questions to obtain information in familiar and

less familiar contexts 6) clearly express statements of fact, explanations, instructions, accounts

and descriptions 7) use non-verbal methods to clarify and confirm understanding, e.g.

facial expressions, body language and verbal prompts 8) provide appropriate feedback and confirmation relevant to the

conversation 9) present information and ideas in a logical sequence and include detail

and develop ideas where appropriate 10) make contributions relevant to the situation and the subject 11) use appropriate phrases and language for interruption in informal

exchanges 12) follow and contribute to discussions on a range of straightforward

familiar and unfamiliar topics 13) respect the turn-taking rights of others during discussions 14) use appropriate social conventions (e.g. salutations) according to

context

3) speak clearly and confidently and at some length in a way which suits the situation

4) respond to detailed or extended questions on a range of topics 5) respond positively to criticism and criticise constructively 6) make requests and ask questions to obtain detailed information in

familiar and unfamiliar contexts 7) clearly express statements of fact, explanations, instructions, accounts,

descriptions using appropriate structure, style and vocabulary 8) present information and ideas in a logical sequence and provide

further detail and development to clarify or confirm understanding 9) make relevant contributions and help to move discussions forward 10) adapt contributions to discussions to suit audience, context, purpose

and situation 11) use appropriate phrases and non-verbal communication to enable

interruption when appropriate and change of topic 12) support opinions and arguments with evidence that uses factual

information and knowledge 13) use non-verbal methods intended to reassure, e.g. gestures, body

language and facial expression 14) present information and ideas clearly and persuasively to others using

effective and accurate language




Reading This table sets out the detailed standards expected of someone who has achieved the appropriate level. They are relevant to reading-related activities

in online and paper-based situations.

At this level an individual can read, understand and obtain information from different sources – for example on the web, books, newspaper articles, letters/emails, reports, instructional, descriptive, explanatory and persuasive texts - of varying lengths on a variety of familiar and unfamiliar topics. They can do this accurately and independently.

At this level an individual can read, understand and obtain information from a range of texts, from different sources of varying complexity, using different reading strategies: skimming, scanning and detailed reading. Individuals can also compare texts, identifying different levels of complexity, formality and identify bias. They can do this accurately and independently to further their lives and extend their understanding of life.

15) trace and understand the main events of continuous descriptive, explanatory and persuasive texts

16) recognise how language and other textual features are used to achieve different purposes, e.g. to instruct, explain, describe, persuade

17) identify the main points and specific detail, and infer meaning from images, animation or film which is not explicit in the text

18) use organisational and structural features to locate information, e.g. contents, index, menus, subheadings, paragraphs, key word searches

19) use different reading strategies to find and obtain information 20) use grammatical knowledge to read and check for sense 21) use knowledge of punctuation to aid understanding 22) use reference material to find the meaning of unfamiliar words 23) identify a range of vocabulary (including specialist vocabulary)

associated with a range of texts at this level

15) trace and understand the main events of prose, continuous descriptive, explanatory and persuasive texts

16) recognise how language identifies the purpose of a text 17) infer meaning not explicitly stated in texts 18) identify the main points, specific detail and when main details are

sufficient and when it is important to have specific details 19) read and follow an argument identifying different points of view and

bias 20) read critically to evaluate information and identify styles such as

writer’s voice 21) compare information, ideas and opinions from different sources 22) use organisational features and systems to locate texts and

information 23) use different reading strategies to find and obtain information, e.g.

skimming, scanning, detailed reading



24) summarise information from different texts and sources, distinguishing between the main points and detail

25) identify the purpose of different types of text (descriptive, explanatory, persuasive)

26) use grammatical devices, and punctuation, to help follow meaning 27) use reference materials to find the meanings of unfamiliar words in a

wide range of text types and structures (hyperlinks, glossaries, legends/keys)

28) read and actively respond to different texts that use different degrees of formality, complexity, access and purpose




Writing

This table sets out the detailed standards expected of someone who has achieved the appropriate level. They are relevant to writing activities in online and paper-based situations.

At this level an individual can write to communicate information, ideas and opinions, clearly using length, format and style appropriate to purpose and audience in documents such as forms, notes, letters, emails, reports and different types of text: narratives, instructions, explanations

At this level an individual can write to communicate information, ideas and opinions, clearly and effectively using length, format and style appropriate to purpose, content and audience across a wide range of documents. Individuals can transfer their understanding of the structures of written language to their own writing.

24) plan and draft writing to take account of purpose, context and audience and know when planning and drafting is an important activity and when not

25) judge how much to write and the level of detail to include and use accurate word counts when indicated

26) present information in a logical sequence, using paragraphs where appropriate

27) use format and structure for different purposes 28) use language suitable for purpose and audience 29) identify and understand the different situations when correct spelling,

grammar and punctuation is important (e.g. writing a business letter, making a formal complaint) and when it is less important (e.g. in text/handwritten messages)

30) write clearly and coherently in complete sentences 31) construct complex sentences involving two or more clauses and

adverbials 32) use pronouns effectively to establish cohesion and ensure meaning is

clear

29) plan, draft and organise writing to suit subject matter, style, purpose and audience

30) judge how much to write and the level of detail to include and adhere to word counts where indicated

31) present information and ideas in a logical sequence, using paragraphs where appropriate

32) use format and structure to organise writing for different purposes (for example tables, paragraphs, standard templates)

33) use formal and informal language that is understandable, effective and accurate appropriate to purpose and context

34) use different styles of writing for different purposes, e.g. persuasive techniques, supporting evidence, technical vocabulary

35) construct complex sentences involving three clauses or more 36) use correct grammar, e.g. subject-verb agreement, correct and

consistent use of tense, definite and indefinite articles and syntax 37) use pronouns and other organisational markers in different texts

effectively to establish cohesion and ensure meaning is clear



33) use correct grammar, e.g. subject-verb agreement, correct and consistent use of tense

34) punctuate sentences correctly and using punctuation markers so that meaning is clear

35) correctly spell words used most often in work, studies and daily life 36) proof-read and revise writing for accuracy and meaning 37) produce legible text

38) punctuate sentences correctly and use complex punctuation markers accurately, e.g. semi colons, colons, commas to separate clauses, apostrophes for possession and quotation marks

39) correctly spell words used most often in work, studies and daily life, including familiar technical words

40) proof-read and revise writing for spelling, punctuation and grammar, and accuracy of meaning




Examples

The examples below are indicative of the diversity of real life contexts and scenarios that learners might encounter; they are not intended to be exhaustive or to proscribe approaches to teaching, learning or assessment. Addressing the scenarios requires a combination of the skills listed in the detailed standards above.

Citizen and community

Level 1

seek support from an official such as a councillor or an MP at a local surgery

contribute to committee meetings at a community association

take minutes at a community meeting

take part in a residents’ or tenants’ association meeting

use a government website to find key information e.g. pensions, income tax

draft a letter of complaint

write a query about council tax either by letter or email

read information either on paper or online about national and local issues and share opinion with others

Level 2

express reasoned opinion among strangers at a public meeting

handle domestic and local negotiations about a boundary dispute

contribute constructively to a discussion about a controversial issue

find information on the web or in the local library to clarify an issue or support a position

apply a critical approach to information found on the web and in paper-based sources

write a formal letter of complaint or advice to an official or an organisation

actively participate in an online forum around an issue of local importance

Work, including paid and unpaid

Level 1

obtain information from a colleague or trade union representative

take responsibility for a visitor to the workplace

participate effectively in an annual appraisal or job interview

read an employment contract and seek clarification where necessary

fill in a customer service questionnaire

Level 2

find information for a machine or piece of software online, or in an instruction manual or a technical handbook

read and compare service contracts, e.g. for photocopiers or cleaning services

summarise information from a document in preparation for a meeting



record information in an accident report form

write simple formal emails to other members of staff

use the internet to obtain key information e.g. changing suppliers

listen and follow instructions e.g. company policy

undertake an online application and interview using social media

obtain information about how to access and read a credit reference report

complete a feedback or monitoring form

create a product comparison table

reply appropriately to a business or customer request for specific information

make positive contributions to a meeting at work

construct, draft and check written correspondence to customers and colleagues

visit a news website and follow a video report on e.g. budget details

compare the different accounts of online news stories

Domestic and everyday life

Level 1

contribute to a parents’ meeting at school, leading discussion on a particular area of activity

read and understand an estimate or report from a builder or garage (car repairs)

follow and complete a service agreement for a household appliance

use finance-related websites to find information and identify the different types of description being used e.g. adverts, deals

find information on dates of refuse collection on the internet or in a leaflet

write emails of several paragraphs to friends or family

write an online review

enter a competition having read terms and conditions

follow a recipe to make a family meal

read a short story to a child

understand and interpret information given in advertising e.g. the cost of repaying a loan

Level 2

put forward an evidence-based proposal at a parents’ meeting at school

correctly follow instructions for preparing a meal

follow written instructions and advice for medical care for self or others

describe an event on an insurance claim

write informally to friends and family to inform and entertain

write formally to suppliers or to accompany an application

read and implement dietary information

watch and follow an online video on how to carry out a activity e.g. independently develop skills

actively participate in an online forum around an issue of personal interest e.g. hobby

read and understand renewal information provided by suppliers

follow online instructions on how to move accounts between banks



Leisure and culture

Level 1

complete an application to become a member of a club or society

read and record factual information related to researching family history

select a book to read for pleasure from a library, bookshop or e-reader

write down details of an event mentioned on a radio or television programme

follow a personal fitness programme on screen or via an app

listen to a podcast about a topic of interest

access online travel reports to identify any delays that might affect travel plans

listen and watch for pleasure an episode of a TV programme

write for pleasure, e.g. short stories

read information related to a hobby or interest

Level 2

coach a local sports team and make effective arrangements for travel to a match

follow a debate on a topical issue online or on television or radio and discuss with others

read news and articles online

read extended texts for pleasure

compose and produce information for a local club, e.g. events, newsletters, committee meetings

write for pleasure, e.g. short stories

recount personal experiences e.g. in a diary or blog posts

join and participate in a Massive Open Online Course (MOOC) on a subject of interest

Education and training

Level 1

obtain specific information from a talk or presentation

explain something to another learner

follow instructions regarding etiquette for online discussions or courses

find relevant information on a website, search online or in reference material and make notes for a written task

carry out written tasks for assessment purposes

find meanings of key information or specialist words using reference materials online or in a library

Level 2

make a presentation to other learners in a group

make constructive comments about another learner’s presentation

locate relevant information on the web or in the library and make summaries in writing

summarise information from a range of documents

prepare and revise for assessments

compose, draft and check longer pieces of work

write an online peer review

use an online spider diagram to draft a business letter



peer review a fellow student’s work and provide written or audio feedback

keep a glossary of words and tasks in a notebook or tablet

write a report of several sections including appropriate images

write up the outcomes of a survey or interview

write up the results of an information search including reference to information sources

read to identify information to summarise and interpret for a course of study

compare and contrast written accounts to prepare an assignment

write a report including various themes, structured using headings and sub-headings



Glossary and definitions for the National Standards for Literacy

Agreement (or concord): in some cases the form of a verb changes according to its subject, so the verb and subject ‘agree’, e.g. I am/he is/they are; I was/you were; I like/she likes, I don’t/he doesn’t.

Appropriate

Describes a text, word, or style that is suitably phrased for its intended audience and form. ‘Appropriate’ accepts that different contexts require different treatments and is in this respect to be differentiated from ‘correct’, which is more concerned with the right grammatical formulation of an expression.

Audience The people addressed by a text. The term includes listeners, readers of print, film/TV audiences, and users of information technology.

Basic information Includes factual information such as personal details, and everyday situations such as directions, weather etc.

Chronological An adjective that describes writing organised in terms of sequences of events.

Common Used of words, patterns of spelling and grammatical constructions that occur frequently.

Common spelling patterns

Includes those for vowel phenomes (e.g. ar, oy, ow), long vowel phenomes (e.g. ee, ea, ei, igh, ae, oo); plurals ending in –s; verbs with –ed and –ing endings; familiar compound words; words with common prefixes to indicate the negative (e.g. un-, dis-).

Context The non-linguistic situation in which spoken or written language is used.

Decode

To translate the visual code of the letters into a word.

Descriptive

Defines text that attempts to describe an event, a process or a state without passing judgement on it, or offering an explanation of it. Because of its concern to convey an experience as accurately as possible, descriptive text often makes greater use of adjectives and figurative language than other forms of writing.

Detailed reading

Indicates a form of reading that is at the opposite end of the spectrum from skimming or scanning. Detailed reading involves careful reading in order to extract specific information, but also to gain a complete understanding of the text’s intentions and the way in which language choice and syntax combine to produce a particular message.

Everyday An adjective used to describe text, language and situations that are the daily experience of most people.

Explanatory An adjective used to describe text written to explain how or why something happens. Explanatory text tends to use connectives



expressing cause and effect (e.g. so, therefore, as a result) and time (e.g. later, meanwhile) and the passive voice (e.g. Tax is usually deducted at source) more than many other forms of text.

Familiar Describes contexts, situations, sources, topics or words of which the learner has some prior knowledge or experience.

Formal Audience, which may be dictated by the context (e.g. a letter of application, official documents) or the result of a lack of knowledge of this audience. Formal language tends to be characterised by more elaborate grammatical structures and by longer and more conservative vocabulary (e.g. receive rather than get, gratuity rather than tip).

Format

The way in which a text is arranged or presented, e.g. as a book, leaflet, essay, film/animation, audiotape or the way in which it is structured, e.g. the use made of headings, subheadings, diagrams/photographs with captions.

Gist The main point or idea of a text. Reading for gist is thus reading for identification of the main point only.

Grammar The conventions that govern the relationships between words in any language, including the study of word order and changes in words. Study of grammar enhances both reading and writing skills and supports effective communication.

Graphic knowledge

The ability to understand the key features of the English writing system, including the basic shape of the letters, the plural form of nouns, spelling patterns in verb endings, the difference between upper and lower case, etc. At its more complicated, this term may also be used to show understanding of the other features of a text, typographical or visual, that hold a clue to its meaning.

High frequency words Words that occur frequently; someone who is unable to recognise or use these words will therefore be at a disadvantage. A number of attempts have been made (notably by Dolch) to identify those words that learners most need to acquire in order to advance in their learning.

Informal Depicts a style of language where choices of words, grammatical construction and address are determined by a connection with the audience which may be actual or sought. Informal language tends to be more colloquial and familiar than formal language, to use less technical or complex vocabulary and to have simple grammatical structures.

Instructional

Describes text written to help readers achieve certain goals, e.g. recipes, vehicle repair manuals, self-assembly instructions. Instructional text tends to use imperative verbs often placed at the beginning of sentences to form a series of commands, and time-related connectives.

Key words The words that carry the substance of a phrase or the meaning of a sentence. Identifying the key words of a text is therefore a means of



understanding its gist. The term is also applied to those words in any subject that, it is considered, learners have to understand if they are to progress.

Lower case A term used to describe small letters, that is all letters that are not capital letters. In print, lower-case letters will be of varying size, with some having ‘ascenders’ and some having ‘descenders’ (parts of the letter rising above and below the main body of the letter, respectively), and some having neither.

Limited, meaningful vocabulary

A person with a limited, meaningful vocabulary is able to recognise and use a restricted number of words only, but these words are important for that person to function effectively in their everyday and working lives.

Medium The way in which language is transmitted from one person, or an agency, to another. The three basic media of language are phonic (speech), graphic (writing) and signing (sign language for hearing impaired people). The term is also used to denote the means of communication (e.g. television, telephone, film, radio, computer, press).

Narrative Describes text that re-tells events, often in chronological sequence. Narrative text may be purely fictional, or it may include some information; it may be in prose or poetic form.

Organisational features (of text)

Refers to those aspects of the visual display of text that give a clue to its status and to its relation to other pieces of text. Such features include: contents pages, chapter headings and other sub-headings, bullet-point lists, captions to photographs and illustrations, text presented in special display boxes, tables, footnotes, indexes, etc.

Paragraph A section of a piece of writing. A new paragraph marks a change of focus, a change of time, a change of place or a change of speaker in a passage or dialogue. A new paragraph begins on a new line, usually with a one-line gap separating it from the previous paragraph, and sometimes indented. Paragraphing helps writers to organise their thoughts, and helps readers to follow the storyline, argument or dialogue.

Personal key words

Refers to those words that are important to learners in terms of their daily lives. No two people’s personal key words will be exactly the same, since they will include the person’s address, the names of family members, employer’s name and address, and so on.

Persuasive Describes a text that aims to persuade the reader. A continuous persuasive text typically consists of a statement of the viewpoint, arguments and evidence for this thesis, possibly some arguments and evidence supporting a different view, and a final summary or recommendation. Other types of persuasive text (e.g. advertisements) use a combination of textual features including words, sounds, images, animation, film and intertextual knowledge in order to persuade.



Phonic

Relates to vocal, or speech, sounds. As a plural noun, phonics denotes a method of teaching reading and spelling that is based on establishing the link between the sound of a word and its graphical representation.

Phrase A group of two or more words smaller than a clause, forming a grammatical unit. Phrases can be structured around a noun (her new red dress), a verb (has been talking, will be coming), an adverb (I will be home as soon as possible), an adjective (That house is larger than mine.), a preposition (I saw a man in a raincoat.).

Punctuation A way of marking text to help readers’ understanding. The most commonly used marks in English are: apostrophe, colon, comma, dash, ellipsis, exclamation mark, full stop, hyphen, semi-colon and speech marks (inverted commas).

Register A variety of language selected for use in a specific social situation. In particular, the register differentiates formal from informal use of language.

Regular

An adjective used to describe words, typically verbs and nouns, that conform to general rules. It is possible to predict the plural form of a regular noun, or the simple past and past participle form of a regular verb; it is not possible to do so with irregular nouns and verbs.

Repeated language patterns

A phrase to describe the repetition of vocabulary and the recurrence of structural features in grammar and spelling that enable the learner to make accurate predictions about the sound and sense of words and constructions, and therefore obtain meaning from text.

Scan To look over a text very quickly, trying to find information by locating key words.

Short Denotes words, sentences and texts of such a length as to be accessible to learners and to enable them to experience a sense of achievement at having successfully decoded them. Short and long are terms which are also applied to vowel sounds.

Sentence A sentence can be simple, compound or complex. A simple sentence consists of one clause (e.g. It was late). A compound sentence has two or more main clauses of equal weight joined by and, or, but or so (e.g. It was late but I wasn’t tired). A complex sentence consists of a main clause that includes one or more subordinate clauses (e.g. Although it was late, I wasn’t tired). In writing, sentences are marked by using a capital letter at the beginning, and a full stop (or question mark or exclamation mark) at the end. As well as being described by structure, sentences can be classified by purpose. A statement is a sentence primarily designed to convey information (I am happy.). A question seeks to obtain information (Are you happy?).



A command or imperative instructs someone to do something (Cheer up!). An exclamation conveys the speaker’s/writer’s reaction (How happy you look today!).

Short Denotes words, sentences and texts of such a length as to be accessible to learners and to enable them to experience a sense of achievement at having successfully decoded them. Short and long are terms also applied to vowel sounds.

Sight vocabulary Words that a learner recognises on sight without having to decode them or work them out.

Simple When applied to narrative, words, sentences, an adjective that indicates a basic, uncomplicated structure. A simple sentence structure, for example, follows the standard pattern of subject, verb and, optionally, object; a simple narrative will follow a chronological sequence and be told from one viewpoint only.

Skim To read to get an initial overview of the subject matter and main ideas of a passage.

Straightforward Describes subjects and materials that learners often meet in their work, studies or other activities. Straightforward content is put across in a direct way with the main points easily identifiable; usually the sentence structures of such texts are simple, and learners will be familiar with the vocabulary.

Structure The way in which letters are built up into words, words built up into sentences and sentences built up into paragraphs, etc. Learners use structural features to process new words (e.g. by recognising that the suffix –ly usually indicates an adverb, or that the prefix re– will convey the sense of ‘again’), new constructions (e.g. that initial speech marks are likely to indicate the start of something somebody said, that an exclamation mark denotes a rise in volume or emotion) and new forms of organisation (e.g. a new paragraph will introduce a new idea, a new time, or perhaps a new viewpoint).

Style A difficult term to define because of its many uses. The selection of a set of linguistic features from all the possibilities in a language; style can be defined in relation to context, purpose, audience, e.g. formal or informal, non-specialist or technical. All language users have the opportunity to make linguistic choices that will determine the style of a piece of writing or an utterance.

Summary/summarise Condensing material into a shorter form while still retaining the overall meaning and main points. The written form is sometimes called précis. Summarising demonstrates receptive skills of reading or listening comprehension, and evaluation and selection. It also demonstrates productive skills of writing or speaking, in recasting the material concisely and accurately.



Technical vocabulary Words that have a particular meaning that depends on the (usually, working) context in which they are used.

Text Words (and images) that are organised to communicate. Includes written, spoken and electronic forms.

Turn-taking One of the most widely recognised conventions of conversation in English-speaking cultures, with people speaking one at a time, taking turns to speak. Speakers develop (consciously or unconsciously) ways of signalling the wish to speak and of indicating to another person that it is their turn.

Unfamiliar Describes contexts, situations, sources, topics or words of which the learner little or no prior knowledge or experience.

Documents

Draft National Standards for Literacy 2016 - Pye Tait · Draft National Standards for Literacy 2016 ... They form an overarching framework and can be used as a basis for curriculum