Download docx - Web viewLearner Information Handbook. Level 1 & 2 Key Skills. Communication/Literacy. Information Communication Technology. Application of Number/Numeracy. Welcome to your Apprenticeship

Learner Information Handbook

Level 1 & 2 Key Skills

Communication/LiteracyInformation Communication Technology

Application of Number/Numeracy

Welcome to your Apprenticeship Programme

This Information handbook has been created to introduce you to the Key Skills, provide an overview of how yours will be achieved and provide you with some hints and tips to help you along the way.

Key Skills: what are they?

Key Skills' refer to the skills that are commonly needed in a range of activities in education and training, work and life in general. They are transferable skills: once you've got them, you can use them in different situations.

Key Skills qualifications can:

give you more confidence in your own abilities

boost your CV and show employers what you can do

help you move on to other qualifications such as an HND or degree

show what you have achieved in your learning programme

Key Skills qualifications can be taken by anyone, from pupils in school to chief executives of large companies. There are no minimum entry requirements, and you can study them alongside other types of qualifications, such as GCSEs.

Main Key Skills

The main Key Skills as part of your apprenticeship programme are:- Communication

Application of Number

ICT (information and communications technology)

These will be either at level 1 or level 2 depending on the level of diploma that you are undertaking.

Please familiarise yourself with the requirements of your apprenticeship:-

Level 2 Diploma in Health and Social Care – Intermediate Apprenticeship- Level 1 Application of number- Level 1 Communication

Level 3 Diploma in Health and Social Care – Advanced Apprenticeship- Level 2 Application of Number- Level 2 Communication

Level 3 Diploma for the Children and Young People’s Workforce- Level 2 Application of Number- Level 2 Communication- Level 2 ICT (information Communication Technology)

How will you be assessed?

Each Key Skill is assessed separately. Your assessment is based on a portfolio of evidence that you will be guided to produce. This portfolio will demonstrate that you have the necessary skills and that the requirements have been met

Key Skills Information Page 1 of 18 Sept 11

What is in the key skill units?

The core of the key skills units, which is identical from every awarding body, is made up of Part A and Part B.

Part A is headed "What you need to know" and sets out the knowledge and underpinning techniques that you need to know and you will use these skills in completing Part B.

Part B is headed "What you must do" and is in two parts. The first column (the "evidence components") lists what you must do, in numbered sections. The second column (the "assessment criteria") specifies the standard at which you must do the things in the first column.

Communication Level 1

You will be observed taking part in a one to one or group discussion – this will be observed by your assessor or tutor during training

You will be asked to read and summarise information as part of your learning and there will be a document to complete so that the purpose of this can be recorded

You will be required to produce a range of written documents throughout your training and your assessor or tutor will keep copies of these examples to place in your portfolio. Documents could include your CV, personal profile, completed workbook, research reports etc. Any examples that you have that “show case” your skills should be kept to give to your assessor or tutor.

Communication Level 2

You will be observed taking part in a group discussion – this will be observed by your assessor or tutor during training

You will be observed giving a short talk or presentation – this again will be observed by your assessor or tutor during training. This will be pre-planned with you and will be on a topic that you will have been working on during training

You will be asked to read and summarise information as part of your learning and there will be a document to complete so that the purpose of this can be recorded

You will be required to produce a range of written documents throughout your training and your assessor or tutor will keep copies of these examples to place in your portfolio. Documents could include your CV, personal profile, completed workbook, research reports etc. Any examples that you have that “show case” your skills should be kept to give to your assessor.One example needs to be over 500 words

Key Skills tests

For the three main Key Skills, you will also be required to take an assessment, which is marked externally by our Award body which is EDI

The assessments will be pre-planned with you and be taken following exam regulations, there is a copy of these available on page 3 of this pack..At levels 1 and 2, the assessment consists of 40 multiple choice questions, each with four possible answers. The assessment lasts for an hour, or one hour 15 minutes depending on the subject and level.

To gain a pass you need to achieve approximately 27 out of 40

To prepare for these assessments your assessor will issue you with a past paper for each that will be completed as part of your training.

This will help to identify your strong areas and any aspect of Numeracy/Literacy or ICT that may need to be “refreshed”

You will also find information further on in this pack on how to perform a range of calculations, structure different types of information and aspects of ICT that you may find useful

RetakesKey Skills Information Page 2 of 18 Sept 11

If you don't pass the assessment then don’t worry this can be re-taken. Your assessor can discuss any areas that you feel under confident with and provide you with some resources and support you with your learning

Take a practice test online

You can take a practice test online for the three main Key Skills by visiting our Award Body website:-

http://www.ediplc.com/practicetests

How will these be achieved?

Both parts, for each Key Skill, needs to be completed which include the portfolios and the external assessments. The portfolio will be built throughout your training and you will be required to sign and date the evidence as well as reflect on how these were achieved. Your assessor will guide and support you with collecting this evidence

Your portfolio will be completed when your evidence has been generated, assessed and verified. Once signed off by the verifier this can be claimed

Your certificate for your full Key Skill will be issued once your assessment has also been passed.

External assessments will follow exam regulations and the guidelines are below

Information for learners – External Assessments/Examinations

There are set guidelines that have to be followed for your external assessments for your Key Skills and below is information that you need to familiarise yourself with. Your assessor will discuss all the requirements with you prior to you sitting the assessment.

Paper-based

On-screen

Regulation

Arrive for your external assessment/examination 30 minutes before the start time. Bring with you photo-identity, e.g. identity card, passport or driving licence if you have been asked to provide this. You cannot sit the examination if you do not have this identity if it has been requested.

Only use additional material specified for the examination. X Where dictionaries and calculators are permitted, you must only use a standard

language dictionary. You must not use an electronic dictionary. X Do not share question papers or authorised material with other learners. Do not bring or use any unauthorised material, books or notes in the examination. Do not bring a mobile phone into the examination room. X Check the printed details on the answer record are correct if these are pre-printed or

write your details in full in Block Capitals using black/blue pen X Write your answers in blue or black pen. Pencils should only be used for marking

multiple-choice test forms and for graphs, charts or diagrams etc. X Do not use correcting pens, fluid or tape in your answers unless permitted by the

syllabus. Do not eat or smoke although you may bring in water in a clear bottle with the label

removed. Do not communicate with, or seek assistance from, any other learner while in the

examination room. X Do not share any material, calculators or dictionaries with other learners. In an emergency, you may temporarily leave the examination room and be re-admitted,

although you must be accompanied throughout by a person authorised by the invigilator. You may only leave the examination room once the examination has been in progress

for at least 30 minutes. X At the end of the examination, check you have added your learner details to the front of

your script. Remain seated until your answers and the question paper have been collected.

X You must not take the question paper out of the examination room.


If you break these regulations you may be disqualified from this and other examinations.X If you have any problems with your computer, you must put up your hand. Use the scrap paper for any working out that is not required to be shown in the answer

book – this will be collected in by the invigilator after the test.X It may be useful to relax your eye muscles by looking away from the screen occasionally.X When you have checked all of your answers and feel you have completed the test, click

on the submit button. If you complete your examination ahead of the time allowed please utilise the time and

read through and check your answers

Additional Information that you may find useful

Communication/Literacy

Letter writing information

Writing Formal Letters in English: In English there are a number of conventions that should be used when writing a formal or business letter. Furthermore, you should try to write as simply and as clearly as possible, and not to make the letter longer than necessary. Remember not to use informal language.

Addresses:

1) Your Address - The return address should be written in the top right-hand corner of the letter.2) The Address of the person you are writing to - The inside address should be written on the left, starting below your address.

Date:

Different people put the date on different sides of the page. You can write this on the right or the left on the line after the address you are writing to. Write the month as a word.

Salutation or greeting:

1) Dear Sir or Madam - If you do not know the name of the person you are writing to, use this. It is always advisable to try to find out a name. 2) Dear Mr Jenkins,- If you know the name, use the title (Mr, Mrs, Miss or Ms, Dr, etc.) and the surname only. If you are writing to a woman and do not know if she uses Mrs or Miss, you can use Ms, which is for married and single women.

Ending a letter:

1) Yours faithfully - If you do not know the name of the person, end the letter this way.2) Yours sincerely - If you know the name of the person, end the letter this way.3) Your signature - Sign your name, then print it underneath the signature. If you think the person you are writing to might not know whether you are male of female, put you title in brackets after your name.

Content of a Formal Letter

First paragraph - The first paragraph should be short and state the purpose of the letter- to make an enquiry, complain, request something, etc.

The paragraph or paragraphs in the middle of the letter should contain the relevant information behind the writing of the letter. Most letters in English are not very long, so keep the information to the essentials and concentrate on organising it in a clear and logical manner rather than expanding too much.

Last Paragraph - The last paragraph of a formal letter should state what action you expect the recipient to take- to refund, send you information, etc.

Presentation and short talk hints and tips

Top Six Tips for Effective Presentation Skills


Anybody can give a presentation. But everybody does not have effective presentation skills. For a presentation to be successful, the presenter must have good presentation skills

Here are the top six tips for effective presentation skills:

1. Always be ready: It always helps to be organised and well prepared before a presentation. When you are well versed with your speech, it will add to your presentation skills.

2. Share your story: A person with effective presentation skills is ready to open up with the audience. You can use incidences from your personal life or a real life story to explain what you want to say. You may also tell them about some experiences at your workplace. This will create a greater impact of your presentation, since the audience can relate to the stories you tell.

3. Be calm: If you are well equipped, you can stay calm. Nervousness affects our presentation skills to some extent. Always concentrate on your subject more than the audience. Rehearse what you are going to talk and design the presentation that way.

4. Be humorous: Try and incorporate humour in your presentation, which can involve something you just said. The audience is kept engaged in this way. Take care that you don’t go overboard while doing it.

5. Decide your body and hand movements: Body language is an essential part of presentation skills. When you rehearse for your presentation, find out the parts when you can use gestures. Never go out of sight and lose eye contact with the audience.

6. Know the details in advance: You can give an effective presentation only when you know all the details about the speech like the room, your audience etc. It is a good idea to check out the room one day prior to the actual presentation to make the necessary amendments.

Now that you are equipped with the tips for presentation skills, don’t worry at all

Short Talk Tips

You need to think about: Who are you giving your talk to? Do they know anything about the subject you'll be talking about? Using a friendly, informal style or something a bit more formal? Will they stay awake?

Not sure where to start? Here are some handy hints: You’ll need to give an introduction Say what you plan to talk about Say what you want to say Make good use of your image/s Have a conclusion Ask the audience for questions Describe something and give information Explain something so your audience understands it better Give your opinion about something and maybe try to persuade the audience that your point of view

is correct

The best thing to do for your presentation or short talk is to be well prepared. Try rehearsing a couple of times with some family or friends and they might give you a few last-minute tips.Remember the 3 S’s

Speak slowly -you will sound confident and it helps to control your breathing Speak up Stand where everyone can see you

Remember to ask if anyone has any questions.

If the audience asks questions, it shows they have been listening to what you’ve been saying

Report writing and structure


All reports have a number of commonly recognised components, including:

The BeginningTitle pageAcknowledgementsContents pageSummary or Abstract

The MiddleMain body, including substructures

The EndConclusionsRecommendationsAppendixesReferencesBibliographyGlossaryIndex

Skimming and Scanning

When you’re reading you don’t have to read everything with the same amount of care and attention. Sometimes you need to be able to read a text very quickly.

For example, to look up the word ‘valuable’ in the dictionary you wouldn’t start at the letter A and read every word. The most efficient way is to turn to the letter V and then find the words beginning with va-.This is called scanning through the dictionary. Scanning is one type of fast reading.

Skimming is another type of fast reading. You might use skimming to look through a text quickly to get the gist (the general idea). So, if you want to know what’s going on in the news, you might skim through a newspaper or a news website. You wouldn’t have much detail but you would find out the main points. Skimming and scanning are both quick reading techniques but they have different purposes.

You might use scanning to: look up a word in a dictionary or index find an address or a phone number in a directory check what time your programme is on television look up details or prices in a catalogue pick out the website you want from options on a Google search

You might use skimming to: see what’s in the news in a paper or on a website browse through a book to see if you want to read it look through the television guide to see what’s on one evening flick through a catalogue to see what’s on offer look through the options given on a Google search to see what sites it suggests

Hints for summarising written text

Read the original text thoroughly to make sure that you understand its overall meaning. Be aware that sometimes you might have to 'read between the lines' in order to pick up 'hidden'

information. Use a dictionary or ask someone who knows to help you find the meaning of any unfamiliar words. Underline or highlight the main points of the text, ignoring any unnecessary facts, descriptions or

opinions. Make a note of the most important details - you could even draw a diagram or use pictures if this helps.

Summarise by linking together the key points using sentences or paragraphs as appropriate. If images provide additional meaning then these can also be included in your summary.

If you are shortening a very long text then it may be useful to summarise under headings or sub-headings.

Read your draft to make sure that you haven't lost the overall point of the original information. Make amendments to your draft as necessary.

Remember! A written summary should be a brief, 'easy to read' version of a longer piece of writing.

It must contain the main points of the original text and it should be written in your own words. Don't

just copy out 'chunks' of the original version.

You should write your summary using correct grammar, punctuation and sentences.


A summary does not need to contain information, descriptions or opinions that do not support the general meaning of the text.

Sentence construction

A sentence is a group of words that makes sense on its own. A sentence always has a subject and a verb.

A sentence always starts with a capital letter and ends with a full stop (.), question mark (?) or exclamation mark (!). For example:

• The cat ate the food. (A fact or statement.)• Do you want more? (A question.)• You must go! (A command or shout.)

NOTE: Sentences that take the form of a command do not need to have a subject. (eg Shut the door!)

Tips

• Sentences can be very short (two words) or long.• If they are too long they can be difficult to read and understand.

Before you write, you should be able to say the whole sentence to yourself. If you can’t it might be too long.

At the end of every sentence you need a full stop, a question mark or an exclamation mark. You then need a capital letter to start the next sentence.

Full stops are used much more than the other punctuation marks. They are placed at the end of a statement.

Question marks are placed after a question.

Exclamation marks are much less common and are often placed after a command. Exclamations marks are also used to show surprise or that someone is shouting loudly.

Tips for Spelling

Develop a strategy for learning spellings rather than attempting to learn each new word as it comes up. Some people have one strategy that works best for them; others like to try more than one. Look, say, cover, write, check

Look at the word you want to learn; highlight any parts that seem difficult; look at its shape. Say the word to yourself, sounding out all the letters. Cover the word. Write down the word without looking at the original. Check to see if you have spelled the word right; if it’s wrong, try again. Repeat the above as many times as necessary in the next few days.

Syllables

Break words up into syllables so that you’re dealing with the sounds of chunks of words:num-ber con-tact med-i-cal

Words within words

Sometimes you’ll find words within words - it can help with the tricky parts of the spelling if you isolate these. For example: present elephant teacher

Mnemonics

This is where you invent a small poem, or a sentence, to help you remember the difficult bits in a word


Mnemonics are learning devices that aid memory. They are useful in helping to remember difficult spellings. For example:

Necessary - one collar (c) and two sleeves (s)

Rhythm - rhythm helps your two hips move

Pneumonia - Pigs never ever use mud on noses in Alabama

Diarrhoea - Diarrhoea is a really runny heap of endless amounts!

To remember the order of the eight planets from proximity to the Sun (Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune) there is the traditional:

“My Very Educated Mother Just Sold Us Nine Pizzas”

Verbs

As part of your learning, and providing evidence for your Diploma units, you will be asked to complete workbooks and written explanations. The outcomes require you to include different styles of explanation from the verbs below:-

Verbs Level 2 Diploma

Explanation Verbs Level 3 Diploma

Explanation

Apply Link existing knowledge to new or different situations

Apply Explain how existing knowledge can be linked to new or different situations or in practice

Analyse Break the topic down into separate parts and examine each part. Show how the main ideas are related and why they are important

Assess Consider information in order to make decisions

Assess Estimate or make a judgement

Agree Arrive at a mutual understanding with people

Be responsive

Show sensitivity to people or eventsTake actions to support people or events

Carry out Complete a task or activity Carry out Complete a task or activity

Clarify Explain the information in a clear, concise way

Contribute to Give ideas or opinions about the subject. Take part in activities or work roles

Classify Organise according to a specific criteria

Classify Organise according to specific criteria

Collate Collect and present information arranged in sequence or logical order

Compare Examine the subjects in detail looking at similarities and differences

Compare Examine the subjects in detail looking at similarities and differences

Conduct Carry outDefine State the meaning of a word, phrase or

processCritically compare

Examine in detail and consider the similarities and differences and identify the positive aspects and limitations

Demonstrate Apply skills in a practical situationShow an understanding of the topic

Demonstrate Apply skills in a practical situation or show an understanding of the topic

Consider Ponder, contemplate, study in order to make a decision

Co-ordinate Organise people, information or a situation so that there is an effective outcome

Describe Write or speak about the topic or Describe Write or speak about the topic or activity Key Skills Information Page 8 of 18 Sept 11

activity giving detailed information giving detailed informationDevelop To identify and build on a topic Develop To identify and build on a topic, plan or

ideaDiagnose Identify the cause based on valid evidence

Differentiate Identify the differences between two or more things

Differentiate Identify the differences between two or more things

Discuss Give a detailed account including a range of views or opinions

Distinguish Show or recognise the difference between items, ideas or information

Distinguish Explain the difference between two or more items, resources, or pieces of information

Draw conclusions

Identify outcomes which could lead to recommendations

Enable Empower, aid, support or help people to make decisions. Take part in processes or undertake tasks

Encourage Support people to achieve

Engage Work in conjunction with, or work together with, or ensure participation in

Establish Secure acceptance forCome to an understanding of

Estimate Give an approximate decision or opinion using previous knowledge or experience

Estimate Give an approximate decision or opinion using previous knowledge or experience

Explain Make clear. Give reasons for Explain Make clear detailed information giving reasons, and showing how or why

Evaluate Examine strengths and weaknessesMake points for and against

Evaluate Review evidence from different perspectives and come to a valid conclusion or reasoned judgement

Extrapolate Identify relevant points using the information available

Give (positive and negative points….)

Provide information showing the advantages and disadvantages of the subject

Give an example of …

Provide a sample or model relevant to the topic

Give reasons Provide information to show whyGive ways Provide information to show howIdentify Provide brief information about a

subject, specific process or activityIllustrate Give clear information or description

with examples (e.g. spoken, written, pictures, diagrams)

Illustrate Give clear information or description with examples (e.g.: spoken, written, pictures, diagrams)

Implement To fulfil, perform or carry out a plan, action, task or procedure

Indicate Point out or point to. Direct attention toInteract Work together with. Make a working

relationship withInterpret Explain the meaningInvestigate To examine, study or inquire systematically

Intervene Be involved with people to have an effect on their actions

Judgement Form an opinion or make a decision based on evidence

Justify Give a satisfactory explanation for actions or decisions

Locate To find, select or show whereListen Hear what is said

Maintain Keep up or continue in current condition

Make Construct, compose, produce


Manage Be able to deal withMonitor Watch the progress of

Observe WatchOrder Place information in a logical sequenceOutline Identify or briefly describe the main

pointsPlan Think about and organise information

in a logical wayPlan Organise information in a logical way using

an appropriate formatPerform Carry out or do. Take an action

Follow an instructionPerform Think about and organise information in a

logical wayPrepare Get ready

Produce Make, create, bring or find through learning or creative ability

Produce Carry out or doTake an actionFollow an instruction

Protect Safeguard, keep safeProvide Supply relevant information, products

or resourceProvide Make, create, bring or find through learning

or creative abilityRecord Keep information in writing or by other

methodsRecord Preserve in writing or by other methods

Recognise Acknowledge validity ofKnow from before

Report Make an official or formal statementPut information together for others

Report Produce a detailed account or statement describing an event, situation, or activity

Reflect Learners should look at their actions, experiences or learning and think about how this could inform their future action, learning or practice

Reflect Learners should look at their actions, experiences or learning and think about how this could inform their future action, learning or practice

Respect ValueHold in high regard

Respond to Take actionReply or answer

Respond to Take actionReply or answer

Review and revise

Look back over the topic or activity and make or identify adjustments, changes or additions that would improve the topic or activity

Review and revise

Look back over the topic or activity and make or identify adjustments, changes or additions that would improve the topic or activity

Select Choose for a specific purposeSummarise Give the main ideas or facts in a concise

waySupervise Have responsibility for overseeing people’s

performance whilst offering supportShare Give information to others

Let others have information or resources

Show Give or demonstrate information or knowledge

State Give the main points in brief, clear sentences

Suggest Propose an idea or ways of doingSupport Uphold or back up people’s decisions

Give help or adviceUse Take or apply an item, resource or

piece of information as requiredUse (a range of…)

Provide information relevant to the task or topic

Use a range of

Provide information relevant to the task or topic

Undertake Agree to take on and carry out the taskWork Engage with people or in tasks

Operate

Information Communication TechnologyKey Skills Information Page 10 of 18 Sept 11

Structuring an e-mail

Important Points to Remember

Email is much less formal than a written letter. Emails are usually short and concise. If you are writing to someone you don't know, a simple "Hello" is adequate. Using a salutation such

as "Dear Mr Smith," may be too formal. When writing to someone you know well, feel free to write as if you are speaking to the person. Use abbreviated verb forms (He's, We're, He'd, etc.) Include a telephone number to the signature of the email. This will give the recipient the chance to

telephone if necessary. It is not necessary to include your email address as the recipient can just reply to the email.

There are some guidelines below that may help with structuring your email and further on is some Email etiquette information that you may also find useful

Subject s Give the message a subject/title. E-mail messages without a subject may not be opened because of a fear of viruses and especially note that it is very easy to forget to type this important information. Greeting s Start the message with a greeting so as to help create a friendly but business-like tone. The choice of using the other name versus the surname will depend on who you are writing to. If the receiver is more senior to you, or if you are in doubt, it would be safer (particularly in the first communication) to use the person’s surname/family name together with a title,e.g. Dear Mr Smithson, Dear Ms Stringer.

Purpose Start with a clear indication of what the message is about in the first paragraph.Give full details in the following paragraph(s).Make sure that the final paragraph indicates what should happen next. Actio n Any action that you want the reader to do should be clearly described, using politeness phrases. Subordinates should use expressions such as 'Could you...' or ' I would be grateful if...'. Superior staff should also use polite phrases, for example, 'Please...'. AttachmentsMake sure you refer, in the main message, to any attachments you are adding and of course make extra sure that you remember to include the attachment(s). If you use an attachment, make sure the file name describes the content, and is not too general Endings End the message in a polite way. Common endings are:Yours sincerely, Best regards, Best wishes, Regards, Kind regardsIf you did not put a comma after the greeting at the beginning of the message, then do not put a comma after the ending either, Name s Include your name at the end of the message. You can also include your job title (if appropriate) and contact telephone number

Key Skills Information Page 11 of 18 Sept 11 EMAIL ETIQUETTE

How to do print screens – Screen Capture


WRITING TIPS

Don’t write any emails that you would not want published in the local newspaper.

Ensure statements are true and accurate.

Verify spelling and ensure that dates and times are correct.

Keep emails short and concise to get the message across.

Ensure the email is clear to everyone – don’t include technical jargon

COMPOSITION OF EMAIL

Don’t type in capital letters. Don’t type in colour. Don’t type using large, unbroken

paragraphs. Ensure the tone matches the

message. Read entire email carefully

before sending. Be factual, not emotional

WRITING EFFECTIVE SUBJECT LINES

Always include a subject. Avoid words like important,

urgent and critical. One sentence in the subject line

may remove the need to write an email and save time.

If referring to a particular service within the body of the text, insert the name of the service in the subject line.

WHEN NOT TO USE E-MAIL

Not for chain emails. Complicated subjects would be

better discussed in a short meeting.

Not to be used as a substitute for interpersonal communication.

Do not use email when conducting critical, difficult and/or unpleasant conversations – handle these in person.

RESPONDING TO EMAILS

Respond in a timely fashion. Always respond in a professional

manner. Respond in person if this is

deemed more appropriate. Do not leave emails unattended,

respond giving a timescale that you will be able to provide a full response rather than no response at all

RECIPIENTS

Ensure all recipients need to receive the message.

Be extremely careful when forwarded sensitive or confidential information.

Always ensure that the message contents are appropriate for each listed recipient.

Do not copy in senior individuals as a way of winning points.

Use the BCC feature sparingly

IMPORTANT/URGENT MESSAGES

Only mark messages as urgent when they are truly important and require immediate response.

Do not over use the high priority flag as this makes those messages that are important lose their significance.

Over using the high priority flag may make others view your behaviour as overly

HEATED EXCHANGES

If you receive a heated or emotional email:- Take time before responding. Think about the situation and

respond with your head. You may decide to respond in

person rather than writing and resolve the issue.

Heated exchanges should be avoided

You can take a copy of what is on your screen by pressing the PRINT SCREEN, PRTSC or PRTSCN (sometimes under the F11 key on your keyboard) . You can then paste the screen copy into a document, e-mail message, or other file. There are two types of screen captures you can take: the entire screen, or just the active window. For example, if you have three programs open at the same time, you might want a screen capture of only the active window.

Some keyboards may not have a print screen option so you could try FN+INSERT or if not check the instructions that came with your computer/hand held device

To copy the entire screen

Press PRINT SCREEN.

To copy only an active window

Press ALT+PRINT SCREEN.

To paste your screen copy, firstly open the program that you wish to paste this into e.g. word processing document, email, paint etc then select paste and your screen copy will be pasted into the program chosen. You can paste your screen capture into a relevant document and then resize as necessary to suit your purpose.

How to save a document

You can save a document as one of several file formats to a folder on a hard disk drive, CD, DVD, flash drive, your desktop, or to a folder on your network.

TIP To quickly save a document, click Save on the Standard toolbar (toolbar: A bar with buttons and options that you use to carry out commands. To display a toolbar, press ALT and then SHIFT+F10.).

You can save documents to different locations or in different formats:-

Save a copy of a file (Save As)

1. On the File menu, click Save As.2. In the File name box, enter a new name for the file – the name should be relevant to your document to enable you to easily locate this in your files.3. Click Save.

Save a file to another format

1. On the File menu, click Save As.2. In the File name box, enter a new name for the file, again this should be relevant to your document3. Click the Save as type list, and then click the file format that you want the file saved in.4. Click Save.

How to create files and folders

When you save documents they will almost always be saved in the “my documents” folder and be organised in document name order. If you only have a few documents that you have saved then this one folder will be fine for you to easily locate your documents.

If you have a lot of documents then the creation of folders is advisable so that you can organise your documents for easy access and retrieval.

To create a folder then firstly go into “my documents” and then on the toolbar select NEW and then choose FOLDER. A new folder will pop up and ask you for a folder name. The name should be appropriate such as “meetings”, “templates”, “personal document” etc. Think of the My Documents file as your filing cabinet and the folders are what are located within that cabinet – rather than all your filing just being thrown in the one cabinet folders allow you to manage your filing.


Application of Number/Numeracy guidance

Calculating a fraction Fractions are another way to show numbers that are in between whole numbers.

Fractions are when something is divided into equal bits –

Top number is the numerator this tells you how many bits they’re talking about

¾The bottom number is the denominator and this is how many bits there are altogether

Fractions to decimalsTo turn fractions into decimals the top number is divided by the bottom number e.g. 3 ÷ 4 = 0.75

Fractions to percentagesFirstly convert the fraction into a decimal then convert into a percentage e.g. 4/16 = 4 ÷ 16 = 0.25 X 100 = 25%

Decimals to fractionsTo change decimals to fractions look at where the last digit after the decimal point is e.g. 0.256 – the last digit after the decimal point is in the thousands column so the fraction will be 256 1000

When finding fractions 'of' means times e.g. ¼ of 40 is the same as ¼ X 40First find the decimal (1 ÷ 4) = 0.25 then times by 40 = 10

Percentages (%)Percent means out of 100 e.g. 20% means 20 out of 100

When calculating the percentage ie the % spent on one item then this can be calculated by dividing the item by the total cost and multiplying by 100 to find the percentage. e.g. if in a restaurant the total bill was £150.00 of which £25.00 was spent on dessert then to calculate the percentage spent on desert:-25 X 100 = % (16.66 rounded to 17%)150

Percentage to decimalsTo change a % into a decimal ÷ 100 (same as moving 2 places to the right)

In the example above then this would be 17% = 17 divided by 100 = 0.17

Percentages to fractionsPercentage is always out of 100 – to write as a fraction the percentage goes on top and 100 goes at the bottom e.g. to write 40% as a fraction is 40/100. In the example above this would be 17/100

AveragesThe mean, median and mode are all types of averages; an average is a number that summarises lots of data.

The mean is just sometimes called the average as this is the most commonly used.To calculate the mean average add up all the numbers and divide by how many numbers there are.

Example:

Shoe sizes – 6, 5, 4, 5, 5, 6, 4 Key Skills Information Page 14 of 18 Sept 11

The mean is 6+5+4+5+5+6+4=35 there are 7 numbers so you just divide the total by 7 = 5

The median is the middle value – to work out the median the numbers have to be re-wrote in order e.g. 4,4,5,5,5,6,6 the number in the middle is the median, in this case it is 5

The mode is the most frequently occurring number – write all the numbers in order as above and in this case the mode is 5 as this number occurs 3 times.

The Range is the difference between the lowest number and the highest number and in this case it is 2 (highest 6 – lowest 4 = 2)

An easy way to remember averages and range: mean – this is the meanest one as you have to add up all numbers and then divide. Median – think of medium (small. Medium and large) it is the middle one. So what is left is mode – most frequently occurring. When trying to remember range – think of a mountain range and you go from the bottom to the top!!!! Easy

Converting between units (systems)Useful hints

'kilo' means 1000'centi' means 100'milli' means 1000

e.g. how many millilitres in a litre – milli means 1000 so there are 1000 millilitres in a litre. A kilogram (kg) is 1000 grams (g) because kilo means 1000

Negative numbersA negative number is a number less than zero and is written with a minus sign in front of them e.g. -2 is 2 below 0

For temperature -5°C = (minus five degrees Celsius) 5 degrees below zero

You bank statement shows a balance of -£20.00 – this means you are £20.00 overdrawn and owe the bank £20.00

EstimationAn estimate is a rough idea and rounding of numbers is useful. An estimate might be a little more or a little less than the actual amount.

Example if you were buying 9 identical shirts for the sports team that cost £7.80 each, to get a rough idea of the total cost you could round up £7.80 to £8.00 and round up 9 to 10. The calculation would then be 10 x £8.00= £80.00; the actual cost would be £70.20 – this is less than the estimate because we rounded up.

Reading ScalesWe use scales for maps, plans and models. We can also use scaling to increase or decrease the amounts of ingredients in a recipe.

Scale DiagramsSuppose you want to draw a plan of a room measuring 12 metres by 6 metres. You cannot draw this to size on a piece of paper, so you need to draw the plan to scale. You need to decide on a suitable scale, so that the drawing will fit on the paper and be a reasonable size. For the room plan you could use a scale of 1 centimetre to represent 1 metre. The plan will measure 12 centimetres by 6 centimetres.

As there are 100 centimetres in 1 metre, we can write this scale as 1:100. This means the room will be 100 times bigger than the plan.

Scaling QuantitiesA recipe for 8 portions of shortbread requires:Key Skills Information Page 15 of 18 Sept 11

1c m

150 gm plain flour 100 gm butter 50 gm caster sugar

What quantities would be required for 4 portions?The amounts for 4 portions would be the above divided by 2, i.e.

75 gm plain flour 50 gm butter 25 gm caster sugar

Area, perimeter and volume

Area 3 cm (30 mm)

To calculate the area it is the length X Width 2 cmExample – a rectangle measuring 3cm X 2cmThe area = 3 x 2 = 6 cm²

Remember the length and width must be in the same units of measure e.g. both centimetres. If these are not the same then you will have to convert one until both are in the same unit of measure.

PerimeterThis is the measurement of the outside so in the example above the perimeter would be 3 + 2 + 3 + 2 = 10 cm

A simple way to remember area and perimeter is to remember ma and pa (multiply area, perimeter add)

VolumeThe volume of an object is a measurement of the amount of space inside it. It is measured in cubed units.

A simple cube, with length 1cm, height 1cm and breadth 1cm has a volume of one cubed centimetre or 1 cm .

1cm

This is found by multiplying the length by the breadth by the width.1 x 1 x 1 cm = 1 cm

In a box, the length, breadth and width can be different values. Volume of a box - length x width x height = volume

5 x 2 x 4 = 40cm

It is measured in for example

Cubed centimetres or cm

Cubed metres or m

Formulae


A formula (plural formulae) is a way of describing a rule or relationship. The formula can be expressed in words or in symbols and must contain the word 'equals' or an equals sign (=).

Formulae Expressed in WordsExample: The cost of hiring a car is £30 per day plus a £50 deposit. Work out the cost of hiring a car for 10 days

Total cost = (number of days £30) + £50

Total cost = (10 £30) + £50 = £300 + £50 = £350

Formulae Expressed in SymbolsWe can express the formulae we have already looked at in terms of symbols.

Example: The cost of hiring a car is £30 per day plus a £50 deposit. If C is the total cost in pounds and n is the number of days for which the car is hired, write down an equation which expresses C in terms of n. Use your equation to work out the value of C when n = 10.

Total cost = (number of days £30) + £50

C = n £30 + £50

As C is the total cost in pounds, we do not need to write the £ sign.

C = n 30 + 50

If you need further support and guidance then please discuss with your assessor who will be more than willing to assist.

What is Algebra?

Algebra is the branch of mathematics that uses letters in place of some unknown numbers.

You've been using algebra since school and in the workplace, when you learned formulas like the area of a rectangle, with width w, height h:

A = w × h

We used letters to stand for numbers. Once we knew the width and height, we could substitute them into the formula and find our area.

Algebra is a powerful tool for problem solving in science, engineering, economics, finance, architecture, ship-building and many other day-to-day tasks.

If we didn't use letters in place of numbers (and used words instead), we would be writing many pages for each problem and it would be much more confusing.
