Skilled! Report, Guidance & Materials on Basic Skills & Youth Work

DOCUMENT RESUME

ED 427 179 CE 078 048

AUTHOR Merton, Bryan TITLE Skilled! Report, Guidance & Materials on Basic Skills & Youth Work. INSTITUTION Community Education Development Centre, Coventry (England). SPONS AGENCY National Literacy Trust, London (England). ISBN ISBN-0-947607-41-2 PUB DATE 1998-00-00 NOTE 47p. AVAILABLE FROM Community Education Development Centre, Woodway Park School, Wigston Road, Coventry CV2 2RH, England, United Kingdom (7.95 British pounds plus 80 pence postage). PUB TYPE Guides Non-Classroom (055)-- Reports Evaluative (142) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS Adult Basic Education; *Basic Skills; Demonstration Programs; Disadvantaged Youth; Education Work Relationship; Employment Potential; Foreign Countries; *Integrated Curriculum; *Literacy Education; National Programs; Nonformal Education; Numeracy; Partnerships in Education; *Program Effectiveness; School Business Relationship; *Work Experience Programs; Youth Employment; *Youth Programs IDENTIFIERS *England

ABSTRACT This document includes materials from and about Skilled!, a national demonstration project that was implemented in 10 areas of England in partnership with local authority youth services and further education colleges to provide educational opportunities for disaffected and underachieving young people aged 16 and over. The first half of the document is a project evaluation that explains how more than 200 young people participated in the project, which sought to develop basic skills through youth work and informal learning, featured a recruitment and delivery style adopted from youth work approaches, and integrated basic skills instruction into youth work activities. The evaluation report covers the following topics: the Skilled! initiative, publicity and recruitment, young people's special needs, assessment outcomes, resources, accreditation, positive and negative factors, support, case studies, and young people's writing. Presented next is a pull-out section of guidelines for setting up a local Skilled! scheme that includes information on creating partnerships, funding, incentives and recruitment, teaching and learning styles, instructional materials, and student evaluation and certification. The remainder of the document consists of descriptions of programs at the 10 sites, materials from each site, site addresses and contacts, and a brief resource list. (MN)

******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** I

, \sour

1.4

.S. DEPARTMENT OF EDUCATION Of ce of Eoucational Research and Improvement E CATIONAL RESOURCES INFORMATION CENTER (ERIC) This document bas been reproduced as received from the person or organization originating it. 0 Minor changes have been made to improve reproduction quality.

Points of view or opinions stated in this document do not necessarily represent off PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY

-e TOVIHEEDUCATIONAL RESOURCES INFORMATION CENTER(ERIC) 1 131EST COPY AVAILALE News International

skills dl& youth work SuIIImaterials on basic Report, guidance &

Bryan Merton

SheNATIONAL LITERACY CEDC TRUST Widening opportunities/6r learning 3 Members of the steering group

Stuart Dear love Bryan Merton Gateshead Metropolitan Borough Council Community Education Development Centre

Dee Hammerson Jane Reed (Chair) Doncaster Metropolitan Borough Council News International

Liz Lawson Gordon Stokes Further Education Development Agency North Warwickshire and Hinckley College

Pat Ledwith Phil Street National Youth Agency Community Education Development Centre

Neil McLelland Liz Varnish National Literacy Trust Tile Hill College

CEDC Miming oppormitieVor framing

Published by CEDC Woodway Park School, Wigston Road, Coventry CV2 2RH

First published in 1998 ISBN: 0 947607 41 2 3EST COPYAVAILABLE Contents

Executive summary 4

Introduction 5

Evaluation 6

Background 6

The Skilled! initiative 7

Publicity and recruitment 8

Young people 9

Assessment 10

Resources 12

Accreditation 13

Positive and negative factors 14

Support 15

Case studies 16

Young people's writing 18

Continuation 20

Basic skills & youth work Guidance on setting (centre pull-out pages) up a local scheme

Projects & materials 21 Bedford 22

Bexley 24

Bristol 27

Bromley 27

Doncaster 28

Durham 30

East Riding of Yorkshire 33

Hampshire 36

Kingston-upon-Thames 39

West Sussex 39

Contacts/Resource list 40

5 r INN 64'ive

Ten out of the thirty-two youth services which Effective teamwork was.not confined to the made bids were successful in obtaining small grants students. The success of these projects was due in of £8,000 each to create partnerships with local the main to the partnerships created between youth providers of further education and to devise workers and basic skills tutors. The sharing and programmes of basic skills tuition through youth fusion of complementary skills contributed work projects. The students were mainly aged 16 to significantly to the development of programmes and 21 years and most were not in work or participating processes which stimulated the young people. The in education or training. personal support provided by staff helped sustain young people at times when they might otherwise Over 200 young people were recruited in a male/ have dropped out of the scheme. female ratio of 3:2. Sixty two percent of them completed the programmes. Of the students who Despite the use of various methods, some of them were entered for formal qualifications, three-fifths quite imaginative, recruitment was not partly completed them and two-fifths fully straightforward or easy. Personal contact and word completed them. The allocation of 60 hours for of mouth often proved most effective and young starting and finishing full awards at Entry Level and people were more likely to be drawn to a project Level 1 was a shade ambitious. Within such a time- when they already knew one of the staff who was scale it would be more realistic to expect students involved. to achieve units or parts of qualifications. Compiling a portfolio of evidence was the main The projects covered a wide range of activities. The method used for assessing achievement and most popular were those related to driving or motor progress. Self-assessment was used to supplement vehicles. The students not only found these the monitoring done by staff. Procedures complied activities intrinsically enjoyable and challenging but with the requirements of the awarding bodies, recognised that they had instrumental valuethe combining flexibility and rigour. acquisition of a full driving licence would put them Students and tutors used different resources at a competitive advantage over their peers in the including IT and equipment now commonly used in labour market. In some schemes, the offer of free the workplace. This gave students opportunities to driving lessons was a major incentive. Other develop confidence and skills which would activities included building a boat, producing a enhance their employability. A wide range of magazine, making a radio programme, producing a teaching and learning materials was used, some of musical tape and organising a short holiday for which were adapted or developed specifically for deprived children in the locality. the projects. In addition to improving their basic skills, and All the services which took part in this initiative achieving accreditation for doing so, the students have recognised the value of this approach and are enhanced their key skills, in particular those of determined to build on the partnerships and communication, problem-solving and working in contacts made, and to embed this style of teaching teams. For many the most important benefit was and learning basic skills in their main service their growth in confidence and self-esteem. provision. Some have managed to secure further funding from within the local authority or from outside. There is no doubt that this approach is highly relevant to some of the emerging policy initiatives, such as New Deal and New Start, designed to reintegrate disaffected young people into education, training and employment.

6 7 t:..

4 Skilled! Introduction

This publication is aimed at service and programme managers, basic skills tutors and youth and community workers who want to provide oportunities for young people to learn the basic skills they need for work, and for playing a full part in community life. With reference to 'basic skills', we use the standard definition of the Basic Skills Agency, that is: 'the ability to read, write, and speak English and use mathematics at a level necessary to function and progress at work and in society in general.'

There are large numbers of young people who are on the margins of the labour market and the education and training system; young people lacking sufficient skills and confidence to participate fully in either; young people who are not attracted to formal provision, and who are more likely to respond to informal projects, which stimulate their interest in activities through which they can be motivated to learn the requisite skills. The government has made clear its commitment to this 'lost generation' by establishing the New Deal, for those aged 18 to 24 years who have been unemployed for six months or more, and New Start partnership projects for those aged 14 to 19 years who have dropped out of the system or are in danger of doing so.

This report and its implications for action could not be more timely. It is presented in three parts. The first part consists of a thorough evaluation of a national demonstration project, designed to help young people gain these skills through youth work projects. The second part comprises four pages of guidance for those wishing to set up a local scheme (a pull-out section for Durham: cars and engines easy reference). The third part contains descriptions of each project with examples of learning materials used.

We hope you find this report useful. If you wish to find out more about any aspect of the Skilled! project, please contact: CEDC, Woodway Park School, Wigston Road, Coventry CV2 2RH. Tel: 01203 655700 Fax: 01203 655701

Skilled! 5 The aim of the initiative was to establi ocal projects which would providedisajlec' Background under-achieving young people aged 1 The failure of young people to achieve threshold with opportunities to develop their ba standards in basic skills is well documented: through youth work and informal lea 18% of young men and 16% of young women aged 16 to 25 achieve no more than Level 1in prose then for them to pr6gr set. rth literacy, the knowledge and skills required to /training or e1 yme understand and use information from texts such as passages of fiction and newspaper articles: 49% of young men and 46% of young women are below Level 3. (Adult literacy in Britain, Carey, Low and Hansbro, Office of National Statistics, 1997)

12% of 21 year olds report some reading, writing, spelling or number work difficulty. Self-reported problems are most commonly reading and understanding forms and letters. Over half can only do this with difficulty. Two-thirds report difficulty with writing, spelling and being able to express oneself. One half of them report not being able to do number work, such as working out change, keeping accounts and working out dates.

Failure rates reach over 50% for interpreting graphs,

, understanding instructions and arguments, and understanding complex literary text. Failure rates in numeracy tasks tend to be higher than those in literacy tasks.

Literacy and numeracy skills and problems overlap, with poor literacy underpinningpoor numeracy and poor numeracy adding a further set of problems.

Substantial numbers of young adults are unable to pass the four Literacy Levels and three Numeracy Levels in the Basic Skills Standards. (The basic skills of young adults: some findings from the 1970 British cohort study, Ekinsmyth and Bynner, ALBSU, 1994)

Without such foundation achievements, young people leave school at extreme competitive disadvantage with their peers in the labour market. Their unhappy experience of school does not dispose them to access the opportunities available in further education in order to gain the basic qualifications they need. Other means of motivating them to learn and develop the basic literacy and numeracy skills have to be found.

BEST COPY AVAILABLE The invitation prompted a great dealof interest. By the end of August there had been over seventyenquiries, The Skilled! mostly from local authorities but a fewfrom individual youth organisations. The publication of a two page article in Young People Now and then abrief report in initiative September 1996, the Times Educational Supplement in the This initiative was established onthe back of an earlier, prompted another spate of enquiries, and in CEDC were smaller project which in essenceapplied youth work following two weeks the telephone lines at date thirty-one bid forms had skills to the provision of basic educationopportunities very busy. By the closing for socially excluded and disadvantaged youngpeople, been received. supported by principally young men. The project, The project steering group selected ten areas: National Literacy Trust, News International and the Bedfordshire, Bexley, Bristol, Bromley, Doncaster, strategies, had shown that, by adopting innovative Durham, East Riding of Yorkshire,Hampshire, could motivate youth workers and basic skills tutors Kingston-upon-Thames and West Sussex. and support young people toachieve. The successful applicants were notifiedin November. pilot phase was that The major lesson learnt from the They were invited to take part in aninduction training effective in the youth work skills had proved programme arranged by CEDCand a team of basic people's trust and recruitment phase in winning young skills specialists from the Learning Centre atTile Hill By locating the commitment to try informal education. College, who had been appointed by theNational which were familiar to programmes in environments Literacy Trust as consultants to thelocal projects. the young people, and by selectingthemes and activities which were of directrelevance to their lives, This induction was designed to familiarisefield staff it had been possible to stimulatetheir interest and with: enthusiasm. The outcome for several was progressto O regulations and procedures tobe observed to meet college sites. further education programmes on the requirements of the funding andaccreditation In July 1996 an invitation wasissued to all local bodies authority youth services in England tobid for up to O recruitment £8,000 to run at least two programmeswith a minimum of twelve students on each. Intheir O youth work values,approaches and methods application they had to indicate: O curriculum development how the scheme would be resourcedand managed O teaching and learning the 'in-kind' contributions to bemade locally, and the respective roles and responsibilitiesof the youth O assessment service and the further educationcollege(s) O educational support andguidance involved O monitoring and evaluation. between the youth o the nature of the partnership Local projects started at different timesfrom January service and local further educationinstitutions 1997 and each programme lasted aminimum of 60 respective roles and responsibilities inrunning the hours. Those taking part worked foraccreditation in programmes their basic skills through such nationallyrecognised o strategies for targeting,recruiting and supporting schemes as City and Guilds Wordpowerand of young people Numberpower. The timing, location and content programmes were determinedlocally and influenced O the location of the programmes by the availability of resources andthe needs and o the timetable for the programmes interests of the young people. The programmeswere either short and intensive or moreextended. o outline specificationof the learning programmes CEDC administered the scheme and wasresponsible o resources to be used in supportof learning for monitoring and evaluating outcomes.The National O how progress of studentswould be monitored and Literary Trust undertook to provide,through its how outcomes would be measured consultants, the training and professionaldevelopment well as how programmes would be internallymonitored for basic skills tutors and youth workers as giving advice on the selection, useand development of recruited, deployed, supported O how.staff would be learning materials. and supervised o a continuation strategy.

Skilled! In Hampshire, a major attraction was freeaccess to Publicityand computers for producing a magaiine for, and about, homeless young people in the town. Theopportunity for hands-on experience with PCswas also a pull recruitment factor in Doncaster. tri Bromley the young people were attracted to the idea of organisinga holiday for Projects used various methodsin order to informyoung disadvantaged children in the locality people about the scheme:the local media, advertising, and of spending their time planning for it and learning referral agencies, detachedyouth workers and personal the basic and key skill's in a venue which contact. Advertising in localpress and free newspapers was different from those used for conventional was most effective in Bexley andproduced a far greater courses. The practical aspects of the programme in Kingston number of enquiries thanthe fly-posting, detached - learning and applying the skills needed to produce work and referrals combined.Overall, the response a CD-ROM were the big selling point. from referral agencieswas disappointing, with their support for projects in different parts of the country The activities themselveswere often the spring to being more vocal than actual. Many said they believed motivation. The opportunity to gaina qualification the initiative was exc-ellent and wished it well but few through informal learning appealedto others, although referred young peopleon. the amount of writing requiredwas something of a counterweight. Personal contact-proved themost effective form of recruitment in Bromley, Doncaster and Durham. In Youth workers believed that theregulations governing some areas, such as Bexley, all participants were new the payment of the lob SeekersAllowance was a factor to the adult education and youth services. In others, in making recruitment difficult.Experience of trying to such as Durham, all were already known or were claim benefit had taughtyoung people to keep their friends of those already known. In Kingston half of heads down and had compoundedand confirmed their those who took partwere known to the youth service, distrust of those in authority. and the remainderwere known to individual project workers; there wereno self-referrals.

In Bedfordshire, local youthworkers, both detached and centre-based,were able to refer young people, and What did you achieve? 60% of those who tookpart were already known to the service. The common factorwas that they had all 'I overcame my shyness of talkingon the telephone underachieved at school. InBromley it proved difficult ... it has helped me to brush up iny writing and to transfer young people fromdetached youth work spelling.' settings to centre-basedactivity; where detached youth 'I have made new friends, taken workers were used, theoutcome was not as successful up driving again - as was expected. hopefully I will pass! It has givenmy confidence a boost.' In West Sussex, it proveddifficult to persuadeyoung 'I've gained much more confidence, people to move froma known youth worker to met new people and friends and found theatmosphere really participate in a project withunknown faces in an friendlY.' unfamiliar environment.In Aldershot (Hampshire) the project deliberately targeted young people living in 'I've gained some experience frommy driving hostel accommodation which rather restricted the lessons which has also givenme more confidence. numbers recruited. I've also got back to study modeand I'm starting a new course soon.' The offer of free drivinglessons was a major pull in both Bexley and Bedfordshireand gave the yount: people a clear outcomein sight. In Goole, East Riding, the young people who took part were delightedat the prospect of being able to taketheir Compulsory Basic Training (CBT) in motorcyclingand of having opportunities to practise off theroad. Several students required a great deal of personal Young people support to stay on the projects. For those who were homeless and unemployed, their lives were extremely The characteristics of young people involved in the turbulent and they were mistrustful and sometimes projects varied in each area. In Doncaster, the staff hostile to authority figures. It took time for them to were unsuccessful in recruiting young people from the build up relationships with adults whom they felt they area of town where they live in bed-sitter could trust. This put further pressure on the staff, who accommodation, and ended up with several young had to try and meet the requirements of accreditation people with special educational needs referred by within time constraints. schools who believed they would benefit from learning The students benefited from the scheme in all kinds of in a less formal environment. Fifteen of the twenty three ways in addition to acquiring and developing basic recruited had no qualifications from school whatsoever. skills. The most important outcome for most of them In Bexley, some students in one of the projects were on was the enhancement of confidence and self-esteem. heavy medication because of psychiatric problems, and For many it was a major achievement to get out of the in a second group a number of young women were house and reach a given place at a given time each single parents. The project also recruited a dyslexic week. To proceed from that point to make and enjoy student and young people for whom English was not productive relationships with their peers and with their first language; some of the latter struggled on the adults in a learning context, however informal, was course and decided to leave. Nearly all the Bromley considerable progress. The basic skills accreditation students had learning difficulties, mostly brought about was the icing on the cake. Being able to take part in by behavioural problems. new experiences and to see the outcomes of their efforts materialise before their eyes, did much to In Durham, all students lacked confidence in their improve their self-belief, and many then began to learning skills and some were isolated in rural areas. In recognise that this opportunity was a gateway to Kingston, the young people were largely unemployed others. with few formal qualifications; two were from a refugee project, a further two were on a youth training project and three were involved in a drugs rehabilitation programme. Indeed, the diversity of the group proved a most valuable asset in securing its cohesion.

Profile of participants

Borough Age Sex Ethnicity Completed

Under Over 16 16-18 18 F WUK A/C AsianOther

Bedfordshire 12 15 14 13 11 6 3 7 16

Bexley 0 8 26 15 19 26 3 1 4 26

Bristol 1 15 10 16 10 11 15 0 0 13

A Bromley 0 7 1 6 1 1 8

Doncaster o 13 8 12 9 17 3 1 17

Durham 3 12 16 16 15 31 0 0 18

East Riding 0 21 0 12 9 21 0 0 21

Hampshire 6 9 12 3 15 0 0 6

Kingston 1 12 4 14 3 11 1 4 2

West Sussex 0 2 4 5 1 6

Total 5 107 94 123 83 155 26 9 16 127 (62%) In Doncaster, the use of the local Open College Assessment Network qualification enabled some bureaucratic hurdles to be overcome but the qualification was All schemes assessed students at the beginning of the limited in so far as it did not give recognition to the project, while they were on the programme, and at the students' oral communication skills, nor to some of the end. Different methods were used. At the initial stage, key skills they demonstrated, such as working in the Bedfordshire scheme used the college's screening groups and personal development. Some schemes test, approved by the Basic Skills Agency, so that considered that Wordpower was also limited because students could work at the level of Wordpower and of its narrow focus on individual progress. Basic skills Numberpower that best suited their needs. At Bromley accreditation should also recognise the achievements the basic skills tutor used the local college's made by students in groups. application form and some simple Wordpower tasks to For ESOL students, the Pitmans qualification can be check the students' abilities. In Doncaster, tutors offered easily on demand at three months notice; it is assessed the young people through questionnaire, inexpensive to run and not too time-consuming. discussion and negotiation and in West Sussex they applied a student profile. The procedures tended to be Only some of the schemes used key skills informal because it was thought that any more formal accreditation, which was surprising in view of the arrangements would put the young people off. importance attached to the young people's personal and social development. The motor vehicle project in During the programme, students built up their Barnard Castle used the RSA Key Skills accreditation portfolios by compiling evidence of their achievements and this was the main assessment method used by and this was made easier by the basic skills tutor being prepared to take a very hands-on approach and get tutors. There was a fair degree of self-assessment, using involved in some of the maintenance and repair worksheets, checklists and so on. Small group activities alongside the students. Other schemes found exercises and one-to-one tutorials also helped tutors it too cumbersome to overlay key skills accreditation and students together to keep track of progress. In one on top of basic skills. The ASDAN and Youth project the youth worker was also a qualified basic Achievement Award is being considered by youth skills tutor and this was a considerable asset. The usual services for future projects of this kind. range of assessment procedures was used at the end of the programme, with student and tutor assessments being checked by internal verifiers and moderated externally as well.

Generally, the assessment procedures complied with the usual standards required of Wordpower and other basic skills accreditation. The benefits of these procedures are that tutors and students can keep a regular eye on how progress is being made, and where What was your best there are difficulties remedial action can be taken. The moment? students confessed to finding much of the paperwork involved in assessment tedious and some needed 'One of the highlights was when I drovea police considerable encouragement to complete their Landrover. This was a very frightening experience portfolios. Others were motivated sufficiently by the when I turned left at 30 miles per hourI thought prospect of achieving the qualification or part of the it was going to tip over.' qualification at the end of the programme. The best moments were on the couple of daysaway Wordpower accreditation was most relevant for at Buckmore Park just being with the others and magazine projects (Durham, Hampshire) but the taking part in all kinds of activitieswas excellent.' assessment records required revision to make them more user-friendly. At Kingston, after the initial intensive skills training and residential weekend which were thoroughly enjoyed by students and staff, it proved difficult to motivate the students to continue What was your worst with the programme in order to secure their moment? Wordpower accreditation. Some tutors found that there was insufficient time in the programme to comply with 'Doing the writing.' all the requirements of accreditation and this acted as a 'Coming last in both the rifle-shooting and constraint on the work. go- kartingbah, sour grapes!' I02- Outcomes

No of No of No ofNo of Borough Qua lification Level students students unitsstudents entered partly fully completedcompleted

Bedfordshire NVQ Wordpower Foundation 3 5 5 2

Level 1 3 20 18

Level 2 2 2 2

Numberpower Foundation 1 3 3

Level 1 1 24 24

Bexley Wordpower Entry 3 8 2

Level 1 3 15 12 1

Bristol Wordpower Entry 3 1 1

Level 1 1 4 4

NVQ Working with OthersASDAN Level 1 6 6

RSA NVQ Business Administration Level 2 1 5 5

1 2 2

Bromley Wordpower Entry 7 3 4

Doncaster OCN Making Tracks in Communication Entry 3 15 1 14

Level1 1 4 3 1

Durham Wordpower Level 1 3 12 2 10

NCVQ Key Skills Level 1 3 8 8 8

East Riding Wordpower Level 1 2 2 2

Hampshire Wordpower Level 1 3 3 3

1 7 4 3

Kingston Pitmans ESOL 1 1

Wordpower 3 3

West Sussex None

BEST COPY AVAILABLE

skilled! 1 1 esources

The scheme introduced tutors and students to a wide range of resources which extended and enriched the learning experience. In addition to conventional learning resources such as books, periodicals and worksheets, the students had access to a range of technology which they had not previously used for their own learning and development. The use of still and video cameras, phones and fax machines, computers, printers and photocopiers gave them confidence in handling equipment which is now standard in most workplaces. It also helped to make learning fun and non-threatening. The use of the studio and mixing desk for the music project at Bedford Youth House contributed greatly to the students' motivation and achievement.

The application of a word-processing package for writing articles for a magazine helped to raise confidence and give students a sense of pride in their achievements. The computer tells when a mistake has been made through facilities such as a spelling checker and this avoids the humiliation of having one's frailties exposed in class. The results are immediate and look good; there is no embarrassing scrawl to decode, no crossing out to spoil the effect. In West Durham, the The CEDC grant tended to be used in most cases to motor project made good use of a software package deploy the time and skills of the youth workers on the designed to teach and assess progress for the theory projects. The basic skills tutors were funded through part of the driving test. the usual FEFC sources. Only in West Sussex did the The modest IT facilities available at the youth and provision of the data required to trigger the FEFC community centre in Conisborough, and the mobile funding present a problem. facility provided by the Brinsbury Agricultural College However, there are certain factors that need to be in West Sussex, helped to motivate young people who taken into account when funding such projects. For might otherwise have not been drawn to basic skills example, to conform to the requirements of the Basic tuition. The state-of-the-art multimedia equipment used Skills Agency quality standard, there has to be a certain on the Kingston project and the radio studio used in the ratio of tutors to students and this has cost implications. Bristol project each proved to be a major spur to There are also difficulties in running programmes that student motivation. start and finish at times which do not easily conform to Driving vehicles, whether go-karts, motorbikes or the census dates when FE sector colleges count student police cars (under supervision!), was the spur to several learning hours. It is not always easy to strike the right good intentions and achievements. Inevitably it was balance between the flexibility needed if schemes like the activity which proved the spring to motivation for this are going to be successful in reaching and retaining many. The young people on the Bromley project young adult learners (whose lives are sometimes derived great pleasure from the holiday they arranged chaotic), and the order and systems required by for deprived children in their neighbourhood, not only partners' funding bodies to comply with established because it was inherently enjoyable but because it was financial and accounting procedures. the culmination of all their efforts in raising money and The key resource in all projects was the enthusiasm, organising events. The outdoor activity centre used by commitment and resourcefulness of the basic skills the Kingston scheme provided challenge courses, tutors and the youth workers, in particular their efforts mountain biking and archery, thereby helping to to ensure that the young people enjoyed the motivate the students (despite bad weather) and programmes and had opportunities to develop providing entertaining material for the CD-ROM confidence and social skills while working towards magazine. However, during the production process it some qualification. They did not let the tail of proved difficult to engage everybody because of the accreditation wag the dog of experiential learning. technical guidance needed.

12 Skilledl 14 Accreditation

Wordpower worked very well for magazine projects (Durham and Hampshire). In Durham the logbook was redesigned to make it more user-friendly. It was also used flexibly in Bexley where most of the activities planned around the theme of driving were amenable to accreditation. Some of the students expressed a strong sense of achievement over having completed their elements and ticking the boxes accordingly. The flexibility of Wordpower proved an asset in securing the achievement of students on the Bristol radio project, which also used units of the ASDAN Foundation Award to try and accredit those skills ('Improving personal knowledge' and 'Working together') not covered by Wordpower. However, the external verifier would not accept the young people's What will you do next? work because of the low levels of literacy! 'I'm starting three new GCSEs soonLaw, The NVQ Key Skills accreditation used in Durham English, Maths. The course I believe has given me proved flexible enough for the motor vehicle project, the confidence to get back into a study mentality although it required a versatile and resourceful basic it's been an excellent experience and we've got a skills tutor to develop appropriate methods for lot to thank the team for.' collecting evidence. Here the staff sensibly organised a 'I think this course has made me want to do more training day at a local hotel, far away from the dirt and courses.' grease of the workshop, for young people to work on their portfolios so that these were ready for 'Carry on to get more qualifications in different presentation to the external verifier. The surroundings subjects.' did much to enhance their enthusiasm for the task. 'I would be interested to do more projects like this. In several cases, project staff found there was Hopefully I will pass my driving test and can take insufficient time to finish all units for the Wordpower my family on nice days to the coast.' and Numberpower qualifications, hence the low number of those who completed them.

East Riding: driving game 93

,1 't) aDoW

-11110.7

13 1 5 Several young people found that the paperwork Positive and demanded by the assessment and accreditation processes detracted considerably from their enjoyment of the scheme. Writing is just one of four negative communication skills in which the student must demonstrate proficiency, the others being reading, speaking and listening. However, where it was seen as factors the principal skill and required students to keep checking and redrafting their work, it became The success of these projects hinged largely on the burdensome. extent to which the key partnersyouth workers and Similarly, students who had bad experiences of formal basic skills tutorswere able to complement each schooling were easily deterred by paper-based others' approaches and skills. Where they did assessment. The best projects used other forms of complement them, as, for example, in Bexley, they assessment which were as rigorous and reliable but were able to provide students with a combination of more enjoyable, for both students and tutors. support, guidance and coaching and to inspire them with confidence and enthusiasm for the task at hand. However, there were occasions when this partnership was not productive, mainly because either the youth worker or the basic skills tutor had an inflexible approach and was not willing to engage in the EXLEY necessary give and take. WES The most effective projects had clear aims with which I ENG the young people could identify. Learning a practical PPORTUNITY skill, such as driving, gave a focus and context for the learning of basic skills. And where the practical activity F RYOUNG relied on teamwork for it to be effective, such as DULTS 17-25 year building a boat, writing a magazine or making a radio olds in theThamesmead programme, it had added value, equipping the students area are ableto improve career opportunities their with key skills in the process. by joiningthe Moving OnProject starting 1997. in May The projects brought important social benefits of There willbe a meeting companionship and mutual regard for young people, start of May at the some of whom had been extremely isolated and at the Thamesmead Centre, YarntonWay for depressed by their social conditions and educational interested anyone in a 4 houra week, Is underachievement. In Doncaster, for instance, the two week course cotmnunication to improve groups of young people never became very close but skills and more confident become differences were overcome on joint projects through with numbers. these skillsare centred As effective communication and teamwork. Their social driving issues, around students will and communication skills were enhanced, opinions given 10 free be driving lessons,and a were valued, decisions respected and self-esteem eree drivingtest. Thamesmead has raised. .')een generous in givingfunds tO help supportthe project. It proved important to give coherence to a programme, "By combining forces withThe particularly where the interests of students tended to be Adult Education Thamesmead College forBexle); diverse, as in Bedford's music project. When all Youth Centre to offer this is able excitingopportunity students shared a common objective, and started the anyone needing to programme at the same time, the project acquired a help that littleextra tostartthe career structure and focus which helped staff as wPII as opening" doors saidMart in students. And where time had been set aside at the Thamesnlead Wyborn, Youth S.:Community start of the project to plan how to use the 'Centre Manager. Furtherinformation complementary skills which youth workers and tutors can nblainedfrom Martin be brought to the scheme, all who participated found Thamesmead kVybornal benefit. Yom h Contry, YarnIon. Way. 0181 :11002.17 or Tcl: Thamesmead Wi.ng at the CentPe Tel. 311 8165. 0183 BEST COPY AVAILABLE

16 14 Skilled! Support The local projects received support from many quarters, some of them quite surprising. For example, in Bexley, the local police made some of their transport available and this provoked considerable excitement and interest from the students. In Durham, the project received support from the adult education specialists who provided assessment and learning support for students. In Doncaster, staff from both the college and the youth service met frequently not only to plan and review the projects as they unfolded but also to give each other moral supportparticularly important when moving into relatively uncharted waters.

CEDC supported the local projects principally by arranging with the basic skills consultants from Tile Hill College for the induction training of staff. These sessions were highly valued, not only for the advice and guidance given on planning programmes, keeping records, monitoring progress and developing materials, but also for the opportunity they gave staff to meet each other and exchange information, ideas and experience. JP.

Projects were also offered the support of a London- 3i14711;+- - based publicity agency in promoting the programmes locally and in celebrating their achievements. It was sometimes difficult to get local media interested, and an important lesson learnt has been the need to ensure that in news releases and reports words are chosen carefully to describe the projects and the beneficiaries. Any suggestion that the young people may in some sense be inadequate will not only drive away those veal 101r.owsilam.1,10.1. who have shown some interest, but will also deter pro...Art.4M .....,...... 1.01,01. others who might otherwise have been prompted to ...... "..7...... ,...... bi literacy take part. for Edwards st scheme. rePens Men L all&venting in an innorative NVhere vnth reading and bong off even help val ..Arm ...1 sot,..,..panixives Further on-site support to projects was provided by Tile ,oung.amercii, are "'""' '.".. ''''''''''' * ''''''' j;r"::...... _::::::::.::,..rr...__y.rLL,::.:;::zr.,..":,,f.,w,7:.r....~;-_7:::,vn...... ,zt: :::1,,,,;,..;7:"...,...... ::..74.::::7:,.....--:":,_..ii. Hill College, Coventry, which has an excellent track ,,,,,,,,, -Itntinukl rr.,. recOrd in the teaching and learning of basic skills to I rico Wee..,..Z.,, a pi "S:.*ed...... '" 7.4...... `. '''''!, =I'''''''""": Tot:....,..q. ;1=7.:: 0.o. ;::' young and mature adults. A team of four specialist ....t...."',..7...4;..1 Iclogat...re var:.....::;::: etiralooteo7,71.1717177;11: '''''''".'T...... ,,,,. ,ottr1.1.. Ott tutors was deployed to advise the local projects on the V.:Zan'.7;1:1:1..a orK. In -. r.:77":714. '''' .'' 4 10. lers. selection, use and development of materials. :::::=":1-: **,... pol:71:1 gave . A 11. - ..ult. ..". '.f...;:.'.....;41,'"'".".: ''''''''''''7:w .1.A =-I 0.. :"''''',,,:::"7:77:::a....s. . , V, 6nt Driving /A TRAINIIVG force mtha differentopportunity for onoffer angle Crayford, youn9 to job/ess will be Barnehurst next /nonth. youngstersBexleyheath jobless Crayford tween areas, and youth and Barnehurst 17 to 25, aged be- There / centre free driving will begiven next Tuesdaywill beselection has joined driving lessons With Thainestnead forces test 10 youth (March daj cation adult course. as partand a free centre 25)atthe centre edu- of theRoad,BexleyheathinWoodside course fora Learning whichcentres15-week who isinterestedfor anyone ving skills. on used to drive Young dri- as thefocus wal be for in being people ingcommunicationfor itnprov- cs a place con frotn wito on the the skillsand For'tore moreconfidentBallat details BarnehursttheCrayfordcall Tonj 0/322 youth ane 527176. centre BES T COPY AVAILABI4 or A

Skilled! 15 Case studies Liam Becky

At the start of the course Liam lacked motivation and When Becky first came to the scheme her self- was very unsure of himself. His concentration was poor esteem was low and she constantly put herself and and he could only manage a few minutes on a piece of her actions down. Her lack of confidence made it work before his attention would wander to another difficult for her to talk to strangers. But she was young person or something outside the window. He bright, had some very good ideas and was willing found it difficult to complete tasks, got bored easily and to put them down on paper. She was well lost interest in them. When he stopped trying, he failed motivated and would not stop what she was doing to achieve what he had set out to do and this reinforced until she was satisfied with it. his own low opinion of himself. He was in a downward While working on articles for the magazine she was spiral of low self-esteem. He felt he was stupid and encouraged to find things out for herself and this could not cope so he would not try. His own failure to often meant talking to people either in person or on achieve became a self-fulfilling prophecy. But Liam the phone. At first she needed lots of was not stupid. He was disheartened and his financial encouragement to do this but by the end of the and social circumstances made it difficult for him to course she was very keen to use the phone use and extend his abilities. sometimes too keen! Initially we worked on his concentration and By the end of the course Becky had not only encouraged him to redraft and finish his work. After a contributed several articles to the magazine but she few weeks he began to recognise that he was achieving had also completed her full Wordpower at Level 1. some success. He then began to take more pride in his Like many young people, Becky did not find it work, concentrate for longer periods and work on more difficult to learn but she lacked confidence in her complex ideas. He became very focused on completing ability to use newly learnt skills. an article for the magazine and gaining a certificate. He would impress visitors with his enthusiasm. By the end Becky now works in a local coffee shop where she of the course Liam had written a couple of well has to deal with different people on a daily basis researched articles for the magazine and had something she would have been daunted by only a completed two units of Wordpower at Level 1. Liam is few months previously. still attending the programme and trying hard to achieve.

When he joined the course Liam was living in hostel accommodation and his dream was to have his own place. Recently, his biggest challenge has been moving into a flat of his own. He is very pleased with it and soon after he visited the project, having bought a mop, bucket, broom, dustpan and brush to keep it clean. He has also been given a pet cat called Nancy. Through his writing it is clear that he is very attached to his new friend and takes good care of her.

Liam's life has changed enormously during the project. Things still go wrong for him and there are still days when he feels unsure and indecisive. He has, however, gained an enormous amount of confidence both in himself and in his dealings with others. He is also more able to put pen to paper and to express himself both orally and in writing.

Not all improvements in his life can be directly attributed to Skilled! Other agencies and individuals have helped him through this difficult time. However, I am certain that the work Liam has been doing for the magazine and for his Wordpower certificate has enabled him to recognise his skills and this has doubtless contributed to his achievement.

16 Skilled! Peter Steve Peter was a 20 year old young man whose confidence Steve is 24 years old. He attended the first course that and self-esteem were at rock bottom. He was under the we ran at the Crayford & Barnehurst Youth Centre. control of a parent who was violent, unreasonable and Prior to attending the course Steve had done all kinds dominating. He came along to the project with a friend of jobs but had not really found what he wanted to do. (whom he was not supposed to see), and when the He was an enthusiastic participant, always ready to young people decided to fundraise and organise a help and to volunteer when anything needed doing. He holiday was told he would not be allowed to take part. came on to the course having no real formal qualifications, but wanting to find his way forward and As the course progressed, Peter became a little more having a real talent for art. confident and shared some of his life's experiences with us, something he had not done before. His Steve was one of the older participants but lacked situation was pretty awful and he was offered the confidence. Although all of the members of this first opportunity to look at it along with lots of information group were very different, they were very accepting of about what he could do. He decided he did not want each other and worked well together. By the end of the to do anything at that time. course we tried to discuss with group members what they could move on to. It was suggested to Steve that We spoke to his dad about the holiday and Peter he talk to someone about putting together an art joined us. We had a brilliant time. It was Peter's first portfolio for further study but he did not seem to take time away from the family at night. For the first time in up this offer. A few weeks later, however, we found out his life he did not go to bed until 2.00am; he had a pint that he had been to the local college and had enrolled of lager and made decisions about where to go and on a number of courses. We asked Steve to write what to do. He returned a much more confident young something about where he is now and how the course man determined.to hang on to some of that may have helped. independence. Steve wrote: Towards the end of the course, Peter produced an application form that he wanted help with completing. 'Since I last saw you I've started five courses at We helped him with the form and gave him some college. I'm taking: A' Level pre-degree interview practice and tips. He got the job and is now Foundation Diploma in Art History, GNVQ in working part-time in two different supermarkets, photography, and two GSCEs in English and Maths working 34 hours each week. because I couldn't finish them at school. All this is so I might be able to go further to study, at degree Taking part in the Skilled! project, and being in a level. I want to do a Fine Art BA degree. I'm still position to talk to people, has certainly helped this attending Thamesmead Youth Centre with Martin young man on the road to independence. for the D of E and am enjoying it very much.

I've also got a morning cleaning job and am not unemployed any more, and finally I've started a Donna Banger Racing Course with John Gooch at Thamesmead. I haven't heard from the others from Donna had been unemployed for eighteen months the Moving On Project because we all have gone before joining the 'Moving On' scheme at Bexley. After our individual ways. seven weeks she got a job as a 'clinic clerk'. She is still PS All this college stuff is all down to me doing the taking some driving lessons and revising for the driving Moving On Project, at Barnehurst Youth Centre. theory test. When last contacted she was waiting for When I was unemployed my enthusiasm wasn't very the basic skills tutor who had arranged to visit her at high and finding an interest in any job was home so that she could complete one more element of becoming an annoying bore. The course tutors gave Wordpower. This illustrates the strength of me a chance to improve myself and my confidence commitment shown towards the scheme by both, since was really low. I now feel confident at not only the tutor's contract had already expired. It is not taking driving lessons but in knowing what I want possible to say categorically that Donna got the job for my future. I'm not afraid of taking the Big Step.' simply as a result of following the course but she was clearly stimulated by it to try again in the labour The way in which Steve has developed is down to him, market. but, as he said, the course gave him motivation and confidence to go on to the next stage and to decide for himself. The number of participants that the course may have helped in this way is not easily quantified, but we believe it may have acted as a catalyst, helping many of the young people to re-assess their future.

15 Skilled! 17 Young people's writing

Sexual health No job, no money, no home

sexual I am young myselfand writing cm article on health aimed at ),otingpeople aged 16-25. If I was asked to portray Englandin 1997! would SEX there ore many definitions have tocompare it with Victorian If you take the word England. Why and Contraception. bother to upgrade such as Relationships, Diseases Aldershot when thestatistics all the issues but show homelessness Obviously, 1 ant unable to cover in Aldershot ishigh. If we could banish homelessness my main ones areDiseases and Contraception. by the year 2000this would be a far greater issueto celebrate titan Firstly, if you haveunprotected ses you putyourself just because its the Millenium.One way I think HIV, AIDS, genital wartsand would be to make at the risks of homelessness illegal. form of contraceptionis the For 15-20 year-oldsthus gonoreha, etc. The best meaning that the local effective front diseasesand housing associationswould condom which is 99% have to hou,ie them. people think that thePill All of the socialservices are pregnancy. Most young full mostly of but it only in fact young people who can'tget housing will protect them front diseases benefit so why There are many not open upmore hostels for the protects them from pregnancy. homeless. but not as effective asthe other contraceptions Why should the three mentioned above. young people live incheap accommodation. I wouldn't For advice there are manydifferent places you can want to live somewhere that was dampand cheap. If visit. If you are unsure youhave a disease then you our youth don't find accommodation because Medicine) of lack of housing should visit the GUM (Genito-Urinary this would lead benefit Guildford, the telephone to poor health. Wiseup, these youth clinic, there is one at are next generation of 573852 or at Btaingstoke01256 adults. Howare they number is 01483 supposed to work no money no jobno home. This 313333. could also leadto crime in most AIDS circumstances. Then if you find outthat you have become an This does happenand will. National AIDS or HIV victim thenyou can phone Helpline on a 24 hourfreephone number 0800 567123 or you can contactthe HIV and AIDS Test and Counselling atGuildford on 01483 37007. Clinic For contraception go tothe Family Planning to get condomsfree. You can also getcondoms supermarkets and pub toiletsso if front chemists, of you do meet someonein the pub and are thinking having sex with themmake sure you are safe.

To buy the fentidom youhave to purchase them at chemists and supermarketsas the family planning will Clinic do not give theseout, but for the Pill you need to go to see the doctorand they will ask questions and then give youthe Pill which is best for you. If you haveunprotected sex, the following nwrning you can takethe Emergency Pill.

18 skilled! Colin Making radio

My name is Colin. 1 wasborn on 20/08170. 1 was in care at The course the age of two until 1 was18. At the moment 1 am signed was called /Waking ran for five Radio. Thecourse off sick because of backproblems and severe obesity. I weeks and itwas held at the Park Youth Sefton sometimes. Centre. I heard also have difficulty breathing Johnnie about thecourse from at YES. I choseto go on the I get £80 through income support everytwo weeks to live because course I am interestedin radio and on. After I havepaid for clothing, food andtoiletries there have further I wanted to skills inmy folder and is not enough left to last twoweeks. I would like to see the in radio. I did an interview politicians live on this as 1 know theycouldn't. Because with Queen supported Bee on myown. I a vox pop at Brunel that's life. College in group and I did a small a lot of editingon my own, such am a happy-go-lucky personit takes a lot for me to feel Jokes and Drugs as and the DJ interviews. sometimes and I am quick We all down. 1 do have a quick temper made a list ofinterview thinking about what 1 have just skills basedon experiences. to judge people with out When doingthe radio prograinnw said, so I try to think before 1insult people. play the jokes my job was to and the trafficvox pop. but would love to have a am single at the moment I got over thefear of the accommodation and microphoneand helped girlfriend, but I want to sort out my other groupmembers prepare 1 viewed a property offered questions for the way 1 look. Last Thursday interviews.I feel now more able to interview it is a one bedroomflat. 1 cannotwait with confidence. people to me by the council At first closer to independence. , working in a group to move in as thIS is a step problem. Astime went was a on it was notso hard The course wasa valuable learning James and Me organised andformed our own Hard-core experience. Punk band. The name Snotrag camefrom a comic strip based on punks, the cyber Punks.If 1 had enough money I could buy another better microphone asthe last one was naff Snotrag was formed in earlyFebruary 1997 the band The coursewas held at Sefton of Jasen who's a skinhead,James Park Youth Centre. is a four piece consisting heard aboutthe course through I but not least is ColM the Josie Miller who's a hard-core punk and last course wasan introduction The make it in the music to radio. It Punk. The bands main ambition is to about five was JO/- weeks, workingin a group industry. And become the secondbest punk band in radio programme. to producea Exploited are the best punk I overcamemy fear of veaking England. I personally feel The througha microphone, interviewing be second. Snotrag would people on the band this is why Snotrag want to streets, alsoin colleges, punk band ever. 1 would like as well as learninghow to like to be the loudest proudest edit tapes. IfI had any problems Snotrag to be big by word ofmouth. was there, also then Steve,a tutor Johnnieand Rosie and 1 dont care if its boys or girls and generally Richard 1 would like to have children how to socialisebetter. It than 1 was enjoyable was veiy or even both. Iwould love my children better and easy working I in a group. Ifelt at wouldn't spoil my children as ease with bothtutors and students. loved when I was young. I It was a brilliant thing this is a bad thing to doand leads to behavioural course and I feltvery relaxed while punish my best momem working. My problems. 1 admit I would flnd it hard to was mixingup my own tape listeningto the debate and children so I would get the wife todo that. on drugs with Kassan, Bristol drugs a be homeless again. I coultsellor Myworst 10o/71ent I know two things. I never want to having to interview was want to die before I get toold. people on thestreet, but overall the coursewas great. The End

Skilled! 19 Bexley: driving skills project Continuation

Bexley reported that LEA officers have been very In Hampshire, the Daylight Magazine project, with the pleased with the local scheme and its outcomes and support of Hampshire TEC, has been able to secure are intending to run similar programmes across the additional funding for eighteen months from the New borough with SRB funding. They are also intending to Start initiative established by the Department for develop a banger-racing project as an extension of the Education and Employment; the idea is to build on the driving scheme. A presentation about the project was experience of the Skilled! project and an extensive peer made to a senior official from the Government Office training and support programme organised by the for London who expressed considerable interest and county's youth service to devise further Wordpower- encouragement for what has been achieved. The accredited youth literacy initiatives. Discussions are Bexley team is only likely to change the scheme a little also taking place with the Employment Service locally and will build on the foundation of good practice to explore the feasibility of the project contributing to which has already been established. the Gateway stage of the government's New Deal initiative. Bromley is hoping to link its scheme and the young people who have been through it with the Prince's The major lesson for some youth services has been not Trust Volunteers scheme which runs locally. In to try this approach with young people who are Durham, the project has strengthened the local unknown to youth workers. There are also discussions authority community education service's resolve to taking place concerning the ways in which special introduce more accreditation to youth work activities, schools can link with youth services in order to seek so that young people can gain recognition for what Youth Achievement Awards. It is generally intended to they have achieved which can earn currency in the make learning and accreditation much more central to world of work and the local community. In Doncaster, youth work practice. the college will review its provision of basic skills in the community in the light of its experience.

20 Skilled! Basic skills & Funding the programme youth work Until now it has been relatively straightforward to finance education provision of this kind by a judicious use of funds from the Further Education Funding Council (FEFC) and local authority youth service budgets. In the projects described in this report, it was Guidance possible to secure funds from the FEFC by means of the Demand Led Element; this provided for those elements of a college's programme not covered by its main funding allocation. However, this mechanism no onsetting longer applies so it will be important for any scheme to ensure, if possible, that it is incorporated in a college's strategic plan. up alocal It is vital to contact the local FE college to see if it can fund the tuition element of the scheme from existing resources. This is more likely to be the case where a college has not yet achieved its targets for the year. scheme Even colleges which have been successful in hitting their targets may be interested in supporting a scheme, since some may well have limited funding available targeted at widening participation to include students not traditionally represented in further educationjust Creating a the kind of students who are the intended beneficiaries partnership of this initiative. Several local authorities have set themselves objectives As a first step, it is crucial to select staff who are for raising standards of literacy in their local enthusiastic about this initiative and who are prepared communities and may have resources dedicated to this to work together across sectors. Try to identify youth end. A case can also be made for attaching these workers who see the development of basic skills as a projects to broader goals of lifelong learning and local legitimate goal and task for youth work, and basic skills regeneration, since the acquisition of basic skills tutors who are prepared to work informally with enhances employability. In this case Training and challenging students and who are willing to Enterprise Councils and economic development experiment with unorthodox ways of teaching and agencies can legitimately be approached. learning. It is also important that the youth workers and tutors are prepared to work together closely in Other sources of funding that might be approached for planning, delivering and reviewing the programme, this work include Objective 3 of the European Social and that they recognise and respect each other's Fund, Youthstart which is also an EU programme, and complementary skills. the Single Regeneration Budget. Make contact with the local authority officer responsible for securing external Secondly, the spirit of partnership needs to be extended funding or the equivalent member of staff within a to ensure that opinion-formers within the institutions local FEFC sector college to check out all possible and the wider community support the project. In avenues. particular, the local media need to understand what you are trying to achieve so that they can promote the Key features in any funding application should be: scheme accordingly. Check drafts of articles and news evidence of need and interest among the target releases carefully to ensure that the language used group takes account of the sensitivities of young people. a partnership of providers in place and ready to invest

clear goals with identified and measurable outcomes.

Copyright © CEDC 1998 Skilled! Planning the Identifying the programme incentives to attract Time spent on planning is time well spent. Planning students should be concerned with: Disaffected young people are unlikely to be drawn to a team-building among staff scheme solely on the promise of improving their basic devising the programme skills. There has to be an activity included which is inherently enjoyable (such as a residential week-end, agreeing how to recruit the students messing around with motors or playing music) and/or exploring the most suitable forms of accreditation which seems to have some pay-off that will enhance their prospects of getting a job and of earning money. identifying the necessary learning resources This may entail some field research amongst the creating the right environment. intended target group. Free or subsidised driving lessons Clear and realistic objectives are crucial to success, as have proved to be a major incentive not only because of is a well-drawn map or flow chart showing how these the financial benefits, but also because young people can best be achieved. It is important to recognise that recognise that a driving licence puts them at some the map may need to allow for some changes when competitive advantage in the labour market. faced with the demands, interests and vagaries of the It is not worth trying to soft-soap the students with the students themselves. notion that all learning is enjoyable, but it is prudent to A well-planned teaching and learning scheme is build a 'fun' element into the programme at key stages important if the project is to run smoothly. This should to hold their attention and maintain their commitment . include a session-by-session schedule with clear Therefore incentives of one kind or another have to be outcomes for each, and the resources identified for found. An enterprising team should know where they achieving them. It should also clarify which member of can be located and secured at least cost. the team is responsible for which aspects of the session. This plan should also be sufficiently flexible to take Recruiting the students account of contingencies, such as poor attendance There are broadly two approaches to recruiting students. because of bad weather, an unexpected lack of interest The first is to promote the scheme among young people in a chosen activity or a shift in group dynamics. with whom the youth service is already in contact. In It is not uncommon to have to change direction or these cases relationships of trust usually exist, and it is emphasis during a particular session. In such cases it is relatively straightforward to promote this as an important that all agree to do this and that at the end of extension of the existing youth work programme. The the session the causes and consequences of doing so second is to promote this as a new opportunity for are explained. young people not known to the youth service or the providers of basic skills education. The project will then Planning is not something that just happens at the start require imaginative and extensive marketing. of a project with review added on at the end. It is important to allow sufficient time for proper review It is important to set aside a reasonable proportion of the and planning between sessions, to modify programmes budget and to use different strategies for informing in the light of experience as they evolve. Otherwise young people about the programme. There are various detours can become blind alleys. ways of doing this:

street or detached work deploying youth workers to contact young people on their territory and at focal points in the community

circulating flyers and posters in key placesclubs, pubs, retail outlets, doctors' surgeries

using local media, by putting stories and advertisements in newspapers, and features on the local radio

visiting other agencies used by young peopleyouth justice teams, hostels, job centres, youth clubs and persuading colleagues from these other services to refer young people on. And keep badgering them to make the referrals!

Skilled! 4 Copyright C) CEDC 1998 Creating the right Finding, using, environment adapting and creating A base for the project is important. It has to be a place materials where young people feel welcome and where they are comfortable about meeting, not somewhere associated The use of suitable materials are central to the success in their minds with formal education where they may of the project, providing the means through which the have experienced failure. Examples might include a students' learning takes place. Careful and considered youth and community centre to which young people selection, therefore, is of paramount importance. already feel drawn, a college outpost which is not Essentially, materials used should be meaningful, threatening, a place where community activities are stimulating, easily understood by the young people already taking place and where students can gain engaged in the project, and, above all, relevant. access to the resources they needcomputers, Success is far more likely if the materials are related to vehicles, and so on. the theme of the project since student motivation will almost certainly be enhanced. It is also important that the venue has reasonable standards of decor and comfort. Young people are If accreditation is offered, there is a need to ensure that increasingly discriminating consumers and are unlikely the materials used also satisfy the requirements of the to tolerate sub-standard accommodation. awarding body. Where additional materials are required for accreditation purposes, it is important that, where possible, these are adapted to reflect the context of the project. While it is time-consuming to produce Teaching and learning your own materials, they nevertheless have the advantage of being 'tailor-made' for a particular client styles group. They can be very effective when their use is Many young people who need to improve their basic supervised by tutors who feel they have real ownership skills have had experience of education which they of the work. associate with failure, boredom and, in some cases, There is a vast amount of commercially produced conflict. Like all students, they will have different material available on the market and, with careful preferred learning styles. It is therefore important to selection, there is no reason why this should not be ensure that the teaching and learning in these schemes used successfully and meet all the necessary is undertaken with subtlety, sensitivity and, in some requirements. Ideas encountered in published materials cases, stealth. can often be adapted to produce project-specific Some students will not mind attention being drawn to resources. their difficulties and will take readily to a direct approach. Others may need to have their problems approached more obliquely. In the latter case, it may be a question of the students taking part in an activity Assessing work, such as planning the route for a day trip to London recording progress and then reflecting on the process. In doing so they should be encouraged to recognise what they learnt and recognising with regard to reading maPs and calculating distances and journey times. achievement Rigorous but sensitive assessment underpins projects of A balance needs to be struck between individual and the kind mentioned above. Some distinctive forms of group learning. Some students may lack the confidence assessment are essential if work is to be appropriately to function effectively in a group and may think they designed for a particular learner, progress is to be can learn only in a one-to-one situation. These students monitored and achievement of outcomes recognised. will need a fair degree of individual attention initially. However, it is important to encourage them to take One of the first tasks for the tutor is to carry out an part in groups as well and to help them to recognise initial assessment of the young people about to embark how much learning occurs in this way. With patience on any particular project. This should be designed to and sensitivity, students who start out on a programme ensure that the work proposed is relevant, challenging, as withdrawn and shy can find their way into a group and at a level which will maximise the students' and eventually play a full and enjoyable part in its chances of success. Initial assessment can take many learning and development. It is in these situations that forms, not simply 'testing'. It should also involve the skills of youth workers come into play as they consideration of the students' backgrounds and handle both the individual and the rest of the group to achievements and seek to identify any limitations and the mutual benefit of both. needs for support.

Copyright CEDC 1998 25 Skilled! included: Through negotiation with the learner, realistic Accreditation offered in the Skilled! projects objectives can be identified, with some consideration o City and Guilds Wordpower being.given to appropriate teaching and learningstyles. o City and Guilds Numberpower As the student works through a project, it isimportant O NVQ Key Skills Improving Own Learning to record and acknowledgetheir progress and Working With Others achievement of goals at regular intervals. Records accumulated in this way can be used to highlight Problem Solving difficulty which may success, and to identify areas of O NVQ Business Administration require attention or possible renegotiation of Award objectives. For accreditation purposes, comprehensive o ASDAN Foundation Training records are essential, as these provide the crucial o Pitmans ESOL evidence of achievement. O South Yorkshire OpenCollege NetworkMaking Whilst initially the administration and paperwork Tracks with Communication associated with record keeping can appear Probably the best known are the City and Guilds burdensome, it actually does help to make the tutor's Wordpower and Numberpower Certificates, and most job easier and represents an essential aspect ofthe Skilled! projects chose to incorporate elementsof these learning process. certificates into their programmes.

Choosing the most City and Guilds Wordpower suitable form of Certificate This certificate has a number of advantages. Itoffers a accreditation very flexible programmewith a range of different The opportunity to gain a certificate at theend of the levels. It can easily be adapted to meet the project is, for many young people, not only areal requirements of most programmes and students can and achievement, but also a morale booster and confidence work at their own pace. Assessment is on going, builder. Working towards targets required byrealistic the completion and achievement of all the unitsleads accreditation is also likely to increase motivation. to the award of the full certificate.Partial completion also generates a certificate. There is a wide range of accreditation availablewhich can easily be incorporated into aparticular project. However, the qualification is not conducive to group of written The trick is to ensure that, as far as possible, thework work. It also requires a considerable amount that the young people are undertaking iscompatible work which reminded some of the young people element with the requirements of the awarding body.Probably involved in the projects of school. But the oral the best form of accreditation is that whichoffers on- is available for those who lack writtenskills. required going assessment. This ensures that the work On the whole, despite the feeling by somestaff and is for accreditation is integrated into the project involved that the Wordpower Certificate was very relevant, rather than being a seen to be meaningful and time-consuming, it was felt that offering it ateither series of apparently arbitrary, isolated exercises or Entry Level or Level 1 was appropriate forthe young activities which the young people have to complete adult learners involved in the projects. simply in order to satisfy external requirements.

A successful project is one which remainsfocused on the central theme and which also gives studentsthe Open College Network (OCN) opportunity to gain a certificate. A projectcould he These programmes have the advantage of being doomed to failure where its main focus is seen tobe flexible, particularly as they can be 'tailor-made' tosuit completing the work solely for the purposes of the needs of particular groups of learners. Inaddition, accreditation and where the work is not an integral they are often written to incorporate elementsof part of the project. personal and social development. Some teams commented that an OCN programme was more It is important to point out that wherelocal relevant and manageable. accreditation programmes are being offered and funding for them is being sought from the Further Education Funding Council, clear progression routes should be in place for the young peopleinvolved. .26 Pr iI

A wide range of materials was used across the projects. Some were produced commercially; others were customised, not only to fit in with a particular project, but also to meet the requirements of the awarding body, where accreditation was offered.

The best materialswhether customised or commercially-produced are meaningful, stimulating, comprehensible afid, above all, supportive of a particular project. Such materials contribute positively to sustaining and enhancing student motivation.

Occasionally materials were used in isolation and not related to a particular project. While it may sometimes seem necessary for a specific worksheet to be completed to satisfy the requirements of the awarding body, it may in other instances betray a lack of imagination and a less than full understanding of the needs of the learners.

In this section, we give an overview of the ten Skilled! projects, with examples of the various paper-based materials used. In the earlier part of the report, which evaluates the initiative, we refer to other types of resources which were used to support learning (see page 12).

BEST COPY AVAILABLE

Skilled! 21 With hindsight, closer dialogue between the basic skills tutor and the youth worker in the planningstages Bedford would have made it easier to devise materialsrelevant The scheme was based at BedfordYouth House, to the practical work. Ten weeks did notprove long enough to produce sufficient evidence forWordpower located in the town centre adjacentto the local FE and Numberpower accreditation.However, some of college. There were two projects.The first was the students continued workingon their portfolios after the project was completed. concerned with music and madeuse of the Youth House's music studio with its supplyof mixing and Effective links were made with referralagencies, including social workers and housingassociations, in recording equipment andinstruments. Despite the recruiting young people for the secondproject. This different musical tastes of thestudents, they were was a twelve-week programme on driving skills which able to work togetheron small pieces of included ten hours of free driving lessonsfor each student and forty hours of literacy andnumeracy composition. related to driving.

For the project, a widerange of materials was used Examples of work included reading andlearning the Highway Code, preparing for the written both customised and commercially test and produced. The calculating distances. All of the studentswho took part, materials were used in situ (in therecording studio) aged between 17 and 25years, were looking for work and believed the programme would and also in the smallgroup classroom setting with improve their prospects. the basic skills tutor. Items drawnfrom the music business were used, suchas an application form to license a record. Thecontent of the material was not only relevant to the project,but also met the requirements of the Wordpoweraccreditation being offered. Communication SkillsEvidence

Unit 301 Read and respond to textual andgraphical material Element 1: Extract the main idea froma written source. Operating instructions for cassette player(eg playback, Wiring of the plugfor cassette ptayer. or record). Explain in simple terms what MIDI is,or sampling etc. Obtain addresse(s)from advertisements relating to: companies pressing services,recording studios providing record Words of chosen etc. song from albumcover or notes. Element 2: Extract information froma graphical source. Pop music chartsfrom music papers. Prices from record pressing companiesprice lists. Identifying parts ofcassette recorder.

Element 3: Referto instructions to HANIMEX HCP I 500 cassette player carry out an activity. CASSETTE ease.. .1111 NU re.. the lea ea. Operating instructions Tes nasette 11. ..11 Daly A 04 for cassette player ..... Wiring of the plug (eg playback,or record). eau eloo. U for cassette player. PLAY BACK boos AItar cassette PLAY peels.. Meow petrol ( To ass eatate.1.1 PI STOP pooIt FAST FORWARD AND REWIND Element 1: Complete For Fa. Ars*. .aaa. or ...log a form. PAST POAWAIM, F.fl ow REWIND. a) W.. Ga..4 AC Casa.. See.t. (0 E... S... HEADPHONE SOCKET Application for licenceto press record. m s-he 1121017 ye. oeia le stah theadobise S Pl. sod Pa- prso Fill in Action Plan 11. yee. hesAphes. hao Um form for makingcover version. Wink alea Complete Activity/Task ..11.1.1.1 Sheets for workcompleted. Adelhkesily =Mot es.. may ahAs a Element 2: Write OPERATION AC/B SIC.O. letters, notes andother Messages. SPECIFICATIONS AC/ Te*L"V .Lt,t .1/heu ash STlemia Write letter to MCPS 11.tery WI.. pos. as. I. easveresos roar (1) by pioldso Pre4e.. A.A.. DOblet to accompany opera.. 0o. die Poi. Mae. No. thal Write to record application for licence Area. I ere.. 11/ es. Al W... IA.. Lase 0. pressing companies to press record. IUbatte.s. W.- . El.. . La. thes Write down for prices. ...Sy se... erlde the set. Al.. eme. the Pam For.. notes, suggestions deol ...... tt ile..1 Them for cover version hag... mi. OA siS A, osed ier lese Write note to tutorfor equipment for group members. Copy words of required, booking chosen cover version. studio, etc. Element 3:Convey ideas, feelings and experiences in writing. AVAIL/ME Explain choice ofsong to record for BEST COPY Explain experiences cover version. based on coverversion project.

22 Skilled! 2P PRODUCT DETAILS APPUCA11014FORLICOICE UNDER MOS A.P.2/A.P.2A AGREEMENR arORDnatacarnen wet* adosaeo, 0,110.6.1Messa P4SD-ROM.C13.0001 TELV""4 *RPOCAN' -Van - CONTACI RAME °Wall Cor.rwr 1,1 RIK Of RELEASE *LEV Tag %ABEL -- Af1:61,compooto SKR° FOW4 ea, rounifoamo $E004 MR'''it fisST Kam° cromeGuE

rrEus

,2mhs.nv

sraCO

SPES

NO Of ,MCAS Os.

SKOP/ CEAWRES

SAR COM

LIANR,ACT,PER

maREss

,,,,AFActui4E0 pincE Goa. r 4WeWM( 0 Not lot 56.

9,00001 NICNONG ma pmuonosm.14-t-cw at, nrs, DISIRISUTORP FasrosrFaR61 Dts,auTopis MST OtSTZSUIONE4

NumeracyEvidence Unit 301 Handle data Element 1: Read, writeand report numbers. Selectingpossible Inform cover versions group members from PopCharts. Read, write of numbered down andtell other features on Read, write group memberscassette player. down andinform group of prices vertisements. members of from pricelists. telephone numbers fromad= Element 2:Extract data from tablesand charts. Pop musiccharts from musicpapers. Ordering partsor equipment Checkingon availability etc., froma catalogue. Check on of studio for suitable times recording. bles. for rehearsalor meeting depending on studenttimeta. Element 3:Count and report quantities and batches. Count records/CDs tocheck correct Count out number on correct numberof Activity delivery. Sheets/Action Unit 302 plans perstudent. Apply NumberSkills Element 1:Make and receive cashand non-cash payments. Pay forguitar strings, Pay by cheque records,plugs or postal etc., for small orderfor record amounts. pressing etc. Element 2:Select goods and services. Select company topress record. Select methodof Select choice posting/payment. of formatfor cover version, vinyl, Element CD etc. 3:Record theuse of available resources. Make list of equipment Make a list required and of available cost and seta budget. resources forrecording includingmusical instruments.

131r (COPY VATLATI11.1 26) As well as learning basic skills usingmaterials devised by the tutor, the students met with policeand insurance company representatives whoinformed them about the legal aspects of driving. The programme included visits to a carauction, 'banger' 'Moving on', as its name suggests, wasconcerned racing, and a residential stay which provided opportunities for go-karting. The students had alot of with with driving skills. After initial problems fun while improving their basic skills andself-esteem. recruitment, an advertisement in one ofthe local At the end of the project, a presentation wasmade to newspapers generatedconsiderable interest to the the leader of the council, the Director of Educationand extent that three programmes were runin two a senior official from theGovernment Office for London. The various agencies which had contributed five young people separate venues. A total of thirty to the project (police, drivingschool), and the students took part, mainly aged between 17 and 25 years; themselves, described what had happened and the the some were single parents, somehad experienced benefits which had been derived. Staff involved in Bexley project produced a set of instructions onhow to mental health problems and most lackedself- drive a go-kart. confidence. The materials conformed to the requirements of Wordpower. The instructions were attached to a detailed, clearly-labelled diagram of a go-kart and given to the young people when they visited Thamesmead Youth and Community Centre to use the go-karts. Having studied the diagram, the young people were then able to compare it with the real thing and follow the instructions in practice. A wordsearch, with words connected to go-carting, was also produced for the young people to complete while waiting for their turn.

The Bexley project drew on materials used in everyday life such as application forms for a provisional driving licence and for an insurance policy, maps to work out various routes and the Highway Code. Thesematerials were compatible with the requirementsof Wordpower. A commercially produced book of sample questions was also used for the DrivingTheory Test.

r TF,

3D Using a 'Dingo'go-kart

I. Check footbrake for operation.

2. Check lockbrake for operation.

3. Check fuel quantity.

4. Check sump oil level.

lockbrake. 5. Check front wheels and apply

6. Adjust choke lever to 'on'.

7. Adjust fuel lever to 'on'.

'on' position. 8. Put magneto switch in

sharply and repeat untilengine starts. 9. Pull flywheel rope handle position and repeat steps 6-9. after 5 goeswait 3 minutes, reduce choke 10.If engine doesn't start

STEERING HAND HOLD FUEL TANK WHEEL

THROTTLE CABLE

THROTTLE PEDAL

BRAKE REMOTE ROD STOP TIE RODS SWITCH

BRAKE PEDAL

skilled! 25 Movingon

Theory test Example questions (ll)

Ql. A vehicle has a flashing green light.What does this mean? Q4. A red traffic lightmeans

A doctor is answeringan emergency call. ElYou must stop behindthe white stop line.

0 The vehicle isslow moving. ElYou may drive straighton if there is no other traffic.

ElIt is a motorway police patrol vehicle. EJYou may turn left if itis safe to do so.

ElA vehicle is carryinghazardous chemicals. 0 You must slow down andprepare to stop if traffic has started to cross.

Q2. You are driving on an icy road. Howcan you avoid wheel spin? Q5. Braking distanceson ice can be

ElDrive at a slow speed in as high a gear (as) possible. El2 times normal distance. O Use thehand brake if the wheels start to slip. 0 5 times normal distance. Brake gently and repeatedly. 0 7 times normal distance. 0 Drive ina low gear at all times. 0 10 times normal distance.

Q3. You have stopped at thescene of an accident to Q6. You meet give help. Which three an obstruction onyour side of the road. things shouldyou do? You must O Keep injured peoplewarm and comfortable. Drive on, it is your right 0 K eep injured of way. people calm by talkingto them reassuringly. O Give way to oncomingtraffic. O Keep injured people on the move by ElWave oncoming vehicles around. walking them through.

0 Accelerate to get pastfirst. ElG ive injured peoplea warm drink.

M ake sure injuredpeople are not left alone. Q7. What is the national speed limit forcars and motorcycles on a dualcarriageway?

0 30mph

0 50mph

El 60mph

El 70mph

3 4' 26 skilled! The second project did not have the same clear focus. The plan was to bring together disparate groups of young people from the same inner-cityneighbourhood to] to form relationships and assess their needs and interests as the basis for developing their own local The first project involved young peoplefrom youth activities. This was to be achieved through a radio residential stay in the hills near Brecon. Unfortunately different parts of the city meeting to make a the group dynamics ran counter to group cohesion and programme for a local youthradio station. Through it proved difficult to achieve the objectives that had the project the students learnt some ofthe practical been set, one of which was the improvement of basic skills. skills necessary to produce their own programme with an emphasis on the spoken word rather than music. They also enhanced their confidenceand skills in communication and presentation.

Those young people who were recruited had special educational needs, being emotionally and behaviourally challenged and challenging. They Bromley decided they wanted to take a small group of local disadvantaged children on a short holiday and the This project was located at a youth centrewhich project involved fundraising and organising the holiday. They took a fair measure of responsibility for was unfortunately stigmatisedby many local young this and were successful. They were required to use people because of its previous association with and improve their communication skills in order to travellers. Its reputation and the lack of supportand produce posters, to make telephone calls, and then to record their progress and achievements in their log- interest shown in the project by local referral books. They did all the necessary work but were agencies meant that numbers were low. daunted by the challenge of collecting and producing reliable evidence.

II The timing (mornings from 9.30 to 12.30) and the unfamiliar venue proved to be a disincentive. In order Doncaster to make viable numbers, students, all beyond the statutory school-leaving age, were recruited from local special schools. Much of the work involved the use of Despite the circulation of posters and flyers and the computers, mostly for word-processing, and students use of local networks to publicise the scheme, it responded well to the opportunities. In the process they also developed their social skills. The staff decided to proved difficult to recruit the intended target group use a local Open College Network qualification for the first projectyoung people living in bed-sit 'Making trackscommunication' because they found it more flexible and better suited to the needs of the accommodation in the town centre. students than Wordpower or Numberpower.

The second project was located in the youth centre in Conisborough, a small town on the edge of Doncaster. Here the students used their word processing skills to produce calendars and a young person's guide to the town. The project made good use of the centre's resources including computers, printers, video and photographic still cameras and the centre's darkroom. Although calendars and fact files do not seem inspiring in themselves, the young people in Conisborough, who had special learning needs, responded well because they had access to computers in the friendly learning environment of the local youth and community centre. The combination of IT and paper-based resources, together with the resourcefulness and enthusiasm of the basic skills tutor and youth workers, made the paper resources work well. ghly) How may ticikshave I tucked(rou

Use a calculator:

I years old ......

60 secants 60 inates a 14 hours

a daYs

11 52 *leeks The months

Read,

January February Ju ly tittles t March tocked August My &Warts April September May October June November December

Match the parts:

Jan ch Write the daysof the week Ju to Feb ber ay Au Mar r u ber ne Sep Apr cern ber ary Oc tern ii gust No Ju ber ary De vem ly

What day is ittoday ?

hest? What daydo you like least? Whatday do you like

What days areweekend days? TV progmmrae on? What day isyour favourite

Skilled! 29 Durham 3

The first project was located in a small garage/ workshop in Barnard Castle in the west of the county. Here young men from the town attended three nights a week to work on cars and engines and to build a buggy from scratch. They alsohad opportunities to drive off-road. In the process they picked up mechanical knowledge and skills and

learnt how to drive responsibly. They also developed The second project was in the north of the county. At a the key skills of 'working with others' and youth club in a small village named Quaking Houses, 'improving their own learning and petformance'. students developed their literacy skills to ptbduce a magazine about the experiences and prospects of young With the help of the basic skills tutor they compiled people in the community. At the Stanley Youth Centre a sufficient evidence to submit porolios for RSA small group of students produced some creative writing and comic strips as a means of achieving parts of units accreditation. the Wordpower qualification.

The team involved in the Girls' Work project adapted the Wordpower Level 1 student pack to make it more user-friendly for the members of the group. Features of the pack included a graphic pictorial cover likely to appeal to and catch the eye of the young people involved. The Personal Achievement Record was redesigned, reworded, simplified and relocated at the end. Individual record sheets were also redesigned so that they were clearer and easier to understand.

The overall result was a pack more likely to appeal to, and to be understood by, young people. Instead of being put off by obscure terms such as 'performance criteria' and 'evidence indicators', learners were given clear guidance such as 'What you need to do' and 'You must' with the requirements clearly stated.

36, Personal AchievementRecord Level1

,... TASK Unit 304 4 1 411 (l) Extract and Reading 'II.:',,, understand inflammation 1 2 3 4 from a variety ofwritten sources. ri ri (2) Extract andunderstand information from a variety ofgraphical sources. (3) Fbllow writtenand graphical information to carry outan activity. ri (4) Find specific information froma reference source. .. lir Unit 305 (1) Complete a form. Writing,,

(2) Communicateinihrmation through letters. notes. reportsand memos. (3) Write about ideas, feelingsand experiences. .. Blab JE,Unit 306 Blab (1) Pass information Talking Blab on to one person verbally. . (2) Obtain verbal information fromone person I

(3) Hold a conversationwith one person

11011-11----"ES

have extracted andunderstood evidence that you les, bar, pie orline must contain sources (e.g.timetab Your portfolio rfifferent graphical information from two , illus ). calendars,photographstrations are the charts, maps, ators. Variables least twovadablerftwfic re thefnsh must contain at f a bus titneta Each graphical source change e.g. thevariablesoble atimes. The infonnation which these different factors of the bus stops at ages are WOand a&e. d the different 001heights at different the bus arrives an peoples variables of a graphmeasuring such as text or akey to obtain must haveadditional information The graphical sources the inforniationrequired. You Must:

(A) Idendy theinformation required. accurately using phrases and images sources such as meanings ofunfarnitiar words, manuals or ond (8) Identify the thesauruses or such es dictionaries, clarify meanings written sources colleagues to tutors, projectworkers and A.nsviers that as long asthere is evidence verbally, in writingor on video etc mid images are May be recorded words, phrases required is identifiedand unfamiliar the information clarified.

Skilled! 3 1 ACTIVITIES Wbat You NeedTo Do: information have communicated contain evidence that you topic, including dealing with a different Your portfolio must occasions each time through writing on four which should behandwritten. one letter and onereport, one of written massage to a communications are lettersof complaint, a Examples of written instructions using anillustration. event or written colleague, a report on an You Must: or note. format for either aletter, report, memo (A) Use a suitable messages in clearand concise order. (B) Convey ideas or conventions. spelling, punctuation tofollow standard (C) Check grammar, diagrams if relevant. sketches, charts or such as photographs, (D) Use illusuations Answers

Must be recordedin writing. Ij2cAngri OKCE 'TY E Lypitgl

(1)

(2)

(3)

(4) ACT/v/77Es PROJECT WORKER STUDENT

SIGNATURES What our portfolio You Need DATE Person must contain To Dos on three evidence INVOLVDSEler occasions, that PLOWCT WillS GRI.SW01. PROEM you have AMMAN JEFFREY ANDIS A each timedealing obtained ofOrillIGHT Of CALE LMIEMOIS information tion canbe obtained with a different to one through topic. other use of thetelephone or face to face with an A) Uselanguage, You Must: tone of voice,manner other and body person and language thesituationwhich isappropriam (B) speak legibly, to the clearly and concisey (C) Askrelevam l (D) Check questions your understanding in a sensible order of the information (E) Request the other fiirthersources persons ivinggi of information, you. if Answers .

Must berecorded E N orally. RAI OPE DENCE

31EST COPYAVAHABLE

32 Skilled! Idflço rkshire

7 r .1186-- The first project recruited young men some from the village of Pocklington and from the small town of Goole. Local agencies proved unable to provide the scheme with referrals. The group met for five hours once a week at the Goole Youth Centre which is based on a school site. The focus was the CBT (Compulsory Basic Training) for motorcycling. The major incentive was a free test which usually costs £70 and plenty of opportunities to practise handling skills. The learning materials developed by the basic skills tutor were specifically related to motor cycles and also involved the students in calculating journey times and average speeds.

The basic skills tutor worked hard to find commercially-produced materials, which were not only relevant to the subject but also of interest to the learners. The materials became the focus for discussion in the group; they were both useful to the young people, thereby enhancing their motivation, and also allowed for a variety of different activities.

The second project was in the seaside town of Bridlington. The original plan had been to build a coble, a small sailing craft particular to the area, thus perpetuating local tradition. Unfortunately the costs of doing this proved prohibitive so the plans were changed and the students built a fibre-glass dinghy instead. In the process they learnt both basic and key skills, using quality materials especially adapted by the tutor. The students were recruited from a Work Skills training course at the local FE college because the team had been unable to recruit from the intended target group: those not in education, training or work. Nevertheless, the project enriched and extended the course that the students were following and they gained much from the experience.

39 Skilled! ,73 Gear difference inprice between MOTOR 0,C. Motorbike 5 Whatis the AcassoRrb, cost less and leatheTgioves? but they p\IC gloves be noisy, last in tratit. Motorbikes mayand can be than a carto tun you buy a bill.. p though, when 6 Total this the gearthat goes 35 20 Unfortunately,also need you some woe poets 32 AO Hamm Motorbike you opposite shows vvith 'The page cotton 00(81 as 95 ekeinOes. pkteather \36(et

rAce 03 A S....piker.ai a A eS CU Pulsar cessOrie5 w Look atlielaaets than a Stadium I..oolt at Ac oo mrn). 4O1 Of f (al I-lowmuch less eob has 2efan micro 1 / CO 95 Wage'? Firebird cost altogether"? avl is a Stadiu th a Centurion much do they la rtive tnt Puy much more neenet, co) 1-kow ot. 1.33 PS PO \se lc% be the price is a Stadium betWeen the 8 What w rs (95peach) the pncedifference licence ho (c) What is (a) a dozen helmets'? between the bags t\NOcheapest (13) hall adozen tank the pricedifference bags 004:svly (d) What is Mime and the (c) a coupleof pannier open face and chaos(3.)'? 'ever popular helmet"? (d) ten lock 'A.C.U.approved fibreglass ACCESSORIES SPARES 'the c'50 to Look atClothing 29.95 Means ot et 0,MCK. V< nwv.laCup boots trona but soMecost 2 Leatber are 09.95 Tyre 919 ctleaPest boots Which'? cost£2995'. The pressures more' ra8 boots compressed Marked with a'from' carries the air in thetyre (or items are As the weight ofthe inner tube) 3 Wnich and pnce'? Begin., the tyresmotorcycle isridden the OverMitts . . flex (at the sidewalls of duces ). This If the flexingpro- bill.. can c-aTiFe-lh-e tyTeTireTgure A "Total thits tyre to fail is too , it Low through pressurescan also over Ape oiP\IC gauntlets Look at the cause other A pair ofundergloves is contactingdiagram and problems. the road.see how little A pair ofOerriboots the tread The outer parts If the of the lyre treed tyre hasnot got wear quickly in it, the air well motorcycledoes not pressure There Is little it weaves handlevery contact with the could along the the road creep around road andthe tyre inner tube the rim. with it and It couldpull an pulling outthe cause a the tyre by has toc-r. (from theinner tube). can be just air pressure If as ligiTfifrirds in it this Look at the too littleair is contactingdiagramand see pressure. the road. how muchtread Little tread With too contact with the road,rapid of air thereis a greater wear takes place to the danger In the centreof by sharp casing and the tread objects, the tread easi y. because it being will notgive Now lookat the inflation. diagram showing thecorrect The correctair maximummileage,pressure gives road holding. machinecontrol and The tyreis kept at which at the it was contour(shape) designed torun.

Good area of in contact tread wIlh the road Some high / always beperformance . fitted so tyres have rotating. that the a directional This willhelp toarrow pointsin the arrow on the e.g. brakingor keep the same sidewall. join in the as the wheelThis should Tyresare also . tyre from is designed rated for . up at high to go ona fast performance. loading, tyre. The This ratingis to ratingsare shownmotorcyclewhich make . L = 75 mph, on the may cause sure thatthe tyre M = 81 sidewall of a lot of heat is 77-67/er130 mph. mph, P the tyre and force = 93 mph,S = 113 and referto the on the mph, H maximum = 130 mphand

13EST COPY AVAILABLE 34 sitiltedi A II Toe tliftRCIR 1 Om/Vanes tank. 2 Centre board 43 FIacatr'"calthe Th Rudder 05 nittr;.*: .: 7 Fooest 0 Forward

eof .3 Fate= torticck, 412'A 1,91171:111shroudFICInG:Bitelift:y;:lifgaW.

al..20 main., Jib se.m.rd 22 .193.h.t ^.114rd 29 sart. /43L.4- 28 durum M a Si

c.a.111

--35 Sail

is a great Class Dinghy family, from The Mirror the whole designed for through rounder sailingenthusiasttraining or the veryyoungest suitable for Equally the veryoldest. portable andextremely racing, itis buoyant, simple tosail.

SpecVicadonsi to' (3.30M) Length: 4'7" (1.40m1 Beam. (Go qrs (45.5kg) (61.4 kg) weight 135 lbs complete 49 sq ft(4.6410 main .S9n31 Sail area; 20 sq ftc1

Skilled! 3. TTIRST COPYAVAI1ABLE Despite their problems, they were extremely well motivated and decided to produce a magazine, a kind Hampshire of small-scale local version of the Big Issue. This featured their own powerfully written accounts of life at the sharp end. They completed units towards their This project was jointly run by the local FE college Wordpower qualification and surprised the staff (and and a daytime drop-in centre for young peoplerun themselves!) with the diligence and enthusiasm with which they compiled their portfolios. The highlight of by the local youth service. It targeted young people the course was a trip to London, partly to put the living in single-person hostel accommodation in finishing touches to their work.

Aldershot, some of whom had been in trouble with The focus for the Hampshire project was the the law and had problems associated with drugs. production of a magazine, the content of which enabled the young people to complete units towards their Wordpower qualification. Regular access to IT facilities added to their motivation and enhanced the THE BICYCLE production of the magazine. wheels fixed intandem to a vehicle made upof arrangement of pedals A bicycle is a and moved by an Additional paper-based materials were used with the by ______, dates frame, steered The name of themodern bicycle young people, not only to meet the requirements of the and gears drivenby the _. machine were knownas versions of this 18th century. awarding body, but also to add some variety to their from 1869. French name datingfrom the late vélocipèdes, from a sessions. The choice of materials was important for this popular as early moved by the feet were an client group. Relevance, stimulation and age- Crude two-wheeled _____century. In 1690 aFrenchman half of the 17th which the were appropriateness were some of the factors the tutor had as the second consisting of awooden beam to early ____, the rider sat on a 011 the to take into account. had no handlebar; pushing his or herfeet fixed. The vehicle the machine by beam and ___and designed the ground. In 1816 aGerMall nobleman against the had a handlebar with a steeringdevice. This two-wheeled bike the front wheelcould be that moved onthe ____, so Life's LikeThat (1) using the wordsbelow only once. Fill in the spaces The evening of clairvoyanceon Tuesday December cancelled owingto unforeseen 4th at 7 p.m. frametwo first steere circumstances. has been wheels feetcushion turned -East Kent Times bicyclevehicles East German handlebars machine swimmer Sylvia Ester seta world 100-metres seconds in 1967- but officials refused record of 57.9 the nude. to recognise invented it becauseshe swam in bike riBritish publishers ridden a bicycle? Write about a Ladybird Books Have you ever the Ministry of were surprised did not I Defence for to receivean order from perhaps one you a set of books forits staff explaining computer work. Thefirm wrote back how designed forchildren aged pointing out thatthe books nine andupwards. The were replied confirmingthe order. Defence Ministry

A big-sellingvodka firm decided thought the Karma to drop its advertising Sutra wasan Indian restaurant line, whichwent :'I Smirnoff.' An until I discovered executive of thefirm said, 'We discovered that conducted a 60 % of peopledid think it survey and was an Indianrestaurant.' Lady Astoronce told Sir Winston Churchill, 'If poison inyour coffee.' Churchill I were yourwife, I'd put drink it.' replied, 'And if I wereyour husband, I'd

Pauline Jenkinshad a 'hell of discovered a shock' on her that her husband wedding nightwhen she and then,' she was a woman.'I threatened said. 'But Iwent downstairs to leave there and madea cup of tea instead.' BEST COPY AVAILABLE -News of theWodd We have allencountered Write about someone or something something which which hasmade us laugh. out your favourite you have found joke. Don't forget funny. Maybeyou could write what someone to use speech actually says. marks if youare writing

36 Skilled! AZ Tracy'sstrong arm tacticrescuesman trappedunderhiscar

WHEN 23-year-oldTracy lf V Davis heardscreams emanating fromunder- neath the AustinMontego parked on herstreet she knew therewas only one course of action shecould take, writes JamieWilson- Rather than waitfor the AA or the firebrigade Ms Davis randownstairs, barged pastonlookers, lifted the car withone arm, and extricated theunfortu- nate man trappedunder- neath with the other. Danny Webster,of Stret- ford, Manchester,had been working underneath Montego when thethe gave way and the jack top of him. car fell on Yesterday Ms Davissaid: "I was on thebalcony of my fiat when I heardsomeone screaming. It wasn'ta normal scream. He real pain. sounded in "Everyone was sayingto jack the car upagain, but I knew the bestthing would be to lift it upmanually and get him out assoon as poss- Webster workingon ? ible. I'm prettystrong any- 1. What makeof car was Danny way, and the car didn'tfeel heavy at all whenI did it, but I had a bitof a sore back the,day after.I used to Traty Davis doto help ? work out all the timeso I've 2. What did got a bit of muscleon me." Mr Webster,23, was taken to TraffordGeneral hurt ? Hospital with asuspected 3. How badlywas Danny brokenspine. revealed a fracturedX-rays bone and damagedcollar ments. liga- ? 4. What isTracy's nickname "I can rememberbeing underneath whenthe car started to shakeand came ? down on top ofme. I could anything elsewhich was brave feel the whole 5. Has Tracyever done car on my chest.weight of the two of the tyresBecause the car was onlywere flat, M. Listed below up by my body."being held was mentionof waiting for the In the article there them out in full. The 16-stone MsDavis, are someabbreviations. WrAe whom neighbourshave nicknamed "GeoffCapes" after the formerstrong- AA man, is no strangerto he- roic deeds. Sheonce scared away a gang of thugs were who 1N1B neighbour.threatening a GB

RSVP

RSPCA

VIP

out the days d of the week areabbreviated. Write Sometimes the forms. Rememberto use capital of the weekandthayseir abbreviated letters whennecessary. 43 skilled! 37 CRIPPLED BYNIGHTMARE

injuries unit Birtles lay crippledin a spinal Sleepwalker Nicky nightmare. jumping from awindow during a yesterday after bedroom in terrorat 5am after from her upstairs Nicky, 16, leapt She crashed15ft had set thehouse on fire. dreaming burglars fracturing twobones in her back feet first on to aconcrete path, wake up ! Nicky both heels. Butshe still didn't and smashing stomach to aneighbour's door. crawled 100yards on her to recover. warned she couldtake five years Specialists have what happened.The night :"I still can't believe flames were She said last I knew I had toescape. The dream was justso vivid. downstairs and I was surethe burglars were getting closer thinking, that there wasonly one blocking the door.I remember path, then I rememberfalling, hitting the way out:the window. crawling off toget help." probably alwayshave a limp and The specialistssay she will backache becauseof the fractures. walk "Nicky's going tohave to learn to Diane said, that Stunned mum burgled recentlyand obviously Her gran was girl all over again. to bed. Luckilyshe's a plucky was on hermind as she went But I've told herI'm going she will comethrough this. and I'm sure bars on all ourbedroom windowsr to strap herin bed and put 4.,""'"

1. Why was Nicky in hospital?

2. How longmay it take for her to recover? 3. What was Nicky dreamingabout ? 4. What bones did she break? 5. What is Nicky's mum's name? A,9: §: .4° 6. Who was burgled ward yesterday fro recovers in a hospital recently ? Stricken . . .sleepwalker Nidcy 7. What isher mum going again? to do to preventit happening

Vocabularyand spelling practice

Write outall the numbers in the passageas words. Write out the numbersone to ten in words.

Name five bones in your bodyand list them in alphabeticalorder.

Write downas many words feelings as you can think about the incident. of to describeNicky's

Use threeof these words in sentencesof your own.

38 skidedt A A Kingston-upon-Thames

This project recruited a wide range of young people; The purpose was to produce a CD-ROM as a record of . an adventurous weekend they shared together at a some were refugees, some were from a local drugs residential outdoor education centre in Surrey. There rehabilitation centre, some were already known to were three stages to the project: preparing for the the youth service. weekend when they learned the technical skills necessary for recording the activities, such as using a video-camera; the weekend itself which was packed with activities; and the follow-up sessions when the students processed the material they had collected and used it to compile the CD-ROM. The first two stages went well. Unfortunately insensitive local press coverage of the project upset some of the participants and only a few turned up to the final sessions to compile the CD-ROM. West Sussex

The West Sussex Skilled! project sought to recruit The project experienced serious recruitment problems in transferring existing supportive relations between young people known to (but not making regular use young people and project youth workers. Not wishing of) the Youth Service from the multi-ethnic to compromise their agreement with CEDC, West community in Crawley and the rural areas around Sussex withdrew from the scheme. Pulborough. Of the six young people who did participate, five have found jobs and one of these has also left home. Three participants have also been encouraged into mainstream education. The West Sussex Youth Service and Adult Basic Education Service are planning to relaunch the project later this year in partnership with the University of Sussex.

Al. w HOIS sr.

UN BGTTONVIi ...0111.

-As 45' Skilled! 39 Contacts

Local schemes Doncaster Kingston-upon-Thames Dave Churchill, Youth and Jenny Arokiosamy, Adult Education Bedfordshire Community Service, The Council Service, North Kingston Centre, Brian Cooper, North Bedford Area House, PO Box 270, College Road, Richmond Road, Kingston-upon- Youth Office, Westfield House Doncaster DN1 3AF Thames KT2 5PE Youth Centre, Chester Road, Tel: 01302 737 375 Tel: 0181 547 6724 Bedford MK40 4HW Tel: 01324 210 406 Durham Hampshire Anne Adams, Return to Learn, Front Wendy Cole, Essential Skills Co- Bexley Street, Stanley, County Durham ordinator, County Hall, Chichester, Jane Vong, Thamesmead Youth and DH9 OST West Sussex P019 1RF Community Centre, Yarnton Way, Tel: 01207 230 521 Erith, Kent DA14 4DR Central support Tel: 0181 311 8165 East Riding of Yorkshire Margaret Walker, Community Bryan Merton, CEDC, Woodway Bristol Education Service, County Hall, Park School, Wigston Road, Coventry CV2 2RH Chris Cox, Youth Education Beverley H U17 9 BA Service, 14 Frederick Place, Bristol Tel: 01482 884 478 Tel: 01 203 655 700 BS8 lAS Liz Varnish, The Learning Centre, Tel: 0117 973 9744 Hampshire Tile Hill College, Tile Hill lane, Lesley Buck land, Heart Rushmoor Coventry CV4 9SU Bromley Area Youth Office, 1 Pickford Tel: 01 203 694 200 Ian Ward, Youth Work UK, Street, Aldershot GU11 1TY Tel: 01243 777 386 Southern Area Youth Office, Duke Tel: 01252 337 386 Youth Centre, St Mary Cray, Orpington, Kent BR5 4AS Tel: 01689 898 009

Resource list

The Basic Skills Agency should be Resources - a guide to basic skills NATIONAL the first point of call for tutors material for schools and colleges - LITERACY looking for suitable teaching/ age group 14-19 - a learning materials. It produces comprehensive guide to literacy TRUST ann.H to..Hirnjinng hoc which and numeracy materials for adults. contain information about all their All the material included has been The National Literacy Trust published materials including reviewed by teachers experienced publishes annually its Guide to books, readers, teaching packs, in working with young people and books on literacy - a videos, reports, leaflets and posters. each item has a star rating. comprehensive resource guide It also provides information about which gives information about the Contact: Basic Skills Agency, material published in conjunction books published in that year. Commonwealth House, 1-19 New with other companies. All their Oxford Street, London WC1A 1NU Contact: The National Literacy publications are available by mail- Trust, Swire House, 59 Buckingham order through their distributors, Tel: 0171 405 4017 Gate, London SW1E 6AJ Avanti Books. Tel: 01 71 828 2435 Skilled!

Skilled! is a national demonstration 171".7177.^ *ennui project which provides 11P" ° 111111P opportunities for disaffected and w Nifq underachieving young people aged 16 and over to develop their basic skills through youth work and informal learnilig. This report describes the scheme, which has been funded by News International, supported by the' National Literacy Trust and managed by CEDC.

In ten areas of the country CEDC has worked in partnership with NATIONAL local authority youth services and LITERACY further education colleges to TRUST involve young people who would not normally participate in mainstream education. The scheme adopts youth work approaches in its recruitment and style of delivery and weaves-the teaching of basic skills (literacy and numeracy) into youth work activities.

ISBN: 0 947607 41 2 CEDC t,IP Wilening tprommirie Pr learning 401111 £7.95 Woodway Park School, Wigston Road, Coventry CV2 2RH Tel: 01203 655700 Fax: 01203 655701 E-mail [email protected] co, uk .4, Ce 0-7E C.- O U.S. Department of Education Office of Educational Research and Improvement (OERI) National Library of Education (NLE) Educational Resources Information Center (ERIC) REPRODUCTION RELEASE (Specific Document) I. DOCUMENT IDENTIFICATION: Title: LLI. (Z=M9e.(2-1-) h.Pt---MVAN1--a 6K) Wtt.t &WI

. Ya\-1/4-11-t Way Ak4.. Author(s): (30.`1 p,k3.-tevzs-1--t. Corporate Source: Publication Date: (ncY II. REPRODUCTION RELEASE:

In order to disseminate as widely as possible timely and significant materials of interest to the educational community, documents announced in the monthly abstract journal of the ERIC system, Resources in Education (RIE), are usually made available to users in microfiche, reproduced paper copy, and electronic media, and sold through the ERIC Document Reproduction Service (EDRS). Credit is given to the source of each document, and, if reproduction release is granted, one of the following notices is affixed to the document.

If permission is granted to reproduce and disseminate the identified document, please CHECK ONE of the following three options and sign at the bottom of the page.

The sample sticker shown below will be The sample sticker shown below will be The sample sticker shown below will be affixed to all Level 1 documents affixed to all Level 2A documents affixed to all Level 28 documents PERMISSION TO REPRODUCE AND PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL IN PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS MICROFICHE, AND IN ELECTRONIC MEDIA DISSEMINATE THIS MATERIAL IN BEEN GRANTED BY FOR ERIC COLLECTION SUBSCRIBERS ONLY, MICROFICHE ONLY HAS BEEN GRANTED BY HAS BEEN GRANTED BY

se. TO THE EDUCATIONAL RESOURCES TO THE EDUCATIONAL RESOURCES TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) INFORMATION CENTER (ERIC) INFORMATION CENTER (ERIC) 2A 2B Level 2A Level 2B

Check here for Level 1 release, permitting reproduction Check here for Level 2A release, permitting reproduction Check here for Level 28 release, permitting and dissemination in microfiche or other ERIC archival and dissemination in microfiche and in electronic media reproduction and dissemination in microfiche only ,,Nedia (e.g., electronic) and paper copy. for ERIC archival collection subscribers only

Documents will be processed as indicated provided reproduction quality permits. If permission to reproduce Is granted, but no box Is checked, documents will be processed at Level 1.

I hereby grant to the Educational Resouroes Information Center (ERIC) nonexclusive permission to reproduce and disseminate this document as indicated above. Reproductidn from the ERIC microfiche or electronic media by persons other than ERIC employees and its system contractors requires perms from the copyright holder. Exception is made for non-profit reproduction by libraries and other senfice agencies to satisfy information neds ed in o discrete inquiries.

Sign Signature: Printed Name/Position/Title: here,4 yf 7///' PH4 S-rae-Er Waec-Toe FAX: please ..13lah12,1 011ZS CC4-01 utte,Date: (N) (Cx CINCYi CACI Werv (0.2-/ V 221+ i 2. 9 9

Vtt-IG:3>DNA (over) III. DOCUMENT AVAILABILITY INFORMATION (FROM NON-ERIC SOURCE):

If permission to reproduce is not granted to ERIC, or, if you wish ERIC to cite the availability of the document from another source, please provide the following information regarding the availability of the document. (ERIC will not announce a document unless it is publicly available, and a dependable source can be specified. Contributors should also be aware that ERIC selection criteria are significantly more stringent for documents that cannot be made available through EDRS.)

Publisher/Distributor:

Address: 1nic50D Pq e/W2. L SC_A--trero (A5 k C,-S-M t3 P--)0 PrDCAV-\\11%(-4). CVD- 2. (2. kA- ut V- ) Price: F93p pr

IV. REFERRAL OF ERIC TO COPYRIGHT/REPRODUCTION RIGHTS HOLDER:

If the right to grant this reproduction release is held by someone other than the addressee, please provide the appropriate name and address:

Name:

Address:

V. WHERE TO SEND THIS FORM:

Send this form to the following ERIC Clearinghouse: Acquisitions Coordinator ERIC Clearinghouse on Adult, Career, and Vocational Education Center on Education and Training for Employment 1900 Kenny Road Columbus, OH 43210-1090

However, if solicited by the ERIC Facility, or if making an unsolicited contribution to ERIC, return this form (and the document being contributed) to:

EFF-088 (Rev. 9/97) PREVIOUS VERSIONS OF THIS FORM ARE OBSOLETE.