First used with a group of E1-E2 numeracy students who had done an ICT based project involving cookery work and visiting a cafe to buy a snack. Print on A4 and fold into a very nice A5 leaflet.
The self assessment check boxes focus on basic money skills (recognising coins, giving change – but also slecting items from a list, weighing, etc.) but there is also the opportunity to link learning to numeracy at home or at college. Ideal for Entry Functional maths / catering / hospitality students.
Level
Entry Level 2
Entry Level 1
ICT
Functional Skills ICT: Developing, presenting and communicating information
Useful 1 page handout. Very simple instructions on how to correct a mistake made when typing in Microsoft Word. First used with residents at a clinic who have learning difficulties but ideal for any beginner.
Level
Entry Level 2
ICT
Functional Skills ICT: Developing, presenting and communicating information
Very handy help sheet – ideal for Functional Skills ICT Entry 3- L1 or any basic ICT class. Also provides useful practice in reading and following directions.
Level
Level 1
Entry Level 3
ICT
Functional Skills ICT: Finding and selecting information
A 4 week scheme of work for OCN E3 Garden Horticulture. Great example of embedding aspects of all three Functional Skills into a vocational course. 4 × 2 hour sessions covering identifying weeds and vegetables; sowing seeds, bulbs and tubers; and preparing growing beds.
With detailed E3 Functional Maths,English and ICT mapping charts showing embedding of measuring, internet searching, reading instructions, writing plant profiles, etc.
A clear guidebook to computers (mouse, keyboard) and to using Microsoft Word. Ideal for E3-L1 Functional ICT and ECDL (European computer driving licence).
How to use Hot Potatoes to make a crossword – is an ideal embedded literacy exercise for ICT classes (or embedded ICT for literacy!) with step by step illustrated help for using this popular freeware program to create web based word puzzles.
Karen has also provided two sample crosswords to show learners the type of puzzle they can quickly produce. Puzzle A is on parts of speech, puzzle B is on punctuation marks. (See below)