Certificates in Adult Numeracy and Adult Literacy - City & Guilds

118 Pages·2007·0.62 MB·English

Certificates in Adult Numeracy
and Adult Literacy (3792)
Qualification handbook

www.cityandguilds.com
September 2001
Version 1.1
(interim revision)
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Certificates in Adult Numeracy
and Adult Literacy (3792)
Qualification handbook

www.cityandguilds.com
September 2001
Version 1.1

(interim revision)

Important note
This document incorporates the 2004 handbook addendum (containing guidance on using the Entry
Level assignments and short tasks), as well as the original handbook document published in 2001.

Please be aware arrangements for distributing the live Entry level assessment materials changed in
September 2007. See issue 20 (September 2007) of Skills for Life news for details.

Certificates in Adult Numeracy and Adult Literacy (3792) 1
CONTENTS

Introduction
- Aims......................................................................................................................................................4
- The development of the National Adult Literacy and Adult Numeracy Standards...............................4
- The development of the Adult Literacy and Adult Numeracy core curriculum and ESOL curriculum4
- Opportunities for progression................................................................................................................5
- Adult Literacy and Adult Numeracy Areas and Levels.........................................................................5
The Award
- 3792 Certificate in Adult Literacy and Certificate in Adult Numeracy.................................................6
- Certificates.............................................................................................................................................7
Administration and Guidance
- Background............................................................................................................................................8
- Entry Level assessment routes...............................................................................................................8
- Choosing the best route for a candidate.................................................................................................8
- Levels 1 and 2 assessment routes..........................................................................................................9
- Entry Level guidance.............................................................................................................................9
- Uneven or ‘spiky’ profiles.....................................................................................................................9
- Rules of combination.............................................................................................................................9
- Comparability of routes ......................................................................................................................10
- Offering Adult Literacy and Adult Numeracy in the Welsh language.................................10
- Offering 3792 Adult Literacy and Adult Numeracy............................................................................10
Quality Assurance
- Definition.............................................................................................................................................11
- Quality assurance model......................................................................................................................11
- Centre approval...................................................................................................................................11
- The role of the co-ordinator.................................................................................................................12
- Centre staff qualifications....................................................................................................................13
- The role of the assessor.......................................................................................................................13
- The role of the internal verifier............................................................................................................13
- The internal verification process.........................................................................................................13
- The role of the external verifier...........................................................................................................14
- The external verification process.........................................................................................................14
- Appeals procedure...............................................................................................................................14
- Retention of evidence..........................................................................................................................14
- Candidates with particular requirements.............................................................................................14
- Equal opportunities..............................................................................................................................15
Preparing for Assessment
- Responsibilities of the centre...............................................................................................................16
- Staff development ...............................................................................................................................16
- Candidate induction.............................................................................................................................16
- General planning..................................................................................................................................16
- Learning programmes..........................................................................................................................16
- Ensuring good assessment practice......................................................................................................17
- Preparing for assessment – checklist...................................................................................................18
Record Keeping
- Record keeping forms..........................................................................................................................19
Preparing for External Verification
- Purpose of external verification...........................................................................................................20
- Process of external verification...........................................................................................................20
- External verifiers approval for claiming certification..........................................................................21
- Extra visits...........................................................................................................................................21
Administration Arrangements for Certification
- Candidate registration..........................................................................................................................22
- Test entry (Levels 1& 2 only)..............................................................................................................22
- Internal assessment results reporting...................................................................................................22
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Portfolio and Short Task Assessment
- The candidate portfolio........................................................................................................................24
- Types of evidence................................................................................................................................24
- Assessing evidence..............................................................................................................................24
- Authenticity of evidence......................................................................................................................25
- Candidate independence......................................................................................................................25
- Validity of evidence.............................................................................................................................25
- Sufficiency of evidence.......................................................................................................................25
- Candidate support................................................................................................................................26
- Suggested portfolio structure...............................................................................................................26
- Short tasks...........................................................................................................................................27
- Particular requirements........................................................................................................................27
- Registration and certification summary...............................................................................................28
- Introduction to standards.....................................................................................................................29
Adult Literacy Assessment Criteria - Entry 1-3
- Speaking and Listening.......................................................................................................................30
- Reading................................................................................................................................................31
- Writing.................................................................................................................................................32
Adult Literacy Portfolio Standards
- Entry 1.................................................................................................................................................33
- Entry 2.................................................................................................................................................42
- Entry 3.................................................................................................................................................51
Adult Numeracy Assessment Criteria - Entry 1 .........................................................................................60
Adult Numeracy Portfolio Standards - Entry 1...........................................................................................62
Adult Numeracy Assessment Criteria - Entry 2 .........................................................................................66
Adult Numeracy Portfolio Standards - Entry 2...........................................................................................68
Adult Numeracy Assessment Criteria - Entry 3..........................................................................................73
Adult Numeracy Portfolio Standards - Entry 3...........................................................................................75
Assignment Assessment
- Administration of assignments...........................................................................................................80
- Catalogue of assignments....................................................................................................................81
- Particular requirements........................................................................................................................81
- Registration and certification summary...............................................................................................81
Administration and Guidance for Levels 1 and 2
- Introduction.........................................................................................................................................84
Multiple Choice Test Assessment
- Administration of tests.........................................................................................................................84
- Particular requirements........................................................................................................................84
- Registration and certification summary...............................................................................................84
- Standards for Adult Literacy Level 1..................................................................................................85
- Standards for Adult Literacy Level 2..................................................................................................87
- Standards for Adult Numeracy Level 1...............................................................................................89
- Standards for Adult Numeracy Level 2...............................................................................................92
Sources of Information ..............................................................................................................................95

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Introduction
Aims
City and Guilds Scheme 3792 Adult Literacy and Adult Numeracy recognises and certificates the
ability of adults (post 16) to read, write, speak, and use numerical skills at a level necessary to
function and progress at work and in society in general.
The development of the National Adult Literacy and Adult Numeracy standards
The report of Sir Claus Moser’s Working Group, A Fresh Start – Improving Literacy and Adult
Numeracy (DfEE, 1999), made very clear the extent of the basic skills problem among the adult
population. Following this, a national strategy to tackle the literacy and numeracy needs of adults was
launched by the government in the autumn of 2000.
The report’s recommendations set out the measures needed to strengthen basic skills programmes to
ensure that adult learners are given quality opportunities to improve their literacy and numeracy. The
cornerstone of the strategy was a clear and coherent framework of national standards for literacy and
numeracy.
The strategy includes
•
national standards of adult literacy and adult numeracy to ensure consistency
•
a core curriculum to clarify what teachers should teach to enable learners to reach those
standards
•
a new system of qualifications to measure achievement against the standards
•
improved quality and diversity of learning opportunities to meet the needs of a wide range of
learners
•
developing national tests for literacy and numeracy
•
introducing new qualifications for teachers of literacy and numeracy
The standards describe adult literacy and adult numeracy as
‘the ability to read, write and speak in English and to use mathematics at a level necessary to function
at work and in society in general.’
The standards provide a map of the range of skills and capabilities that adults are expected to need in
order to function and progress at work and in society. A separate set of standards has been produced
for each of the basic skills of literacy and numeracy. Each set of standards consists of a framework
which presents each skill at Entry Level, Level 1 and Level 2 (p83).
Adult Literacy covers the ability to:
• speak, listen and respond
• read and comprehend
• write to communicate.
Adult Numeracy covers the ability to:
• understand and use mathematical information
• calculate and manipulate mathematical information
• interpret results and communicate mathematical information.
The development of the Adult Literacy and Adult Numeracy core curriculum and ESOL
curriculum
Separate curricula have been developed and published by the Basic Skills Agency, for literacy and for
numeracy.
The new Adult Literacy and Adult Numeracy core curriculum is central to the national strategy. It sets
out the entitlement to learning for all adults who have difficulties with literacy and numeracy. It
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describes the content of what should be taught in literacy and numeracy programmes in: further and
adult education; the workplace and programmes for the unemployed; prisons; community-based and
family literacy and numeracy programmes.
It assists teachers to meet the individual needs of adults through the selection and teaching of skills
appropriate to those adults’ needs. For the first time, adults and the teachers who work with them have
a clear set of skills required to meet national standards, together with the knowledge and
understanding that underpin those skills supported by sample strategies to develop them.
A separate working group has been examining the particular needs of ESOL learners in the
development of an Adult Basic Skills Strategy. The question of curriculum development for ESOL
has also been widely raised as part of consultation on the curriculum. The ESOL Curriculum presently
under development represents a set of tools for ESOL staff to use in the development of programmes,
approaches and materials that are designed to raise the level of skills, knowledge and capability in
their learners.
See p 100 for details on where the core curriculum and ESOL curriculum can be obtained.
The City and Guilds 3792 Scheme embodies the National Adult Literacy and Adult Numeracy
standards which are designed primarily for use by training providers and those responsible for
supporting Adult Literacy and Adult Numeracy.
Opportunities for progression
The City and Guilds 3792 Scheme at Entry Level, provides a base for progression into Levels 1 and 2
of both the Adult Literacy and Adult Numeracy and the Key Skills specifications. At Levels 1 and 2,
it provides progression to levels 3 and above of Key Skills.
There is no requirement for prior learning in order to access this course.
The qualification aims to enable candidates to deal effectively with the demands of adult life; work,
society and culture. It develops the candidate’s skills and confidence, enabling him/her to deal
effectively with his/her world and responsibilities.
Literacy and numeracy skills can be developed and evidenced in many contexts. An understanding of
spiritual, moral, ethical, social and cultural issues may be explained through the contexts used in the
learning programmes developed by centres.
Adult Literacy and Adult Numeracy Areas and levels:
The areas of Adult Literacy and Adult Numeracy are:
• Literacy
• Numeracy
These are available at levels: Entry Level (Entry1-3) and at Levels 1 and 2

5
The Award
3792 Certificate in Adult Literacy and Certificate in Adult Numeracy

001 Numeracy - Entry 1 (portfolio) 112 Literacy, speaking and listening -
002 Numeracy - Entry 2 (portfolio) Entry 2 (assignment)
003 Numeracy - Entry 3 (portfolio) 113 Literacy, speaking and listening -
101 Numeracy - Entry 1 (assignment) Entry 3 (assignment)
102 Numeracy - Entry 2 (assignment) 114 Literacy, reading - Entry 1
103 Numeracy - Entry 3 (assignment) (assignment)
115 Literacy, reading - Entry 2
011 Literacy, speaking and listening - (assignment)
Entry 1 (portfolio) 116 Literacy, reading - Entry 3
012 Literacy, speaking and listening - (assignment)
Entry 2 (portfolio) 117 Literacy, writing - Entry 1
013 Literacy, speaking and listening - (assignment)
Entry 3 (portfolio) 118 Literacy, writing - Entry 2
014 Literacy, reading - Entry 1 (portfolio) (assignment)
015 Literacy, reading - Entry 2 (portfolio) 119 Literacy, writing - Entry 3
016 Literacy, reading - Entry 3 (portfolio) (assignment)
017 Literacy, writing - Entry 1 (portfolio)
018 Literacy, writing - Entry 2 (portfolio) D220 Numeracy - Level 1 (test)
019 Literacy, writing - Entry 3 (portfolio) D221 Numeracy - Level 2 (test)
111 Literacy, speaking and listening - D230 Literacy - Level 1 (test)
Entry 1 (assignment) D231 Literacy - Level 2 (test)

3792 Certificate in Adult Numeracy or Literacy - minimum for certification
Entry Level - Adult Numeracy Complex - 01 One of 001-003 OR
One of 101-103
Entry Level - Adult Literacy Complex - 02 One of 011, 012, 013
plus one of 014, 015, 016
plus one of 017, 018, 019 OR

One of 111, 112, 113
plus one of 114, 115, 116
plus one of 117, 118, 119
Level 1 - Adult Numeracy Complex - 11 One of 220
Level 2 - Adult Numeracy Complex - 11 One of 221
Level 1 - Adult Literacy Complex - 12 One of 230
Level 2 - Adult Literacy Complex - 12 One of 231

6
The certificates
Completion of a City and Guilds 3792 Award leads to certificates with the following titles
• for Entry Level Numeracy, the certificate title is:
City and Guilds Entry Level Certificate in Adult Numeracy
• for Entry Level Literacy, the certificate title covering all three sub-skills is:
City and Guilds Entry Level Certificate in Adult Literacy (including spoken communication)
For Entry Level, candidates also receive notification, on the certificate, of the Entry Level achieved
(ie Entry 1, 2 or 3), and for literacy, each sub-skill is noted individually.
• for Literacy and Numeracy at Levels 1 and 2, the title is
City and Guilds Level X Certificate in Adult Literacy and
City and Guilds Level X Certificate in Adult Numeracy
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Administration and guidance

Background

Adult Literacy and Adult Numeracy at levels 1 and 2 are assessed entirely by externally (QCA) set
national tests.

Entry Levelsubmission criteria from QCA dictates a minimum of 50% external assessment. For the
Adult Literacy & Numeracy schemes starting in September, we have aimed to provide candidates
with a variety of options of assessment.
Entry Level assessment routes
The mandatory assessment, for certification of Adult Literacy and Adult Numeracy at Entry 1–3, is
split into a choice of two main assessment routes:
• portfolios which are internally assessed and short tasks which are externally set, internally
marked and externally verified
OR
• assignments which are externally set, internally marked and externally verified
Portfolio and short tasks
Portfolios cover roughly 50% of the Adult Literacy and Adult Numeracy standards, with the short
tasks covering the remaining 50%.
There are three sets of short tasks available to the tutor. Where a candidate is unable to correctly
complete a set of tasks on the first attempt, the tutor is able to give feedback and further tutoring if
required, then offer one of the remaining sets of tasks. (A candidate may not submit a set of tasks
more than once)
(Guidance and standards for this route can be found on pages 24-75)
Assignments
5 assignments, each covering 100% of the Adult Literacy and Adult Numeracy standards, are
available to the tutor. These are based on different scenarios and the candidate should be offered an
assignment on a scenario that is relevant for, or of interest to them. Where a candidate has not
correctly completed an assignment on the first presentation, the tutor is able to give feedback and
further tutoring if required, then offer one of the remaining assignments. (A candidate may not
submit the same assignment more than once). On satisfactory completion of one assignment, the
candidate will have covered all of the evidence necessary for certification.
(Guidance for this route can be found on pages 80-81)
Choosing the best route for the candidate
Centres have the flexibility to use any or all routes within the centre. It is expected that for any
individual candidate, the choice of assessment route will be made based on the progression needs,
interest/experience and preference of the individual candidate. For instance,
Portfolio Route - a candidate who finds the range of contexts of assignments limited, and who has
interests outside these (eg if working in a particular vocational area) might prefer to use a portfolio
route that will allow them to gather evidence in a context that is directly relevant to them. Equally, if a
candidate is being prepared for progression to a portfolio-based qualification, the portfolio route
might be appropriate for them to learn portfolio building skills.
Assignment Route - Candidates who do not have any of these needs or who do not like a portfolio
gathering approach might prefer the assignment route. Each assessment is designed so that the
weighting of topics covered is equivalent to any other assignment
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