Supporting Literacy and Numeracy

Session 1

Module Overview and Introduction

Aims

• Quick Overview of the Module

• Introduction of Assessment

• Look at Definitions

• Look at the impact of poor literacy and numeracy on the individual and society.

• Brief look at changes coming in 2012

Module Overview• Definitions – what is meant by literacy

and numeracy and the way it is assessed.

• Look at how children with additional learning needs are catered for in the documentation and in practice.

• Develop knowledge of how children learn and how this might inform literacy and numeracy policy and strategy.

Assessment

Select 1 pupil with special educational needs who has an Individual Education Plan with targets in the area of literacy and/or numeracy. Analyse and assess their work in literacy and/or numeracy and consider the effectiveness of the strategies used. Your findings must be supported by references to critical reading. Present the findings in report form. (4000 words)

Suggested Format• As your assignment is to be a report,

consider your chapters carefully.• I would begin by quite early on finding the

pupil who is going to be your case study and focusing in on whether you are going to deal with numeracy, literacy or both

• Once you have seen what his/her IEP is focusing on, you have your area of study.

• Do a literature review based on your area.

Background:– Find out about your chosen pupil and his or her AELs. Do

a summary of the IEP and get some information from support staff/teachers about his/her needs.

Literature Review– Read around literacy and/or numeracy in general and then

about the specific needs of your chosen pupil.

Strategy– Do a detailed explanation (with support) of what the school

is doing to support the pupil’s numeracy and/or literacy.

Findings– Do a summary on who effective the strategy is based not

only on your work in school but based on your reading too.

Recommendations– Give your critical and analytical opinion on what should

happen next to assist the pupil.

“Being able to read is one of the most important skills a young person needs. If children don’t learn then as they progress through school, the gap between disadvantaged children and everyone else widens.”John Copps (2007)

“Poor numeracy can affect people throughout their lives. People who struggle with numbers are twice as likely to be unemployed as those who are competent. Changing negative attitudes to numbers is crucial if we are to see a real, sustained improvement in numeracy skills.”

Belinda Vernon (2010)

Why are Literacy and Numeracy so important?

• People are better off, healthier and happier when they have a job. (WAG, 2008)

• To get work, and for Wales to keep up with a world of rapid economic and technological change, we have to have the right skills.

• Lord Leitch’s review of skills argued that the UK must urgently improve its skills base at all levels in order to deliver economic growth and social justice.(Leitch, 2006)

• Skills are also essential for social inclusion, and ‘the cohesion and regeneration of our communities’ (WAG; 2008 pg 7)

• Young people with a lack of basic skills leave education early, and have a ‘patchy labour market’ experience with ‘frequent stretches of unemployment’. (Bynner, 2008, cited in Sabates, 2008)

• Learning can create aspiration in disadvantaged communities and it enables people to take part in economic, civic and community life. (WAG, 2008)

What is meant by Functional Literacy/ Numeracy?

In pairs, discuss what literacy and numeracy skills people need to be able to function meaningfully in society.

Things to consider:

what is ‘functioning meaningfully’?

what is ‘society’?

what levels of communication, reading and writing are needed?

what types of numeracy?

Work through each of the above and come up with definitions.

Definitions & IssuesLiteracy•When we talk about literacy we are talking about four strands of language: reading, writing, speaking and listening.• Speaking and listening underpin all learning and are the start of

all other literacy. • “With few exceptions the more parents talked to their children, the

faster the children’s vocabularies were growing and the higher the IQ test scores at age three and later.” (Hart & Risely, 1995)

•Research highlights that poverty puts children at risk for cognitive, academic and social problems (Mortimore and Whitty, 1997; Croll, 2002, Machin and McNally, 2006).•Children with special speech, language and communication needs not supported enough by services. (Bercow 2010)•Poor literacy skills as a child can be a predictor of adult exclusions (Parsons and Bynner, 2002).

Literacy in the UK• One in six people struggle with literacy i.e. their literacy is below

level expected of an 11 year old.• A 2011 CBI/EDI survey of 566 employers shows 42% are not

satisfied with the basic use of English by school and college leavers. In retail 69% of firms report problems with literacy and it’s 50% in manufacturing.

• 63% of men and 75% of women with low literacy skills never received a promotion.

• The Leitch Review, (2006), found that more than 5 million adults lacked functional literacy.

• 70% of pupils permanently excluded have difficulties in basic literacy skills.

• 25% of young offenders are said to have reading skills below the average 7 year old. 60% of prison population have difficulties in basic literacy skills. (Clark & Dugdale, 2008)

Numeracy•First officially entered English language as an important element in the Crowther Report (DES, 1959)•Broad meaning of ‘scientific literacy’ but by 1976 was understood to mean the ability to employ number skills and concepts in real-life contexts (Callaghan, 1987). •More recently the National Numeracy Strategy (DfEE, 1998) has used it to emphasise competence at abstract number skills and relations, but also broadened it to include data handling and measurement.•Although the government has since dismantled the strategies, numeracy is still a major issue in schools.•Numeracy is now defined in terms of its purpose or function; numeracy skills are those you need to do a job and to be an engaged citizen in the modern world. (Peterson, Stringer,& Vernon, 2010)

Why Does Numeracy Matter?• Poor numeracy is associated with poor outcomes for many

people as well as having an impact on the economy and society as a whole.

• Poor numeracy skills can affect self-esteem. It may impact on financial management.

• People with poor numeracy skills are twice as likely to be unemployed as those who are competent.

• People with poor numeracy skills but competent literacy skills are just as likely to have left school as those with poor numeracy and literacy skills. 21

• Numeracy problems also associated with:– Social, emotional and behavioural difficulties (Gross, Hudson and Price,

2009)– School exclusions (Gross, Hudson and Price, 2009)– Truancy (Brookes, Goodall and Heady, 2007)– Crime (Social Exclusion Unit, 2002)

Impact of Very Poor Numeracy

Very Poor Numeracy

Cost of Crime

Health Costs

Employment & low wages costs: tax, NI, benefits

Educational costs: SEN support, adult basic skills classes

Educational costs: behaviour, exclusions, truancy

What are the Causes of poor numeracy?

• There is an overlap between those who struggle with numeracy and those who have problems in other aspects of education.

• Language problems or memory difficulties will hinder a person’s ability to learn how to manipulate numbers.(Dowker, 2009) However – not always the case. There is also the condition of ‘dyscalculia’.

• There are also other reasons e.g. home life, low self-esteem etc.• There is also a link between poor performance and social and

economic disadvantage.• There is some evidence to support a gender issue with numeracy.

Men have higher levels of numeracy than women (Department for Education and Skills, 2003) HOWEVER gender difference is a result of attitudes and how maths is taught in school. (Paterson et al. 2010)

• Negative attitude – a widespread acceptance of difficulties with and a dislike of numbers.

The National Picture (Wales)

• 50% of the working-age population lack basic numeracy skills.

• 25% of working-age population lack basic literacy skills. This means below a level 1 – (or a D-G grade in GCSE)

• Those without a level 1 in basic skills are less likely to participate in adult learning, thus reinforcing the disadvantage they already experience by having low skills levels. (WAG, 2005)

The Schools

• Nearly a fifth of Welsh pupils are entering secondary schools without expected levels of literacy and numeracy.

• 18% of Welsh pupils failed reach appropriate literacy levels, 17% below numeracy levels. Standards particularly disappointing in socially deprived areas like Merthyr Tidfil. According to Angela Burns: “In too many parts of Wales, 11-year-olds are not reaching their full potential, which can hold them back in later life, preventing them from realising their

ambitions.”

What’s Happening Now?• In June 2011, the Education Minister, Leighton Andrews

announced a new statutory National Literacy and Numeracy Framework for all learners aged 5 – 14.

• He said: “Good literacy and numeracy skills are the bedrock of our plans to deliver educational improvement in Wales. The Framework … will help teachers to ensure children are making the progress expected of them and it will raise levels of attainment.”

• This will be introduced in schools in September 2012.• It will include children with additional learning needs• The framework will also provide schools with expected

outcomes and inform all teachers how to apply literacy and numeracy across the whole curriculum.

Conclusions

• Numeracy and Literacy are of vital importance – not just for the individual but for society as a whole.

• For pupils to achieve their potential, a holistic approach is needed.

• It is a part of education that is always subject to change and development.

ReferencesBrookes, Goodall and Heady (2007) Misspent youth: the costs of truancy and Exclusions. New Philanthropy Capital.

Department for Education and Skills (2003) The Skills of Life survey: A national needs and impact survey of literacy, numeracy and ICT skills.

Dowker, A (2009) What works for children with mathematical difficulties? The effectiveness of intervention schemes. Department for Children, Schools and Families.

Gross, Hudson, and Price (2009) The long term costs of numeracy difficulties. Every Child a Chance Trust.

Leitch, (2006) Prosperity for all in the global economy – world class skills.

Hart B & Risely T, (1995) Meaningful Differences in the Everyday Experience of Young American Children

Paterson, Stringer, Vernon (2010) Count Me In: Improving numeracy in England

Sabates, R (2008) The Impact of Lifelong Learning on Poverty Reduction London: NIACE

Social Exclusion Unit (2002) Reducing Re-offending by ex-prisoners.

Welsh Assembly Government, (2005) Skills and Employment Action Plan.

Welsh Assembly Government, (2008) Skills that Work for Wales

• CBI (2011) Building for Growth London: CBI• Simon N, (2009) Emerging stronger: the value of education and

skills in turbulent times education and skills survey 2009 London: CBI

Other links• http://www.channel4.com/programmes/dispatches/4od#305730

0