Access for All

1. Access for All The Skills for Life Support Programme is delivered on behalf of the Learning and Skills Improvement Service by CfBT Education Trust and partners CfBT Education Trust 60 Queens Road Reading RG1 4BS T: 0118 902 1920 F: 0845 838 1207 E: sflenquiries@cfbt.com W: www.excellencegateway.org.uk/sflsp

2. The aim of the day…. To introduce staff to Access for All and explore how it can support teaching and learning when implementing a whole organisation approach to improving learners literacy, language and numeracy skills. 1.1.1

3. Learning outcomesParticipants will have: An understanding of the rationale and structure of Access for All Explored how Access for All can support all learners across the whole organisation Considered individual learners’ needs and how they can be met using differentiated learning and support packages Considered how they can share their learning with other colleagues and teams. 1.1.2

4. Use of the reflective log and sharing your learning with other colleagues. 1.1.3

5. Access for All Guidance manual designed to support teachers in making the Adult Literacy and Numeracy Core Curricula accessible to people who have difficulties in learning. It contains: Introduction Sections on speaking and listening, reading, writing and numeracy, indicating where disabled learners may have specific difficulties and strategies to address them. Guidance notes Information on resources. 1.1.4

6. Learner Involvement Learning for Living and work Learning for Living Pathfinder materials FE Workforce reforms Access for All

7. Key elements of a whole organisation approach 3.1

8. Using Access for All - what should we bear in mind? Introduction gives crucial information Read alongside relevant core curriculum Not every curriculum element is mentioned 3.2

9. Introducing differentiation The difference in learners’ abilities e.g. strengths and needs The different ways in which learners learn The different speed at which learners learn The different goals and interests of the learners 4.1

10. The key elements of meaning The need to feel safe and comfortable in the learning environment which can be affected by environmental factors such as light and noise. Whether information makes most sense all at once (holistic) or step by step (sequential) Whether the learner thinks visually or verbally which can affect how easily they can access different information. Perceptual differences. These can be a consequence of a specific processing difficulty or sensory impairment 5.1

11. The four modalities • Visual – many learners respond well to pictures and diagrams • Auditory – some learners learn best through listening • Tactile - many learners learn by touching or manipulating materials • Kinaesthetic - many learners need to experience things for themselves and to be actively engaged in doing things in order to learn 5.2

12. Contacts • Add contact details here: • Presenter Email Address • Presenter Telephone (optional) Skills for Life Improvement Programme Office Contacts: CfBT Education Trust Tel: 0118 902 1920 Email: sflipinfo@cfbt.com www.excellencegateway.org.uk/sflsp 1.1.3