Proposed Structure for a Curriculum Framework in Basic Skills for Students with Learning Difficulties This framework is intended as an example of a possible progression route for learners whose learning goals are vocational courses or employment. It is presented here to illustrate how some elements of the basic skills of literacy and numeracy may be incorporated into a wider framework. It is not intended to be the flexible curriculum framework for basic skills proposed in this report which will lead to the national standards and curriculum for literacy and numeracy. Before teachers can begin the process of curriculum planning in basic skills it is essential that they recognise that students with learning difficulties are not a homogeneous group. As with any other group of students, individuals have very different needs, aptitudes and interests. They will come from diverse backgrounds, have different lifestyles and be aiming for very different long-term goals. It is therefore impossible to have one level of provision which will meet the needs of all students with learning difficulties. The following 'ladder' illustrates the different levels within the pre-foundation level curriculum and describes progression from entry level to level 1: Entry level this gives students the basic skills they need to enter entry level courses and leads to introductory level which gives students the skills they need to enter pre-vocational courses or non-vocational courses at a similar level and leads to pre-vocational level which gives students the skills they need to enter vocational courses or non-vocational courses at a similar level and leads to vocational level, level 1/NVQ level 1/GNVQFoundation which gives students the basic skills for employability every day living or to progress to higher-level vocational courses. Having established the basic structure of the basic skills curriculum framework, the next task is to analyse the basic skills and competences to be taught at each of the levels. The starting point for this must be a careful analysis of the skills and competences students need to learn if they are to succeed on level 1 or foundation level programmes. Once these have been identified, teachers need to 'work back' through the different levels and ensure that they are teaching students the skills and competences which will enable them to progress successfully through the different levels to level 1 or foundation programmes. The following section identifies the basic skills that students need to succeed on level 1 and foundation level programmes. It then works back through the different levels of the curriculum ladder, describing the basic skills and competences to be taught at each level. Vocational level/Level 1 Non-vocational To succeed on an NVQ level 1 or GNVQ foundation level course, or in employment, students need to be able to: behave within accepted norms in the college, community and in the workplace follow instructions or take orders, and respond to them within an acceptable timescale relate appropriately to a range of people in different roles and environments communicate effectively present themselves as potential employees and acceptable adults respond to the requirements and demands of work and of adult life learn to carry out routine tasks without continuous supervision accept that they have a lot to learn, and be willing to learn. This means that at pre-vocational or entry 2 and 3 levels the main aims of the programmes will be to teach students: to behave within accepted norms in the community and in the workplace to follow instructions or take orders, and respond to them to relate appropriately to a range of people in different roles and environments the skills of speaking and listening to wear appropriate clothing and/or protective gear in the workplace personal presentation to respond to the requirements and demands of adult life to carry out routine tasks without continuous supervision. To succeed on a pre-vocational level or entry level 1 course, a student needs to be able to: follow verbal instructions relate appropriately to different kinds of people behave appropriately in different environments/a simulated workplace present themselves as acceptable adults travel independently respond to some of the requirements and demands of work. This means that at introductory or pre-entry level 3 the main aims of the programmes will include: successful responses to verbal instructions relating appropriately to different kinds of people behaving appropriately in different environments wearing appropriate clothing and/or protective gear effective personal hygiene understanding some of the requirements and demands of work. To succeed on an introductory level course, a student needs to be able to: understand some spoken or signed communication communicate with others in some way relate to others, and to respond to the environment. This means that at pre-introductory level or pre-entry levels 1 and 2 the main aims of the programmes will include: the development of a basic vocabulary of words, sounds or signs the development of the use of this vocabulary to communicate with others the development of some basic responses to others and to the environment. All students at pre-introductory and pre-entry level are capable of learning, but they will have profound intellectual impairments and will require very specialised teaching.

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