Teacher Education And Expertise ¾ Specialist teachers of communication need to be trained to understand the nature and complexity of texts, of ways of using literacy in real life contexts, and of the ways in which literacy is learned through participation in purposeful activities.
The Academic And Vocational Curriculum ¾ The ways in which students read, write, learn through reading and writing, and learn to read and write in their out-of-college lives, need to be taken into account in designing the whole curriculum, and the means of assessment for all curriculum areas.
¾ The demands made by the specialist texts and literacy practices of each curriculum area need to be recognised. Specialist teachers of communication need to work in partnership with subject specialists at all levels to ensure that literacies are enhancing rather than hindering learning.
¾ The demonstration of learning in curriculum areas should be designed in such a way that it does not make unnecessary additional literacy demands of students.
Communications Comptetence ¾ Communication should be taught, learned and assessed in the context of purposeful use.
¾ The demonstration of communicative competence should be rethought so that it accredits actual uses of literacy in context, rather than the ability to answer test questions (as currently in Skills for Life tests) or the ability to complete specially designed communication assignments (as currently in Key Skills portfolios).
¾ Curriculum areas should be seen as sites for contextualised literacy development and assessment, particularly when they are linked to workplaces and other aspects of everyday life.
When the Hospitality department was first approached as a subject area for inclusion in the LfLFE project, the response was that there was not much literacy in Catering. However, observation of the college restaurant and kitchens – not to mention the theory classes - indicates that this is not necessarily the case.
Students on courses at level 2 and 3, including the NVQ Food and Drink Service (level 2) course researched, are given a log book which has to be filled in as they complete different elements for assessment. The completion of the log book is a formal literacy practice firmly grounded in an educational context. This is a practice which students regard with varying degrees of enthusiasm, but is generally seen as a necessary and relatively manageable