Learner Name

BP

NC

NM

JS

Nationality

British

Portuguese

British

British

Languages

English
Portuguese, English, Italian & (some) French

English

English

Level

Entry 3

Level 1/2 (spiky)

Level 2 (spiky)

Level 2
Results of Initial & Diagnostic Assessment
Entry 3 spelling needs: homophones, prefixes/ suffixes and double letters. Listening & reading comprehension - for detail and skimming/scanning.
Grammar (in particular past perfect and spelling needs (homophones & ‘tricky’ words strategies. Reading for gist & inference, mainly.
Entry 3 -Level 1 spelling needs: ‘y’ to ‘ie’ endings, double letters, pre/suffixes. Purpose of texts, reading for detail. Avoids reading tasks.
Level 1 spelling needs: prefixes/ suffixes and double letters, ‘shun’ endings. Reading comprehension: reading for inference in particular.
Job Role / Context

Apprentice Sous Chef

Restaurant Supervisor

Agriculture Assessor

Chef

Previous qualifications & experience
Currently on an Apprenticeship programme in Hospitality & Catering at NVQ Level 2. Left school with few GCSEs.
Basic high school education in Portugal.
In last 3 years taken Entry 3 ESOL, Level 1 Literacy, NVQ 2 in Catering plus vocational courses: Health & Safety, Food Safety, Manual Handling, First Aid & Personal Licence Holder.
Left school with a few CSEs. Was in lower set at school and had bad experience of English Language education. Suspected dyslexia has put him off Literacy and lacks confidence due to all these factors.
Educated to GCSE level.
Completed an Apprenticeship in Catering. NVQ3 level professional cookery.
Any learning difficulties

None

None

Suspected dyslexia

None

Barriers
Has a lack of study skills and needs to be taught the self-discipline around gaining some of those skills.
ESOL needs means extra support in class and more time needed to cover content of Level 2 tests.
Has a lack of confidence in his abilities and says he “was no good at English at school”.
Only barrier is lack of time that can be released from the busy restaurant.

Positives to build on
Recognises that he did not ‘try’ at school as he “didn’t see the point”. Now he says he really wants to learn and make up for it.
Established linguist, so learns grammar and vocabulary fast. Can draw upon linguistical frameworks of other languages to help in comprehension and formation of sentences/meaning.
Very eager to learn and improve his English for the reasons below.
21 years old and since leaving school has constantly been in one programme of study or another, so has study skills to build on.

Aspirations
Has recently discovered his chosen career path and that he can enjoy study. Keen to progress in training to become a chef.
Wants to improve his English to the best of his abilities and to concentrate on reading & writing in particular. Aim to is study for an NVQ3 which requires more writing tasks than NVQ2.
Eager to learn and improve in order to progress at work & to be more independent with own businesses & rely less on other people to do ‘admin’.
English was the one GCSE that James was disappointed to get a low score on and keen to match it to other his other exam results.
Any other issues (i.e. dynamics)

None

None

None

None
Module 1 –Post-Session activities Literacy, Language and Society. Activity 1.1 class profile Rachel Öner

Literacy, Language and Society. Follow-up Activity 1.2

How does our knowledge of Standard English and current socio-cultural norms influence what you teach and what you correct?

Knowledge of Standard English and language change is an extremely interesting factor I believe to take into account by any Literacy or Language teacher and it is one that interests me greatly. My personal opinion is that language change is inevitable and is something to embrace and enjoy. Of course it is important to be able to pass on correct knowledge of English grammar, lexis and pronunciation, but also being able to compare Standard English with modern socio-cultural norms is an