Setting out

 

Ask yourself the following questions:

  • Who will be using the materials? Are they for a specific group or groups of students or are they for general use?
  • Is there a specific context the materials will be used in? For example, are they for use with groups or in a one-to-one setting; for face-to-face learning or for distance learning; with youth groups or in a work - based learning setting?
  • How much do you know about your intended student? How do you find out?
  • Are there existing relevant materials to consider?
  • Is there a clear set of learning aims and objectives? How will these be conveyed to the learner?

 

Learning materials: some points to consider

Learning materials should show variety, suit different levels, be relevant and be enjoyable.

  • They should be culturally appropriate and inclusive.
  • They are most useful when they reinforce and build on what the student already knows and can do.
  • Keep level/s of literacy and numeracy in mind. The Mapping the Learning Journey (MLJ) framework identifies three broad levels of literacy and numeracy tasks: beginning, mid and upper. It takes account of the ‘spikiness’ of levels: for example, a worksheet could be at the beginning level of writing, the mid-level of reading, and the upper level of range of application. We can also identify literacy and numeracy levels with reference to FETAC awards, particularly Levels 1, 2 and 3. Keeping levels of literacy and numeracy in mind is useful when designing materials for publication or for general use. When designing for a particular student or group, the main aim is to pitch the materials at the level appropriate for their particular goals and needs.
  • Include materials that allow students to show progress in their skills outside the classroom setting. These should include tasks and activities that encourage students to use reading, writing, numeracy and communication skills in their daily lives. The four cornerstones of learning identified in the MLJ framework might be a useful reference point. They remind us to develop materials that support learning and progress in:

     - knowledge and skills;

     - depth of understanding and critical awareness;

     - fluency and independence; and

     - range of application.

  • Where students are working towards accreditation, it would be useful to state on the text or worksheet how it could relate to a particular part of that process. For example, some worksheets might provide evidence for a range of FETAC modules.
  • Whenever we adapt worksheets, materials and texts from other sources, we must acknowledge that source and in some cases get permission to use the material.