This is a sample session plan with suggested English and maths activities. Please adapt accordingly to
meet the needs of young people on your programme.
Session
Week 3: Creating a community project schedule
Time
2 hours 15 mins
Session Objectives
By the end of the session learners will be able to:
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Assessment methods
State when and why schedules are used in everyday life;
Calculate periods of time in hours and minutes, decimals
and fractions;
Add and subtract time in hours, minutes and seconds;
List factors to consider when creating a schedule;
Use negotiation and compromising skills to decide upon
job roles and sharing of tasks.
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1:1 support/facilitation during group work/individual
work;
Targeted questioning, open and closed questioning,
lower and higher order questioning;
Observation and monitoring of learners during
activities;
Completion of activities.
Previous knowledge assumed
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All learners have completed an initial and diagnostic skills assessment with support from a literacy and numeracy
specialist.
The team has chosen what community project they are carrying out and what will be involved.
It will be known if anyone has any conditions that might restrict them from carrying out specific tasks on the community
project.
Time
Activity
15 mins
Starter activity: Computer Malfunction.
Differentiation
Resources
Tape or rope to mark out a
square with sides of
approximately two metres
Share objectives for the session with the team.
5 mins
Activity 1: When do you use schedules in life?
Create a discussion based on when and why
schedules are used. Consider the benefits and
when using them. Use this conversation to
stimulate how the team are going to create a
Whole group discussion
Small group discussions
Use targeted questioning to challenge and
stretch appropriately, using a mix of open and
closed questions
Rubber mats numbered 1 to 30
Timer
Flipchart and pen option
1
schedule for the community project.
10 mins
Activity 2: List of tasks
Ask the learners to list all of the tasks required
throughout the duration of the project. Set up
environment with dictionaries, paper and/or
computer option, to ensure all spelling is correct.
Once activity is complete put tasks with correct
spelling on a ‘word wall’ and personal dictionaries
to support future spelling. This activity could be set
up as a small group/pairs competition, with points
being given for biggest list and correct spelling.
5 mins
Activity 3: Schedule template
Create a large schedule template on the wall or on
the floor. Ask learners to write tasks down the side
of the chart.
30 mins
Activity 4: Task duration
Whole group activity
Pairs
Competition
Non-competition
Vary your level of support and intervention.
Provide 1:1 support
Dictionaries
Internet and computer (optional)
Small group activity
Vary your level of support and intervention.
Provide 1:1 support
White board/flipchart/ masking
tape/post-it options
Pens and paper
Pen and paper
Vary your level of support and intervention.
Ask the learners, in a group setting, to estimate
how long each task will take.
Large schedule
Pens and paper
Break the columns into segments of time e.g. ¼
days or hours. Create a group discussion around
estimated lengths of time for tasks. Once
decisions are made, fill in the time schedule.
As they may be different view on how long each
activity/task takes, set the tone for the activity;
discuss what is the best way to come to a decision
if people have different views.
20 mins
Activity 5: hours/minutes, decimal, fraction
conversion.
Look at the schedule and make note of the
wording learners used when they decided upon
lengths of time. Were they using:
 fractions e.g. 1 ½ days
Small group activity
Vary your level of support and intervention.
Provide 1:1 support
Buddying appropriate to ability
Large schedule
Pens and paper
Additional resources:
Time and date quiz
Fractions of time
2
 decimals e.g. 1.5 days
 hours and minutes e.g. 9 hours 30 minutes
Split the group into pairs and challenge them to
convert time into different forms.
30 mins
Activity 6: who is doing what?
Fractions of time
Decimals,
Fractions
Whole group activity
Vary your level of support and intervention.
Flip chart paper and pens
Prompt potential issues if required e.g. weather
Flip chart paper and pens
Create a discussion around what factors need to
be considered: Time, skillset of individual,
preferences, task priorities etc. when sorting out
who does which task and when.
Draw out points from starter activity ‘computer
malfunction’, compromise, positive debate and
negotiation etc.
Get learners to plan who is doing what and when
and input into the schedule.
10 mins
Activity 7: plan B
Have a discussion around possible things that
might not go to plan and alternative options.
10 mins
Activity 8: Review
Large paper/white
board/rope/tape options
Draw a line of the session, from beginning to end.
Break own session into segments of time, and ask
learners to mark on the time scale; their most
enjoyable point, most challenging and where they
used LLN.
Ask learners when they think they come across
these skills in everyday life.
Development work
Further reading and resources:
 Maths the Basic Skills Curriculum Edition – Nelson Thornes
 www.mathseverywhere.org.uk and the Maths Everywhere free app
 http://www.bbc.co.uk/skillswise/maths
 Reference: Ofqual (September 2011) Functional Skills Criteria for English and Maths: Entry 1, Entry 2, Entry 3, Level 1 and Level 2.
http://ofqual.gov.uk/how-we-regulate/regulatory-requirements/functional-skills/.
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English skills
By:
Speaking, listening and communication
 negotiate with others and present ideas
persuasively
 make decisions with others
 understand turn-taking
 use of appropriate language for informal
discussion
 understand what is being said by asking
for clarification
 contribute own ideas and suggestions
 listen and respond to others
Maths skills
By:
 read and use time using 12 hour,
24hour clock, decimals and fractions
 convert time into fractions and decimals
 use equivalences
 estimate time
 add and subtract time
ICT skills
By:
 use spell check, web or dictionary apps
to find correct spelling of words
Reading
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read instructions
use dictionary
using strategies for skim and scan
reading
read in detail
Writing
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write on flipchart
write lists
correct spelling
copy from dictionary
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