This document is divided into the quadrants of The Circle of Learning model: Communications, Numeracy, Lifelong Learning and Interpersonal Skills. Each section includes an introduction, followed by Literacy Benchmarks, ideas for portfolio development, learning outcomes, knowledge and skills sets, sample tasks, and (usually) tips for instruction.
The introduction to each section identifies the skills categories and summarizes the Literacy Benchmarks and outcomes that belong to its quadrant. It also offers instructional ideas to position the learning within the overall Circle of Learning framework.
The Literacy Benchmarks are specific points of reference for evaluation and comparison. They are not equivalent to grade levels, and they do not dictate how information should be taught. They serve as guideposts to facilitate learning within the context of individual program and learner goals. The Benchmarks in The Circle of Learning document build on, rather than duplicate, the excellent work done by others within Canada. Several related documents have been developed to serve specific purposes (such as essential skills in the workplace) and special target populations (such as English as a Second Language learners). Rather than attempt to include in the Benchmarks document information that would suit all contexts and all learners, please refer to the Annotated Bibliography in Appendix G.
The suggestions for portfolio development offer concrete ideas for demonstrating the completion of each Benchmark. These lists are examples only. They do not stipulate what every learner should be required to present as evidence of having learned a given skill. Learners are encouraged to include proof of prior learning as well as new learning, and to include knowledge and skills acquired outside as well as inside the learning environment.
The learning outcomes identify the knowledge, skills, attitudes and values that learners need in order to communicate, understand, and participate with family, in the community, and at work. They provide a clear focus for learning, while giving learners and instructors the freedom to develop flexible, creative, learner-relevant lesson plans and skills assessment. The Circle of Learning outcomes also explain how learners can transfer their learning to life settings outside of the literacy classroom.
Knowledge and skills sets subdivide The Circle of Learning outcomes. They represent what learners may be expected to know and do. Instructors are encouraged to focus on “real-life” learning by using learners’ experiences and needs as the context for preparing lessons. This approach facilitates lifelong learning by helping learners identify how they have used the knowledge and skills in the past, and how they can use them in present and future.
Examples of applying this learning outcome outside the learning environment follow each skill set. These examples suggest ways that learners can perform the skills with family (i.e., one’s immediate household, including relatives and other loved ones), in the community, and at work. They are sample tasks only. They are not exhaustive, and they do not dictate what must be learned. The sample tasks are linked to assessment in that they represent actual demonstrations of skills that can be evaluated.