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ABOUT US

Planning and Support

Trained multi-lingual Staff helps you to access local services. Also Advocacy, family counselling, and general women support are provided by experienced staff and volunteers.

Translation and Interpretation

Andalus have in house trained volunteers to assist in translating and interpreting to support community users to access services.

Advice Bureau

Supporting clients from all backgrounds regarding advice bureau, utility bills, housing, universal credit and personal independent payment(PIP).

Our Building


Mudford's Building

Communal Activites

Celebrations public meeting of citizens and local community members on various issues, volentary activites and organizing parties.

Asylum Seeker

Asylum seeker, food, wormth, quality chat, resting shoulder, encouraging, supporting training, engaging, celebrating.

Job Assistance

All aspects of job hunting, job preparation, placement and job retention including vocational English and interview workshops.

COURSES

COURSES WE OFFER

ESOL Courses

Qualification Overview

The Andalus ESOL Skills for Life qualifications are based on the National Standards for Adult Literacy and are closely related to the ESOL Core Curriculum. They are designed specifically for people living in Britain and focus on preparing learners for the world of work or citizenship. The primary aim of the Ascentis ESOL Skills for Life qualifications is to assist the learner in becoming independent of others (such as interpreters or translators – be they professionals, family or friends) when interacting with native English speakers, both in a work environment and elsewhere. By improving their communication and fluency in English, learners will significantly improve their employability skills. Furthermore, these learners will benefit from the ability to access service providers and to have the linguistic confidence to travel, work and socialise beyond their local community.

There are several features of these qualifications that make them appropriate for their target learners:

  • There is clear linkage between the ESOL Core Curriculum and the Andalus task-based controlled assessment tasks
  • Each unit is internally assessed
  • External assessments are internally marked by centre assessors and then externally verified by Andalus
  • Mark schemes are user friendly and provide sufficient detailed information to support consistent assessment decisions
  • Assessment dates are determined by the centre, not Andalus
  • Each unit can be achieved as a qualification in its own right

    • Aims

    The aims of the qualifications are to enable learners:

  • To take a full part in the world of work
  • To become independent of others, such as interpreters or translators
  • To access service providers
  • To travel, work and socialise beyond their local community

    • Target Group

    These qualifications are aimed at a range of learners, including:
  • Settled minority communities
  • Refugees/asylum seekers


    • Vocabulary
    Speaking and Listening
    Writing
    Writing
    Reading
    Reading
    Reading
    Vocational

    Speaking & Listening Courses

    The listening part of the speaking and listening unit is assessed through recorded listening tasks. Assessment is made on the basis of the learning outcomes and assessment criteria for the unit and definitions from the Adult ESOL Core Curriculum. Learners will listen to two or three recordings (depending on the level of the assessment) and answer questions based on gist, detail and response to instructions.

    Although tutors should explain the nature of the task and may read out the questions they must not help the learners with the listening part of the task. Written responses are required for the listening tasks, and only at Entry 1 may the tutor write down the learner’s answer if this proves a difficulty. This is not permissible at other levels unless the learner requires reasonable adjustments or special consideration.

    Northern Lights

    Speaking and Listening - Entry Level 1

      Learning Outcomes

      The learner will

      Assessment Criteria

      The learner can
    1 Be able to obtain information from simple verbal communication 1.1 Follow the gist of simple verbal communication
    1.2 Obtain necessary detail from simple verbal communication for a given task
    1.3 Follow single step verbal instructions correctly for a given task
    2 Be able to speak English to communicate 2.1 Use pronunciation to convey intended meaning
    2.2 Use simple language appropriate for context when speaking
    3 Be able to convey information 3.1 Provide a short verbal account for a given task
    3.2 Convey relevant detail during a simple verbal communication
    4 Be able to engage in discussion with others 4.1 Make relevant contributions to discussion
    4.2 Express simple views clearly during verbal communication
    4.3 Make effective verbal requests to obtain information

      Indicative Content
    Learners will be able to demonstrate the ability to carry out any, but not necessarily all, of the following:
  • identify the topic of conversation and specific details in a simple narrative/exchange
  • ask wh- questions e.g. when, what
  • use question form of simple present tense e.g. Do you? Have you?
  • ask for clarification e.g. Can you repeat that please?
  • make requests using modal verbs e.g. can, would like
  • respond to wh- questions and yes/no questions in requests for information
  • respond using minimal response, short form of verb, or fuller answer e.g. name and address
  • understand single step instructions/directions e.g. it’s on the right
  • speak clearly, using stress and intonation, to be understandable to a sympathetic native speaker
  • use simple present tense to make simple statements of fact e.g. This is my neighbour
  • use common prepositional phrases of place and time
  • use common adjectives and intensifiers to give a description
  • use contracted forms e.g. I’m
  • some use of definite and indefinite articles
  • take part in social interaction
  • use grammar and vocabulary to express simple views e.g. I like, I don’t like, I think this is good/bad
  • recognise likes/dislikes/feelings/views of others and respond e.g. that’s right, do you?
    		•

    Speaking and Listening - Entry Level 2

      Learning Outcomes

      The learner will

      Assessment Criteria

      The learner can
    1 Be able to obtain information from simple verbal communication 1.1 Follow the gist of simple verbal communication
    1.2 Obtain necessary detail from simple verbal communication for a given task
    1.3 Follow single step verbal instructions correctly for a given task
    2 Be able to speak English to communicate 2.1 Use pronunciation to convey intended meaning
    2.2 Use simple language appropriate for context when speaking
    3 Be able to convey information 3.1 Provide a short verbal account for a given task
    3.2 Convey relevant detail during a simple verbal communication
    4 Be able to engage in discussion with others 4.1 Make relevant contributions to discussion
    4.2 Express simple views clearly during verbal communication
    4.3 Make effective verbal requests to obtain information

      Indicative Content
    Learners will be able to demonstrate the ability to carry out any, but not necessarily all, of the following:
  • identify the topic of conversation and specific details in a simple narrative/exchange
  • ask wh- questions e.g. when, what
  • use question form of simple present tense e.g. Do you? Have you?
  • ask for clarification e.g. Can you repeat that please?
  • make requests using modal verbs e.g. can, would like
  • respond to wh- questions and yes/no questions in requests for information
  • respond using minimal response, short form of verb, or fuller answer e.g. name and address
  • understand single step instructions/directions e.g. it’s on the right
  • speak clearly, using stress and intonation, to be understandable to a sympathetic native speaker
  • use simple present tense to make simple statements of fact e.g. This is my neighbour
  • use common prepositional phrases of place and time
  • use common adjectives and intensifiers to give a description
  • use contracted forms e.g. I’m
  • some use of definite and indefinite articles
  • take part in social interaction
  • use grammar and vocabulary to express simple views e.g. I like, I don’t like, I think this is good/bad
  • recognise likes/dislikes/feelings/views of others and respond e.g. that’s right, do you?
    		•

     

    Writing Courses

    The listening part of the speaking and listening unit is assessed through recorded listening tasks. Assessment is made on the basis of the learning outcomes and assessment criteria for the unit and definitions from the Adult ESOL Core Curriculum. Learners will listen to two or three recordings (depending on the level of the assessment) and answer questions based on gist, detail and response to instructions.

    Although tutors should explain the nature of the task and may read out the questions they must not help the learners with the listening part of the task. Written responses are required for the listening tasks, and only at Entry 1 may the tutor write down the learner’s answer if this proves a difficulty. This is not permissible at other levels unless the learner requires reasonable adjustments or special consideration.

    Northern Lights

    Writing - Entry Level 1

      Learning Outcomes

      The learner will

      Assessment Criteria

      The learner can
    1 Be able to produce simple text 1.1 Construct simple complete sentences correctly for an intended audience
    1.2 Use full stops correctly
    1.3 Use capitalisation correctly
    1.4 Spell words correctly
    2 Be able to complete a form 2.1 Record personal details on a simple form correctly

      Indicative Content
    Learners will be able to demonstrate the ability to carry out any, but not necessarily all, of the following:
  • compose simple text to communicate information and ideas i.e. about family, country, likes/dislikes>
  • use conventional layout of simple texts i.e. invitation, envelope, message
  • write sentences using common patterns for simple statements of subject-verb-object
  • use appropriate verb forms, including for instruction and direction, e.g. simple present of be, have, do, live, go to, come from ... and present continuous of common regular verbs
  • use capital letters for names, places, days of the week and months
  • use capital letter at the start of a sentence and full stop at the end
  • use capital letter for the personal pronoun ‘I’
  • write the letters of the alphabet using upper and lower cases
  • spell personal vocabulary and common words correctly
  • form digits 1 – 9
  • compose simple text to communicate personal information by filling in details on a form
    		•

    Writing - Entry Level 2

      Learning Outcomes

      The learner will

      Assessment Criteria

      The learner can
    1 Be able to produce simple text for a given audience 1.1 Present information in an appropriate format for the intended audience
    1.2 Construct simple and compound sentences correctly
    1.3 Use adjectives correctly
    1.4 Use punctuation correctly
    1.5 Use upper and lower case letters correctly
    1.6 Spell words correctly
    2 Be able to complete a form 2.1 Record personal details in a form correctly

      Indicative Content
    Learners will be able to demonstrate the ability to carry out any, but not necessarily all, of the following:
  • compose simple text using appropriate format for the task
  • convey information relevant to the topic, using appropriate register for the audience
  • write simple sentences in paragraphs with a structure such as clear beginning, middle, end
  • write compound sentences using common conjunctions to connect two clauses e.g. as, and, but
  • use simple present tense and simple past tense e.g. She was late, and simple structures for future time e.g. I am going to ...
  • use modals to make requests e.g. Please could you...
  • use simple adverbial phrases of time and place e.g. on Saturday, next week, at the bus station
  • use adjectives and intensifiers to add detail and interest
  • use capital letters, question marks and full stops in sentences
  • use a capital letter for names, places, days, months
  • spell correctly common words and personal details appropriate to task
  • record personal information on a form
  • respond to simple instructions on forms e.g. circle, tick, delete, block capitals etc.
  • respond to requests for information e.g. What are your hobbies and interests?
    		•

    Writing - Entry Level 3

      Learning Outcomes

      The learner will

      Assessment Criteria

      The learner can
    1 Be able to plan text for a given audience 1.1 Plan text for the intended audience
    2 Be able to produce text for a given audience 2.1 Produce content for the intended audience
    2.2 Structure main points in short paragraphs
    2.3 Sequence text chronologically
    2.4 Use grammar correctly
    2.5 Use punctuation correctly
    2.6 Spell words correctly
    3 Be able to complete a form 3.1 Complete a form with open and closed responses correctly

      Indicative Content
    Learners will be able to demonstrate the ability to carry out any, but not necessarily all, of the following:
  • plan writing – i.e. spidergram, bullet points, notes, mind-map
  • produce text relevant to purpose and audience with appropriate register
  • group main points into paragraphs
  • develop the main point in each paragraph, giving further information, description etc.
  • link paragraphs together in a logical sequence
  • sequence a chronological account, using discourse markers e.g. after a few days, with a clear beginning, middle and conclusion
  • use a range of simple, compound and complex sentences with subordinate clauses of time, reason, result, condition
  • use conjunctions such as because, although, while, and discourse markers such as then, finally, after
  • use a range of verb tenses accurately such as past simple, present continuous, present perfect, ‘used to’ and future simple, with correct subject-verb agreement
  • use full stops and capital letters correctly
  • use question marks when required, exclamation marks to make a point, quotation marks / inverted commas / speech marks to indicate direct speech, and commas in a list
  • use correct sentence punctuation and capital letters where required
  • spell key words and special interest vocabulary correctly
  • record personal information on forms
  • respond to instructions on forms e.g. circle, tick, delete, block capitals etc.
  • write extended responses to requests for information e.g. past education and work experience
    		•

    Writing - Level 1

      Learning Outcomes

      The learner will

      Assessment Criteria

      The learner can
    1 Be able to plan text for a given task 1.1 Plan text for a specific purpose
    2 Be able to produce text for different tasks 2.1 Produce content appropriate to purpose
    2.2 Use appropriate language for a given task
    2.3 Structure text in a logical sequence for purpose
    2.4 Use grammar correctly
    2.5 Use punctuation correctly
    2.6 Spell words accurately
    3 Be able to complete a form 3.1 Complete a form with open and closed responses correctly

      Indicative Content
    Learners will be able to demonstrate the ability to carry out any, but not necessarily all, of the following:
  • plan writing – i.e. spidergram, bullet points, notes, mind-map
  • identify appropriate register for task and audience using key features of formal and informal register e.g. type of vocabulary, mode of address, grammatical structures
  • use appropriate format and features of layout for different types of text i.e. titles, headings, subheadings, paragraphs, lists, bullet points etc.
  • use graphics to make meaning clearer when appropriate e.g. pictures, diagrams, illustrations
  • present information in a logical sequence, using paragraphs and key features of written discourse to order and sequence information i.e. introduce purpose, elaborate points, relate points, summarise and conclude
  • apply key linguistic features to show logical sequence e.g. therefore ... , as a result ... and appropriate use of tense
  • use sentences consisting of a main clause and one or more subordinate clauses and a range of connectives to show time, degree, frequency etc.
  • use a range of tenses, including continuous and perfect forms, and correct subject/verb agreement
  • use accurately a range of punctuation: to mark the beginning and end of sentences, to emphasise a point, to indicate reported speech.
  • use commas in a list, between clauses and after connectives
  • use apostrophes for possession and omission
  • use and spell correctly a wide range of vocabulary appropriate to different audiences
  • respond to instructions on forms e.g. circle, tick, delete, block capitals etc.
  • complete an extended form with personal information using open and closed responses
    		•

    Writing - Level 2

      Learning Outcomes

      The learner will

      Assessment Criteria

      The learner can
    1 Be able to plan text for a given task 1.1 Plan text for a specific purpose
    2 Be able to produce text for different tasks 2.1 Produce content which meets the purpose effectively
    2.2 Use language effectively
    2.3 Structure text coherently for purpose
    2.4 Use grammar correctly
    2.5 Use punctuation correctly
    2.6 Spell words accurately
    3 Be able to complete a form 3.1 Complete a form with complex features correctly

      Indicative Content
    Learners will be able to demonstrate the ability to carry out any, but not necessarily all, of the following:
  • plan writing – i.e. spidergram, bullet points, notes, mind-map
  • use appropriate register for purpose and audience using key features of formal and informal language e.g. type of vocabulary and collocation, phrasal verbs, idiomatic expressions, mode of address, grammatical structures
  • use appropriate format and features of layout for different types of text i.e. titles, headings, subheadings, paragraphs, lists, bullet points etc.
  • use graphics to make meaning clearer when appropriate e.g. pictures, diagrams, illustrations
  • use appropriate structures for formal writing i.e. passive in reports, conventional phrases in letters
  • present information and ideas in a logical sequence using paragraphs and a range of connectives and discourse markers e.g. in spite of the fact that, nevertheless, subsequently, accordingly
  • construct effective arguments using appropriate paragraphing structure i.e. statement of argument, supporting points, examples, conclusion
  • use a variety of simple, compound and complex sentences
  • use a wide range of past, present and future tenses, including continuous and perfect forms, and reported speech
  • use a range of embedded and relative clauses, noun and participle clauses, and conditionals
  • use correct grammar, i.e. subject-verb agreement, word-order, correct and consistent use of tense
  • use an extensive range of modal verbs where appropriate
  • use personal and relative pronouns to replace/refer to nouns to avoid repetition and improve clarity
  • punctuate sentences correctly i.e. use commas e.g.in lists, between clauses, after connectives; use apostrophes for possession and omission; use inverted commas in direct speech and quotations
  • use suitable vocabulary for genre, purpose, audience and content, including stylistic devices to achieve purpose e.g. similes, metaphors
  • use and spell correctly a wide range of vocabulary
  • respond to instructions on forms e.g. circle, tick, delete, block capitals etc.
  • complete an extended form with personal information using open and closed responses
    		•

     

    Reading Courses

    The listening part of the speaking and listening unit is assessed through recorded listening tasks. Assessment is made on the basis of the learning outcomes and assessment criteria for the unit and definitions from the Adult ESOL Core Curriculum. Learners will listen to two or three recordings (depending on the level of the assessment) and answer questions based on gist, detail and response to instructions.

    Although tutors should explain the nature of the task and may read out the questions they must not help the learners with the listening part of the task. Written responses are required for the listening tasks, and only at Entry 1 may the tutor write down the learner’s answer if this proves a difficulty. This is not permissible at other levels unless the learner requires reasonable adjustments or special consideration.

    Northern Lights

    Reading - Entry Level 1

      Learning Outcomes

      The learner will

      Assessment Criteria

      The learner can
    1 Be able to gain meaning from text 1.1 Follow a short text on a familiar topic
    1.2 Use language features to work out meaning in short text on a familiar topic
    2 Be able to identify the purpose of text 2.1 Identify the purpose of short text on a familiar topic
    3 Be able to find information in text 3.1 Obtain relevant information from short text on a familiar topic
    3.2 Recognise symbols in text
    3.3 Recognise words in text
    3.4 Recognise digits correctly
    4 Be able to recognise letters 4.1 Identify letters of the alphabet in upper and lower case correctly

      Indicative Content
    Learners will be able to demonstrate the ability to carry out any, but not necessarily all, of the following:
  • read and understand a short text on a familiar topic
  • recognise common patterns of simple sentences – i.e. subject-verb-object, subject-verb-prepositional phrase e.g. She has two children; He lives in London
  • recognise the use of full stops and capital letters in a sentence to help understand the text
  • recognise the use of questions marks and exclamation marks to help understand the text
  • recognise capital letters for names, places and the personal pronoun ‘I’
  • recognise days of the week, family words, dates, times and other common words in everyday use
  • recognise and understand use of common prepositions e.g. in, out, off, down
  • recognise the purpose of simple texts
  • obtain information from key words, common signs and symbols
  • recognise digits 0 - 9 i.e. dates, times, telephone numbers and prices
  • recognise the letters of the alphabet in both upper and lower case
    		•

    Reading - Entry Level 2

      Learning Outcomes

      The learner will

      Assessment Criteria

      The learner can
    1 Be able to gain meaning from text 1.1 Trace main events in short straightforward text
    1.2 Use language features to work out meaning in short straightforward text
    1.3 Understand the meaning of words in short straightforward text
    2 Be able to identify the purpose of text 2.1 Use features of text to identify the purpose of short straightforward text
    3 Be able to find information in text 3.1 Obtain relevant information from short straightforward text
    3.2 Obtain relevant information from an image
    4 Be able to order words alphabetically 4.1 Use first placed letters to order words alphabetically

      Indicative Content
    Learners will be able to demonstrate the ability to carry out any, but not necessarily all, of the following:
  • use key features of text i.e. sequencing and discourse markers e.g. first, next etc.- to understand and trace the main events in text
  • use knowledge of simple and compound sentences to understand meaning
  • use knowledge of language to identify purpose e.g. imperatives and negative imperatives in instructions
  • use knowledge of grammatical structures such as prepositions, adverbials and connectives e.g. before, after, next , right , straight on, to follow and understand instructions / directions
  • recognise use of capital letters for people and place names to understand meaning
  • recognise use of full stops, question marks and exclamation marks to understand meaning
  • recognise layout and features of text to identify purpose
  • recognise and respond to words on forms requesting personal information e.g. first name, surname, address, postcode, age, date of birth etc.
  • recognise and understand common instructions on forms e.g. tick, delete, block capitals
  • use knowledge of common words to understand text and find information
  • use detailed reading to find specific information
  • use images, illustrations, diagrams and captions to follow texts
  • use initial letter to help to find information in alphabetical order
    		•

    Reading - Entry Level 3

      Learning Outcomes

      The learner will

      Assessment Criteria

      The learner can
    1 Be able to gain meaning from text 1.1 Identify the main points of short straightforward text
    1.2 Identify main events in short straightforward text
    1.3 Use language features to identify meaning in short straightforward text
    1.4 Identify the meaning of words and phrases in short straightforward text
    2 Be able to distinguish the purpose of text 2.1 Identify the purpose of short straightforward text
    3 Be able to find information in text 3.1 Obtain information from short straightforward text
    4 Be able to order words alphabetically 4.1 Use first and second placed letters to order words

      Indicative Content
    Learners will be able to demonstrate the ability to carry out any, but not necessarily all, of the following:
  • identify the main points of paragraphs to gain meaning from text
  • understand the main events of chronological, continuous descriptive and explanatory texts
  • recognise different forms of layout for texts i.e. bullet points, diagrams, columns, titles, sub-headings
  • use knowledge of grammatical features to work out meaning in texts i.e. use of imperative, discourse markers e.g. then, after that, finally, always, verb tenses e.g. used to
  • use images, illustrations, diagrams and captions to aid understanding
  • recognise use of capital letters, full stops, question marks, exclamation marks, inverted commas / speech marks / quotation marks and commas in a list to understand meaning
  • identify key words and phrases commonly used in different types of texts on familiar topics i.e. letters, leaflets, forms, short articles or reports
  • read and understand words and phrases commonly used on forms
  • understand the different purposes of text i.e. to inform, to advertise, to tell a story, to instruct
  • read in detail to obtain specific information
  • use first and second place letters to find and sequence words in alphabetical order
    		•

    Reading - Level 1

      Learning Outcomes

      The learner will

      Assessment Criteria

      The learner can
    1 Be able to gain meaning from text 1.1 Identify the main points of short straightforward text
    1.2 Identify main events in short straightforward text
    1.3 Use language features to identify meaning in short straightforward text
    1.4 Identify the meaning of words and phrases in short straightforward text
    2 Be able to distinguish the purpose of text 2.1 Identify the purpose of short straightforward text
    3 Be able to find information in text 3.1 Obtain information from short straightforward text

      Indicative Content
    Learners will be able to demonstrate the ability to carry out any, but not necessarily all, of the following:
  • identify the main points in a range of text types
  • understand that meaning in texts can be implied as well as explicitly stated
  • understand the main events of chronological, continuous descriptive, explanatory and persuasive texts
  • use knowledge of sentence structure (simple, compound and complex) and word order to work out meaning, e.g. that in the sentence The Dome was closed to visitors by the Minister last year, the person responsible for closing it was the Minister, not the visitors
  • use knowledge of a range of subordinating and co-ordinating links within and between sentences to refer backwards and forwards in texts, recognising a range of linguistic features such as relative pronouns, repetition, re-iteration, e.g. London is a very busy city. Because of its huge population and its position in the world financial market, the city ...
  • recognise the purpose of a range of punctuation including: full stops, question marks, exclamation marks, colons, and the use of commas i.e. in lists, between clauses, after connectives; apostrophes for possession and omission; inverted commas in direct speech and quotations
  • recognise and understand an increasing range of vocabulary associated with different types of text
  • be aware of how language is used to create different effects i.e. descriptive language, slang, jargon, formal register
  • understand that words can act as different word classes, depending on the context, i.e. as verb, noun or adjective e.g. to record, a record, a record level of ...
  • be aware that words may have different meanings in different contexts and have negative and positive connotations: slim, slender, skinny; riot, demonstration; house, home, hovel
  • recognise how language and other textual features are used to achieve different purposes i.e. to instruct, explain, describe, persuade
  • use organisational and structural features to locate specific information i.e. contents, index, menus, titles, by-lines, subheadings, and that you can infer meaning from images which is not explicit in the text

    • Reading - Level 2

      Learning Outcomes

      The learner will

      Assessment Criteria

      The learner can
    1 Be able to gain meaning from text 1.1 Identify the main points of text
    1.2 Identify the main events of text
    1.3 Use language features to identify meaning in text
    1.4 Identify the meaning of vocabulary in text
    2 Distinguish the purpose of text 2.1 Identify the purpose of text
    3 Be able to find information in text 3.1 Obtain specific information from text
    3.2 Evaluate information from different sources

      Indicative Content
    Learners will be able to demonstrate the ability to carry out any, but not necessarily all, of the following:
  • identify the main points in a range of text types
  • understand that main points may be indicated in different ways in different text types, i.e. in the headings in a textbook, in the topic sentences in a letter of complaint, by looking for adverbs of time and key dates in a chronological sequence
  • understand the main events of chronological, continuous descriptive, explanatory and persuasive texts
  • summarise information from longer documents
  • use knowledge of different forms of sentence and clause structure i.e. passive and conditional constructions, inverted, embedded and non-finite clauses, to work out meaning
  • recognise that specific grammatical devices are used to persuade, i.e. rhetorical questions, repetition
  • recognise a wide range of punctuation marks, including full stops, question marks and exclamation marks, commas, colons, semi-colons, bullets, numbering, speech marks / inverted commas / quotation marks, apostrophes, hyphens, dashes and brackets
  • read and understand technical vocabulary
  • understand the concept of synonyms and antonyms
  • recognise and understand the use of similes, metaphors, idioms, clichés
  • understand the importance of context in determining the meaning of a word
  • understand that words have different connotations
  • understand that different kinds of text have different purposes, that texts can have more than one purpose, and that the real purpose of some texts can be different from the explicitly stated purpose
  • understand that format, organisational structure, grammatical features, discourse markers, register, graphics, vocabulary and style may indicate the purpose of a text
  • recognise the importance of register, to assist in identification of purpose by identifying formal versus informal structures and vocabulary, i.e. the use of the passive, the third person, the use and choice of abstract nouns, formulaic expressions, idiom and collocation
  • read and understand specific information in different types of text
  • read critically to evaluate information, ideas and opinions from different sources
  • read an argument and identify the points of view or bias. Understand that information on the same topic from different sources may have different, even contradictory, emphases
  • understand the difference between objective fact and opinion
    		•

     

    Fully Funded Vocational Courses

    Courses

    We offer a wide range of accredited courses, inculding:

  • Awareness of Mental Health Probelms
  • Behaviour that Challenges
  • Business Administration
  • Care and Management of Diabetes
  • Caring for Children and Young People
  • Care Planning
  • Children and Young People's Mental Health
  • Cleaning Principles
  • Common Childhood Illnesses
  • Common Health Conditions
  • Counselling Skills
  • Customer service
  • Customer Service in Hospitality
  • Customer Servicefor Health and Social Care Settings
  • Dementia Care
  • Dignity and Safeguarding in Adult Health and Social Care
  • Equality and Diversity
  • Falls Prevention Awareness
  • Improving Personal Exercise, Health and Nutrition
  • Infection Control
  • Information, Advice or Guidance
  • Learning Disabilities
  • Lean Organisation Management
  • Preparing to Work in Adult Social Care
  • Principles of Warehousing and Storage
  • Retail Operations
  • Safe Handling of Medicines
  • Team Leading
  • Understanding Autism
  • Understanding Nutrition and Health
  • Understanding Specific Learning Difficulties

    • Northern Lights

    We also offer Apprenticeships in:

  • Business Administration
  • Cleaning and Support Services
  • Customer Service
  • Health and Social Care
  • Management
  • Team Leading

    • Are you a qualified teacher/trainer ?

    If you are a qualified teacher or trainer and able to help deliver some of these courses we would like to hear from you.

    WORK CLUB

    WORK CLUB & WORKSHOP

    Overview

    This project objective is to support tackle unemployment amongst the African and Arab Communities in Sheffield. It is anticipated that the project will attract a substantial number of clients that include, work-ready clients, single parents, people with learning difficulties and elderly.

    A number of removal of barriers in terms of employment need to take place, this includes:

  • Topics such as employment search and interview techniques will be presented in depth at Andalus work shops
  • Assessments and inductions
  • Confidence Building
  • CV Building
  • Job search
  • Interview techniques
  • Access to printer and computer access facilities
  • Contract negotiation

    • Andalus has a network of contacts with doctors, lawyers, accountants and will bring in expert assistance for training and support and if possible mentoring.

    CONTACT

    WHERE WE ARE

    We'd love your feedback!

    Andalus Community Centre,
    Mudfords Building,
    35-37 Exchange Street,
    SHEFFIELD
    United Kingdom
    S2 5TR
    Phone: +44 (0)114 2721934
    Email: [email protected]