Family English, Maths and Language Programmes
Menu of FEML Programmes
The following English, maths and language programmes must be delivered by qualified
adult learning tutors with literacy, numeracy or early years specialisms and should only
be delivered to mothers/fathers/carers with a literacy, language or numeracy need ie.
those who have not achieved a full English or maths qualification at level 2.
Family Language is used to describe the programmes for families where English is not
the primary language at home. It includes a broad coverage of skills including family
English, numeracy and ICT courses.
All programmes should be joint adult/child programmes.
Early Years
English
Workshops
(2-3 hours)
Introductory
programmes
(about 12
hours)
Longer
programmes
(30 to 60
hours)
Programme Information
To encourage mothers/fathers/carers with no or few qualifications to talk to and
play with their babies and toddlers
 To set out the importance of play in early language development
 To engage and motivate mothers/fathers/carers and to encourage them to
progress on to the longer courses where qualifications may be achieved
The curriculum could include creative and imaginative play activities that promote the
development of language, sharing books and stories, enjoying songs and rhymes.
 To provide a manageable first step back into learning for mothers/fathers/ carers
and to encourage them to progress on to the longer courses where qualifications
may be achieved
 To set out the importance of play in early language development and to support
mothers/fathers/carers and their babies/toddlers with positive interaction
 To allow mothers/fathers/carers to explore and discuss how they can support
and extend opportunities to develop their children’s language
 To give mothers/fathers/carers the opportunity to develop their own English or
language skills
The curriculum could include: the importance of talking; talking and playing in
everyday routines or out and about; sharing books and stories; enjoying songs and
rhymes; early writing.
 To help mothers/fathers/carers explore ways of playing and talking with and
listening to their children and to enhance early language development
 To encourage strong attachments and positive everyday interactions among
mothers/fathers/carers and their babies and toddlers
 To provide situations for mothers/fathers to develop their own communication,
language and English skills while working towards functional skills qualifications
 To provide relevant activities for babies and toddlers to extend the range of
vocabulary and communication skills they use
 To encourage the use of all languages spoken at home and lay a foundation for
lifelong literacy and language learning
The curriculum could include: the importance of talking; talking and playing in
everyday routines or out and about; sharing books and stories; enjoying songs and
rhymes; early writing; the opportunity to extend parents’ own communication skills
and focus on their specific English / language goals while working towards functional
skills qualifications.

Early Years
Maths
Workshops (23 hours)
Introductory
Programmes
(12 hours)
Longer
programmes
(30 to 60
hours)
School-aged
English
Workshops
(2-3 hours)
Introductory
Programmes
(12 hours)
Programme Information
To provide an opportunity for mothers/fathers/carers and children who need it
most to begin to improve their numeracy skills and understanding of
mathematical language
 To introduce mothers/fathers/carers to learning as a family and to encourage
them to progress on to the longer courses where qualifications may be achieved
 To develop mothers/fathers’/carers’ skills in supporting their children’s numeracy
development
The curriculum could include: ways of supporting numeracy development by making
good use of opportunities to talk mathematically as children play or take part in
normal daily activities; linking mathematical language with physical movement in action
rhymes and songs, role-play and practical experiences.

To provide a manageable first step back into learning for mothers/fathers/ carers
and to encourage them to progress on to the longer courses where qualifications
may be achieved

To help adults support the learning and development of their children’s problemsolving, reasoning and numeracy skills
 To show mothers/fathers/carers how improving their own maths skills can help
their children
The curriculum could include: ways of supporting numeracy development by making
good use of opportunities to talk mathematically as children play or take part in
normal daily activities; linking mathematical language with physical movement in action
rhymes and songs, role-play and practical experiences.

To lay a foundation for lifelong learning by enabling mothers/fathers/carers to
improve their own maths skills to help their children

To encourage positive interaction between parents and young children by
developing their early problem-solving, reasoning and numeracy skills

To provide situations for mothers/fathers to develop their own maths skills while
working towards functional skills qualifications
The curriculum could include: recognising opportunities in play and song to develop
children’s numeracy skills; encouraging children to use everyday and mathematical
language to talk about measures, time, order, shape, pattern; calculating accurately in
practical situations; using a variety of mathematical strategies to solve practical
problems

Programme Information
To provide an opportunity for mothers/fathers/carers and children who need it
most to begin to improve their literacy and language skills
 To engage and motivate mothers/fathers/carers and to encourage them to
progress on to the longer courses where qualifications may be achieved
 To develop mothers’/fathers’/carers’ skills in supporting their children’s reading
or writing and to provide them with materials to use at home
The curriculum could include: ways of supporting reading; literacy through IT; games
at home; spelling strategies; phonics.

To provide a manageable first step back into learning for mothers/fathers/ carers
and to encourage them to progress on to the longer courses where qualifications
may be achieved
 To develop mothers’/fathers’/carers’ understanding of how to support their
children’s speaking and listening, reading and writing skills through practical
activities
 To give mothers/fathers/carers the opportunity to develop their own English or
language skills
The curriculum could include: looking at a variety of rhymes, picture books and
activities to foster positive reading experiences; spelling strategies; phonics; writing
for a purpose.

Longer
programmes
(30 to 60
hours)
School-aged
Maths
Workshops
(2-3 hours)
Introductory
Programmes
(12 hours)
Longer
programmes
(30 to 60
hours)
To raise standards of English for both mothers/fathers /carers and children
To extend mothers/fathers/carers’ skills in supporting their children’s developing
literacy skills

To provide situations for mothers/fathers to develop their own communication,
language and English skills while working towards functional skills qualifications
The curriculum could include: books and library visits; print in the environment;
writing development; listening to reading; sounds and spelling; following instructions;
speaking and listening; letter writing.


Programme Information
To provide an opportunity for mothers/fathers/carers and children who need it
most to begin to improve their numeracy skills and understanding of
mathematical language
 To introduce mothers/fathers/carers to learning as a family and to encourage
them to progress on to the longer courses where qualifications may be achieved
 To develop mothers/fathers’/carers’ skills in supporting their children’s numeracy
development
The curriculum could include: ways of supporting numeracy development by making
good use of opportunities to talk mathematically as children play or take part in
normal daily activities; number games; mental maths
 To provide a manageable first step back into learning for mothers/fathers/ carers
and to encourage them to progress on to the longer courses where qualifications
may be achieved
 To develop mothers’/fathers’/carers’ understanding of how to support their
children’s numeracy development
 To give mothers/fathers/carers the opportunity to develop their own maths skills
The curriculum could include: number games; understanding place-value; mental
strategies for calculating; metric measurement; shape and spatial awareness; datahandling; estimation; fractions, decimals and percentages.

To raise standards of maths for both mothers/fathers /carers and children

To extend mothers/fathers/carers’ skills in supporting their children’s developing
numeracy skills

To provide situations for mothers/fathers to develop their maths skills while
working towards functional skills qualifications
The curriculum could include: number games; understanding place-value; mental
strategies for calculating; metric measurement; shape and spatial awareness; datahandling; estimation; fractions, decimals and percentages; using mathematical
strategies in practical problems using skills involving representation, analysis and
interpretation.
