Integrating English & Maths across the Curriculum Ruth Perry, Learner First

Integrated Contextualised Embedded

“Teachers are adept at integrating English into other lessons through carefully planned learning activities.” “Many learners improve their employability skills, including consolidation of functional English and mathematics, when they participate in practical work-related activities.” Ofsted report

“Nearly all [staff] have at least a level 2 qualification in maths and the vast majority have a level 2 qualification or better in English, giving them the skills and confidence to support students in developing their own skills.” Ofsted report

“English and mathematics targets are not integrated in all lessons to enable the systematic development of learners’ skills.” “The delivery of these subjects is aimed too much at achieving the qualifications, and too little about equipping the students with practical numeracy and ICT skills that will help them progress towards adult life and independent living.” Ofsted report

EDUCATION SKILLS KNOWLEDGE LEARNING EXPERIENCES SUPPORT LEARNING PROVIDER INPUT What English and Maths skills should be developed?

n Yearly goals Termly targets Short-term targets Session plans Explicit English and Maths targets? Underpinning English and Maths mini-targets ?

Pulling out Planting in Vocational, employability, independence skills… English and Maths

Pulling out

Maths and English-rich activities or contexts What examples can you share of activities or contexts where Maths and English ‘just come tumbling out’?

Differentiating the learning How can we develop English/Maths skills at an appropriate level to match the different abilities/needs in the group?

Differentiating the learning Joining in rote counting of number of students in the group Recognising prices on a takeaway menu Finding/reading out the phone number Choosing 2 or 3 toppings Which costs more: large or family-size? How much more? Working out how many pizzas in total/how many slices each Calculating cost of a pizza with two toppings If total cost is (£68), how many £10 notes do we need? What change will we get? (Should we keep it?)

Planting in To recognise and sequence times of day, eg morning, tonight, lunchtime.. To read key words, using first letters to de-code

Embedding models (1)

Vocational Employability Independence English & Maths Embedded English and Maths

Embedding models (2) Vocational Employability Independence English & Maths Embedded English and Maths

Embedding models (2) Vocational Employability Independence English & Maths Embedded English and Maths

Hierarchy of phases in skill development Acquisition: learners learn correct new responses through demonstration, modelling or physical prompting with an emphasis on developing accuracy Fluency: learners, through repetition, reach a level of mastery combining speed and accuracy. Maintenance: learners consolidate and maintain a high level of competency and fluency over time by learning through repetition and familiarity. Generalisation: learners develop and achieve mastery in different settings or contexts, with different stimuli or materials or with different staff Application or adaptation - learners recognise similarities and differences between key elements of new situations and select appropriate responses, adapting their established skills and understandings to new problem-solving opportunities. Adapted from Haring, N., Liberty, K. and White, O. (1981)

On discrete provision… “Teachers have extended the delivery of English and mathematics to include discrete lessons, providing good consolidation of learning at beginner level and continued challenge for more-able learners. As a result, learners develop their skills in these subjects well.” Ofsted report