PTLLS – Embedding Literacy, language & numeracy Week 4

In today’s session we will: Discuss the Adult Core Curriculum & associated qualifications Explore the opportunities available for LLN development within classroom

By the end of this session you will be able to: Describe the key components of the Adult Core Curriculum Discuss the barriers that may be experienced when supporting LLN needs of their learners Explain ways to embed elements of LLN (Functional Skills ) within your specialist area Level 3: 2.2 (T5) Design an activity to support/embed LLN (Functional Skills)

How do you feel about supporting Literacy, language and numeracy Take a look at the ‘Jelly People’ Sheet and colour in the one that you feel represents you. If you feel happy to, share your ideas with your neighbour.

The Adult Core Curriculum Also known as basic, core or essential skills Literacy covers abilities in: speaking and listening reading and comprehension writing and communicating Numeracy covers abilities in: understanding and using mathematical information calculating and manipulating mathematical information interpreting results and communicating mathematical information

Functional Skills Aim: Functional skills in English, mathematics and ICT help people to gain the most out of life, learning & work. Applying knowledge Competency and confidence Problem solving Levels E1 – L2

Quick quiz Small group activity In groups you are going to create 2 questions related to SfL to ask the other groups. E.g. when was the Skills for Life Strategy introduced? You can use: - your memory - your notes - Handouts

Barriers In pairs think about the types of barriers that you may encounter when supporting LLN within the classroom. At least: 1 barrier associated with the learner 1 barrier associated with the tutor 1 barrier associated with the delivery

Embedded teaching and learning ‘Embedded teaching and learning combines the development of literacy, language and numeracy with vocational and other skills. The skills acquired provide learners with the confidence, competence and motivation necessary for them to succeed in qualifications, in life and at work.’

Embedded, contextualised or learning support? LLN learning support is usually in addition to a workplace skills/vocational learning programme. Contextualised LLN is primarily an LLN programme, not a workplace skills/vocational learning programme. In embedded programmes, LLN learning happens through a workplace skills/vocational learning programme.

Developing LLN skills Developing confidence and competence with LLN skills is therefore a part of all learning for all learners. It is also a key factor to consider when planning to include those learners who have additional support needs with literacy, language and numeracy skills.

What is embedded learning? Vocational skills and knowledge Literacy, language and numeracy skills Embedded teaching and learning

The vocational content Starting point of any embedded learning. Vocational skills and knowledge Refers to the primary learning aims of the learner. Aims may be vocational, recreational or personal. They may lead to a qualification. The embedded materials also reflect the reality of workplace and everyday settings, using realistic scenarios and documentation.

Literacy, language and numeracy These skills are clearly defined by the adult core curricula. The embedded learning materials do not set out to teach the whole range of literacy, language and numeracy outlined by the core curricula. The range and level of skills taught is dictated by the vocational content. Embedded learning is task-driven.

Think about your practice Does your practice allow for embedding? Does it occur naturally? When do you do it? Transferable skills SLARP

Health & Safety Skills for Life Health & Safety 1.Essential speaking & listening 2. Understanding signs, symbols and key documents 3. Completing forms & writing reports Reading e.g. H &S policy Law or safety data sheets Listening e.g. understanding H & S Information in the workplace Speaking e.g. providing health & safety – related information to others Writing e.g. completing accident report details Safety audit forms

Break for Coffee Recap Review and course evaluation with Sue Barriers to embedding and supporting SfL Linking to NOS

Recap – and next session Learning outcomes – Did we? Was anything missed? How will you use this? Next session – Equality & Diversity with John