Skills for Life Support Programme T: F: E: W: The Skills for Life Support Programme is delivered on behalf of the Learning and Skills Improvement Service by CfBT Education Trust and partners CfBT Education Trust 60 Queens Road Reading RG1 4BS Embedding Literacy, Language and Numeracy Policy, context and implications for leadership and management

Skills for Life Support Programme Aims The session aims: to explore key policies, strategies, initiatives and drivers relating to embedding literacy, language and numeracy to identify the organisational benefits and implications of integrating literacy, language and numeracy into all aspects of leadership and management.

Skills for Life Support Programme Learning outcomes By the end of the training session participants will be able to: recognise the implications of key policies, strategies, initiatives and drivers related to literacy, language and numeracy identify the changes that might need to be made to provision identify the resources to support change support the organisation to achieve its action plan identify colleagues who will be able to support any changes identified.

Skills for Life Support Programme Why does maths matter? Activity 1a – Maths Quiz Look at the Maths Quiz and, in pairs, complete the questions. Identify reasons why maths is important in all our learning and work activities.

Skills for Life Support Programme Why does maths matter? Activity 1b – Numeracy skills audit Think about your team. What numeracy skills do they need to undertake their job successfully? Complete the Numeracy Skills audit grid.

Skills for Life Support Programme Why does maths matter? Activity 1c – Human Scattergram Think about your job. What sort of numeracy skills does it involve? How often do you use those skills? Place yourself on the human scattergram!

Skills for Life Support Programme Activity 1c – Human Scattergram Frequently throughout the day Never Recognising Interpreting numberdata

Skills for Life Support Programme What is embedding? 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. (DfES, 2004)

Skills for Life Support Programme Drivers for embedding literacy, language and numeracy Skills for Life Strategy (2001) and Skills for Life: Changing lives (2009) Leitch Review of Skills (2006) and World Class Skills (2007) Functional Skills (2010) Foundation Learning (2010) Diplomas Ofsted – Framework for Excellence (2008) and Common Inspection Framework (2009)

Skills for Life Support Programme Drivers for embedding Focus on numeracy Skills Pledge Train to Gain Initial Teacher Training reforms (minimum core)

Skills for Life Support Programme Targets for improvement 89% of adults to be qualified to at least level 1 literacy and 81% to be qualified to at least entry level 3 numeracy by % of adults need to have the basic skills of functional literacy and numeracy by 2020 World Class Skills – Implementing the Leitch Review of Skills in England, DIUS, July 2007

Skills for Life Support Programme Quick reminder – embedding 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. (DfES, 2004)

Skills for Life Support Programme Why embed literacy, language and numeracy? Embedding: teaches relevant literacy, numeracy, language and ICT skills is motivational for learners loses the artificial separation between literacy, numeracy, language and ICT skills and vocational skills empowers learners as newly trained employees gives teachers of vocational skills new tools. DfES (2005, updated 2008) Raising Standards: A Contextual Guide to Support Success in Literacy, Numeracy and ESOL Provision – Embedded Learning

Skills for Life Support Programme The impact of poor literacy and numeracy skills There is a cost to both employers and employees. –On average, employees with poor skills can expect to earn 11% less than average. –There is a cost to employers through high staff turnover and poor performance, with an overall cost to the economy of up to £10bn a year. Evidence suggests that poor literacy and numeracy skills result in a cost to industry of around £4.8bn per year: –Firms of 51 to 100 employees could lose £86,000 per year. –Firms of 1,000 or more employees could lose £500,000 per year. Excellence Gateway:

Skills for Life Support Programme Research Research has shown that embedding is a powerful way to raise both vocational learning outcomes and literacy, language and numeracy outcomes. NRDC research report You wouldnt expect a maths teacher to teach plastering… Embedding literacy, language and numeracy in post-16 vocational programmes – the impact on learning and achievement.

Skills for Life Support Programme Your current process Activity – process mapping Can you map how learners are supported with their literacy, language and numeracy needs? Start from the moment they decide to engage with learning, and use sticky notes and flipcharts to map out the stages and who is involved.

Skills for Life Support Programme Professional Development Planning What do you need to be aware of? Initial Teacher Training (ITT) Reforms (2007) Institute for Learning (IfL) – need to register QTLS/ATLS status The minimum core (the literacy and numeracy skills of staff) CPD requirement – 30 hours per year down to a minimum of 6 hours pro rata for part-time staff declared annually to the IfL.

Skills for Life Support Programme Professional Development Planning Activity – Carousel There are three flipcharts, headed: Staff Qualifications Recruitment and Induction CPD These are divided into in place and to do. In your groups, spend 3 minutes at each flipchart adding your thoughts about the current position for your organisation in relation to these areas. Try to think of all the drivers we have discussed so far.

Skills for Life Support Programme Outcomes Are you now able to: recognise the implications of key policies and initiatives related to literacy, language and numeracy? identify the changes that might need to be made to provision? identify the resources needed to support change? support your organisation to achieve its action plan? identify colleagues who will be able to support any changes identified?

Skills for Life Support Programme Contacts Skills for Life Support Programme Office Contacts: CfBT Education Trust Tel: