2. Before we begin: 1.) Take 3 sticky notes and draw: 2) If you have a mobile device with you, and know how to, try to connect to the College CVC Guest wifi using the password Gizzmo21 The URL we’ll be using is: http://padlet.com/lisette_veit1/doIteachEM

3. Wait – I don’t teach English and Maths... Lisette Veit 8 th July 2014

4. ... Do I?

5. Questions 1.Who considers themselves to be a maths person? 2.Who considers themselves to be an English language person? 3.Have you already done English and maths embedding CPD? Yes? How confident are you about it? 4.If Ofsted turned up in your next class would they see... 1.Sustainable development? 2.Equality and diversity? 3.Effective ICT? 4.English, maths and language?

6. Tough love

7. Doing it for love  Your learners want to be able to do what you can do  ACL classes are supported in order to improve equality and diversity in our communities  The privileged can have hidden skills gaps too

8. Love good practice Good and outstanding teachers use active learning techniques to continuously assess and progress learning in all skills, including those in the enrichment core.

9. 10 minute task  The person in your group whose 1 st name comes highest in the alphabet is the maths teacher  The person in your group whose 1 st name comes lowest in the alphabet is the English teacher  Use the resource packs provided to set a task in your subject area that you think is at L2 of the adult core curriculum in English/maths  Take it in turns to assess your ‘learners’ doing the task  You have 2 mins to prepare and 4 mins each to assess

10. Love feedback Those linked to Wi-Fi can go to: http://padlet.com/lisette_veit1/doIteachEM Double click on the sky to add your thoughts about embedding English and maths in the curriculum.

11. Love progress  Learning has to be relevant (no one goes to yoga to learn long division)  Skills gaps need to be identified (no one will willingly tell you they don’t know how to use commas)  Learning only happens when learning aims are transparent and assessed (no one listens to empty praise or makes progress with no trust)  Teachers need to be a step ahead of their class (no one knows everything; never stop learning)

12. How hard can it be?  Start with a simple skills audit – what English and maths is already hidden within your scheme of work?  Plan, plan, plan, plan  Assess and give constructive feedback  Plan more

13. And finally... 1.Who knows why English and maths enrichment is a requirement in all ACL courses? 2.Who knows where to start? 3.Who knows where to get help? 4.Who knows where to go to improve your own English and maths skills if necessary? 5.Who is going to do something different as a result of this talk?