Skills for Life Quality Improvement Programme

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Skills for Life Quality Improvement Programme
Embedding Literacy, Language and Numeracy for
Leaders and Managers
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Purpose

• To raise managers awareness of the potential
  organisational benefits for developing embedded
  literacy, language and numeracy.

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Learning Outcomes

• By the end of this training participants will be
  able to
• plan a model of embedding suitable for their
  vocational area
• identify ways to overcome barriers
• identify critical success factors for effective
  embedding
• identify financial implications of embedding LLN
• recognise how the process of embedding LLN
  supports the Common Inspection Framework
• reflect on their own practice and plan for the
  future.

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Defining Embedded Learning

• Embedded teaching and learning combine 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/The National Research and Development
  Centre (NRDC), February 2004

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Why embed?

• Staff may prefer sharing planning and/or
  teaching
• Skills for Life staff learn how vocational
  subjects are taught, find learners more engaged
• vocational staff learn strategies for teaching
  learners with LLN needs.
• Learners prefer it they are
• more motivated
• find learning easier in a work context
• feel less stigmatised.
• Organisation benefits
• it improves achievement and retention rates (NRDC
  Research).

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There is a positive association between embedded
approaches and

• higher retention and achievement rates on
  vocational courses
• achievement of literacy/language qualifications
• achievement of numeracy qualifications
• learners stating that they felt better prepared
  for work in the future.

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In a study of 79 vocational courses,
each course rated on a scale of embeddedness
From Point 1 Separate vocational and LLN
Learners experience their LLN development and
vocational studies as entirely, or almost
entirely, separate
to Point 4 Fully embedded or
integrated Learners experience their LLN
development as an integral part of their
vocational studies
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Learners completing vocational programmesFor all
learners in the sample
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Learners achieving a literacy/ESOL
qualificationFor learners below Level 2 in
literacy/language and numeracy on initial
assessment
10
Learners achieving numeracy qualificationsFor
learners below Level 2 in literacy/language and
numeracy on initial assessment
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Defining the range of Embedded Provision

• Dual Skills Teaching
• Integrated Team Teaching
• Linked (or Contextualised) Teaching
• Other forms of active collaboration between two
  or more teachers who are supporting learners
  progress towards their vocational goals,
  including their LLN support
• Helen Casey NRDC 2005

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Models Indicative not Prescriptive

• The model of delivery will depend on
• the learners needs
• the course requirements
• staff skills and experience
• management and organisational structures
• availability of resources rooms and equipment
  as well as funding and staff.

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Features of effective embedding

• Organisational features that support embedding
• Teaching and learning practices that support
  successful integration of LLN and vocational
  teaching
• Joint planning and teamwork between vocational
  staff and LLN specialists
• Shared understandings, values and beliefs on the
  part of vocational and LLN teachers

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Case Studies Learner Motivation

• It is important for learner motivation that
• LLN is part of professional identity for
  learners
• learners value LLN as integral to learning the
  job they aspire to
• there is empathy and respect in the teacher/
  learner relationship.
• Adapted from Research Summary 24 Embedded
  teaching and learning of adult literacy, numeracy
  and ESOL Seven case studies of embedded
  provision NRDC/DfES 2005

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Case Studies The Organisation of Learning

• Good teaching skills and good relationships
  between vocational and LLN teacher(s) are more
  important than model.
• However, directly linking LLN to a practical
  task, with support for LLN needs provided at the
  time of the practical task, is particularly
  effective.
• There is a place for LLN-specific classroom work
  but it needs to be integral and linked.
• Adapted from Research Summary 24 Embedded
  teaching and learning of adult literacy,
  numeracy and ESOL Seven case studies of
  embedded provision NRDC/DfES 2005

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Case Studies Teaching

• It is important that teachers
• make explicit the value of LLN in relation to
  learners aspirations
• demonstrate how aspects of LLN form integral
  parts of the professional working practices of
  different occupations (preferably early in
  course).
• Adapted from Research Summary 24 Embedded
  teaching and learning of adult literacy,
  numeracy and ESOL Seven case studies of
  embedded provision NRDC/DfES 2005

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Case Studies Successful Teaching Teams

• Vocational teachers have a natural legitimacy and
  represent the role to which the learners aspire.
• LLN teachers may feel they have less control of
  the curriculum and of how it is taught.
• Both areas of expertise need to be acknowledged.
• They can learn from each other if they
  collaborate.
• Adapted from Research Summary 24 Embedded
  teaching and learning of adult literacy, numeracy
  and ESOL Seven case studies of embedded
  provision NRDC/DfES 2005

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Case Studies Successful Teaching Teams
(continued)

• Successful teacher teams
• have expertise between them in the vocational
  subject and in the LLN needed
• know their own strengths and weaknesses
• are strongly motivated
• are willing to learn from each other
• are timetabled to work and plan together.

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Implications for Management

• Need for vocational and LLN teachers to work
  collaboratively
• sharing responsibility for the course
• sharing flexible approaches to developing
  learners LLN and vocational skills
• sharing creation of new resources
• possibly team teaching.
• Creates challenges around
• timetabling staff teaching and planning time
• timetabling accommodation
• CPD to up-skill LLN and vocational staff
• funding the above.
• Adapted from Research Summary 24
  Embedded teaching and learning of adult literacy,
  numeracy and ESOL Seven case studies of embedded
  provision NRDC/DfES 2005

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Quality Issues

• Our work so far indicates that, although many
  practitioners are aware of the Skills for Life
  Strategy, they are not always sure how it applies
  to them. Many occupational specialists do not
  understand that addressing individual learning
  needs is their responsibility. There are still
  too many people who are saying this does not
  apply to us.
• Pat Higgenbottom, ALI Inspection Manager

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Quality Issues

• Basic and Key Skills are everybodys
  responsibility and will be inspected as such. ...
  Inspectors report on key and basic skills within
  practically every vocational area under the
  heading of teaching and learning. This convinces
  me that the ownership of basic and key skills
  must lie within the vocational areas.
• from the Integrating Key Skills, Literacy and
  Numeracy Good Practice Guide, DfES/LSDA KSSP
  www.keyskillssupport.net

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Review outcomes with reference to Learner Profile
The Whole Organisation Approach to Quality
Improvement taken from IAG presentation by
Helen Casey 2005
Analysis
Change
R E T E N T I O N
Q U A L I T Y I M P R O V E M E N T P L A N
Programme Type
Curriculum
L E A R N E R P R O F I L E
Partners
Local Needs Analysis Including. Benchmarking LSC
and other Data College/Provider profile
A C H I E V E M E N T
Funding MIS
Inspection
Human Resources
Strategy
Implementation
Teaching Learning
Teaching Materials
Self-Assessment
SMT Input
Assessment Qualifications
P R O G R E S S I O N
CPD
Policies Procedures
Quality Assurance
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Which level of speaking and listening skills do
our learners need?
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Which level of reading skills do our learners
need?
L2 61
L2 46
L1 52
E3 1
E3 2
L1 38
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Which level of writing skills do our learners
need?
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Which level of numeracy skills do our learners
need?
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Case Studies Emerging ThemesThe Process of
Embedding

• Embedding is not just about interlinking
  different curricula.
• Mapping the literacy, language and numeracy
  curricula is only a starting point.
• Staff need to consider how LLN are used for the
  particular job.
• They need to plan teaching methods to take
  account of both situated and transferable
  skills.
• They need to devise suitable resources.
• Adapted from Research Summary 24 Embedded
  teaching and learning of adult literacy,
  numeracy and ESOL Seven case studies of
  embedded provision NRDC/DfES 2005.

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Raising Standards

• The teaching of specific vocational or other
  skills must include explicit teaching, where
  appropriate, of the relevant literacy, numeracy
  and language skills required to support them.
• If this skills development is not tackled, then
  there is a very real danger that learners
  vocational or other skills will be insecure, and
  that skills will not be transferable.
• From Raising Standards A Contextual Guide to
  Support Success in Literacy, Numeracy and ESOL
  Provision Embedded Learning DfES

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Detailed Schemes of Work and Lesson Plans are
needed

• Successful embedded learning will have clear
  mapping of literacy, numeracy and language skills
  against both vocational course and other course
  requirements.
• From Raising Standards A Contextual Guide to
  Support Success in Literacy, Numeracy and ESOL
  Provision Embedded Learning, DfES
• In effective practice, schemes of work are
  appropriately detailed and link to the core
  curricula for literacy and numeracy.
• Ofsted

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Direction of Developments?

• Do you
• develop vocational teachers,multi-skilled in
  vocational area and LLN
• or
• develop collaborative, integrated teams with
  complementary expertise who plan and teach
  together?

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Dual-skilled or specialist teachers?
The embedded approach failed to work only
when vocational teachers were also expected to
teach literacy and numeracy. (National
Research and Development Centre for Adult
Literacy and Numeracy, 2006)
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Teamwork
The key is for vocational and literacy,
language and numeracy teachers to plan and work
genuinely together and share responsibility for
the course. Tutors own fears of
the unknown other need to be dissipated through
team working. Embedding seems to require shared
working over intensive periods. (National
Research and Development Centre for Adult
Literacy and Numeracy, 2005)
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Need for collaborative working
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Implications for CPD

• Vocational teachers/trainers
• Increase awareness of LLN issues
• Use teaching methods appropriate to learners LLN
  needs
• Build strategies for working collaboratively with
  LLN specialist colleagues and learning support
  staff
• Skills for Life specialist teachers/tutors
• Research how LLN are used in the particular
  vocational training/employment situation
• Build LLN development around the structure of the
  vocational programme
• Build strategies for working collaboratively with
  vocational and learning support colleagues
• Helen Casey, NRDC, 2005

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Simplifying resources

• Vocational tutors are sometimes unaware of just
  how difficult some of their texts are for their
  students.
• from the Integrating Key Skills, Literacy and
  Numeracy Good Practice Guide, DfES/LSDA KSSP
  www.keyskillssupport.net
• Literacy teachers can help vocational colleagues
  simplify the wording on resources and assignments.

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Successful Teaching

• Teachers in an effective embedded learning
  context
• set tasks that are within the capabilities of
  learners, but that give opportunities for real
  development of skills tasks that combine
  literacy, numeracy and language and vocational or
  other course objectives.
• In effective practice
• learners have access to a good range of
  high-quality embedded learning materials that
  support their literacy, numeracy and language
  needs as well as their vocational or other
  learning needs.
• From Raising Standards A Contextual Guide to
  Support Success in Literacy, Numeracy and ESOL
  Provision Embedded Learning, DfES