Quality Improvement Agency (QIA) Skills for Life Quality Initiative

Approaches to Skills for Life for vocational teachers

Introductory one-day course

The ability to read, write and speak in English and to use mathematics at a level necessary to function and progress at work and in society in general.

Basic Skills Agency definition of ‘basic skills’

Quotation 1

All teachers need to be confident in managing the literacy and numeracy skills expected of learners.

FENTO, Addressing language, literacy and numeracy needs in education and training: defining the minimum core of teachers’

knowledge, understanding and personal skill, 2004

Quotation 2

Since 2000 it has been expected that initial teacher education programmes should equip all trainee teachers to develop inclusive approaches to addressing the language, literacy and numeracy needs of their learners.

FENTO referring to Tessa Blackstone, November 2000 (p.2, Addressing language, literacy and numeracy needs in education and training: defining the minimum core of teachers’ knowledge,

understanding and personal skill) in DfEE document.

Quotation 3

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, Basic Skills Bulletin, 2002

Quotation 4

 

Effective teachers put huge emphasis on rewarding their students with praise, attention and other encouragement. They set achievable tasks for all their students, and divide long tasks into a number of shorter tasks. This allows students to experience successful completion frequently.

Geoffrey Petty, Teaching Today

Quotation 5

 

We are what we repeatedly do. Excellence, then, is not an act, but a habit.

Aristotle (384-322 BC)

Quotation 6

 

Success is a journey, not a destination.

Ben Sweetland

Quotation 7

 

Learning starts with a belief in oneself.

Charles Handy, 1989

Quotation 8

 

You must eat the elephant one bite at a time.

Twi proverb

Quotation 9

 

If you think education is expensive, think of the cost of ignorance.

Unknown

Quotation 10

 

Basic and Key Skills are everybody’s responsibility and will be inspected as such.

Integrating Key Skills, Literacy and Numeracy: Good Practice Guide, DfES / LSDA Key Skills Support Programme,

www.keyskillssupport.net

Quotation 11

 

Vocational tutors are sometimes unaware of just how difficult some of their texts are for their students.

Integrating Key Skills, Literacy and Numeracy: Good Practice Guide, DfES / LSDA Key Skills Support Programme, www.

keyskillssupport.net

Quotation 12

For all participants to: • increase their awareness of language, literacy and

numeracy needs• introduce participants to different models and

definitions of embedded learning• explore approaches to teaching and learning that are

inclusive of learners with language, literacy and numeracy needs

• reflect on their own teaching styles.

Objectives of the course

02.1 (1)

By the end of this training, participants will have:• acquired a heightened awareness of the language,

literacy and numeracy needs of their learners and how to use this to inform their teaching of vocational subjects

• examined ways of working that are inclusive of learners with language, literacy and numeracy needs

• looked critically at their own teaching and highlighted some key strategies to include all learners.

Learning outcomes

02.1 (2)

• Vocational teachers play a key role in motivating learners who may have language, literacy and

numeracy (LLN) needs

 • This course aims to help you do this by raising

your awareness and exploring a number of useful strategies

The vocational teacher is key

02.2

Skills for Life?

• A Government strategy to raise levels of Literacy, Language and Numeracy (LLN)

• LLN has tended to replace the term ‘basic skills’.

Terminology

03.2

Definitions of embedded LLN (1)

Embedded learning is where the host subject is the primary or equal learning goal along with Literacy, Language and Numeracy, but where the Literacy, Language and Numeracy is identified, taught and learned within the host subject and supports achievement of it.

 Developing embedded literacy, language and numeracy:

supporting achievement

Jan Eldred/NIACE/ISBN 1 86201 219 9

03.3 (1)

Definitions of embedded LLN (2)

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 in work.

 DfES/NRDC 2004

03.3 (2)

• Develops LLN within vocational area• Draws on skills of vocational specialists and LLN

specialists• Delivered in a variety of ways depending on budget,

organisation, curriculum requirements and learner needs

• Most effective where LLN skills are presented as essential to achievement of vocational goal

Embedded: key points

03.4

• Dual skilled – one teacher• Integrated team teaching – a team of teachers with

complementary expertise working together, with the possible inclusion of an element of team teaching

• Linked or contextualised – LLN linked to the vocational area using contextualised materials

• Other forms of active collaboration between teachers to support learners’ progress towards vocational and LLN goals

Embedded: Models of embedding

03.4

1. Fully embedded or integrated – Learners experience their

LLN development as an integral part of their vocational studies.2. Mostly embedded – Learners mostly experience LLN

development as an integral part of their vocational studies, but some aspects of their LLN development and vocational studies remain uncoordinated.

3. Partly embedded – Learners experience their LLN development and vocational studies as integrated to some degree / only in some aspects.

4. Separate vocational and LLN content – Learners experience their LLN development and vocational studies  as entirely, or almost entirely, separate. Any connections are made by the learners themselves.

Embedded: From embedded to discrete – the continuum from the learner

perspective

03.4

• Good diagnostic assessment of both strengths and

areas for development is essential for learners to be able to develop their skills

• Areas for LLN development should be includedin ILPs

Diagnostic assessment

06.4

Reluctant learners?

1. Many learners with language, literacy and numeracy needs have previously experienced traditional teaching approaches without success.

2. Many learners choose vocational subjects believing it will contain little language, literacy and numeracy.

3. Vocational tutors understand that language, literacy and numeracy are necessary to achieve qualifications.

4. Different approaches to developing language, literacy and numeracy can bring positive results.

5. Understanding learner preferences is important for successful learning.

07.3

• Language for classroom interaction• Language to access subject knowledge • Language to develop subject skills• Language to prove achievement• Language to express individuality • Language for thinking, reasoning and understanding

requirements and learner needs

Language and learning – the connections

09.4

“Never use a a long word where a short one will do.

 

Never use a foreign phrase, a scientific word, or a jargon word if you can think of an everyday English equivalent.”

 George Orwell (1946) Politics and the English Language.

Using plain English – George Orwell

10.3

Important points to consider when writing/designing materials:

• Readability: – Language: plain and simple English – Shorter words and sentences

• Layout/design including:– font type– font size– ‘white space’

Making materials accessible for learners

10.4

• Why do we need to analyse the role of LLN in

our courses?• What LLN skills do learners need to achieve

success?• What LLN skills do learners need to progress to

further training and employment?

Why identify underpinning LLN skills?

12.2