Transcript Support for Literacy, Language and Numeracy

Support for English, maths and ESOL
Module 5
Integrating English, maths and ICT into
apprenticeship programmes
Aim
To enable practitioners to raise learner
achievement by integrating the
development of English, maths and ICT
skills into vocational teaching and
learning, including apprenticeships
Learning outcomes
By the end of the session participants will be able to:
• Understand and explain why English, maths and ICT development
should be central to apprenticeship and vocational teaching and
learning
• Identify the planning elements for an integrated or embedded
programme
• Ensure the integration of English, maths and ICT expertise in the
planning and delivery of apprenticeship / vocational teaching
• Recognise how to support individual learners through differentiated
activity
• Access resources to support an integrated / embedded approach
• Confirm increased personal confidence in the techniques of
integrating English, maths and ICT
• Commit to specific actions to integrate English, maths and ICT into
their own teaching and the organisation
Research from the Basic Skills Agency
What level of speaking and listening skills do learners
need?
Speaking and listening levels
for 40 Level 1 standards
L1 90%
Speaking and listening levels
for 40 Level 2 standards
L1 63%
E3
1%
L2 9%
L2 35%
E3 2%
Research from the Basic Skills Agency
What level of reading skills do learners need?
Reading levels for 40 Level 1
standards
Reading levels for 40 Level 2
standards
L2 61%
L2 46%
L1 52%
E3 2%
L1 38%
E3 1%
Research from the Basic Skills Agency
What level of writing skills do learners need?
Writing levels for 40 Level 1
standards
Writing levels for 40 Level 2
standards
L2 31%
L1 83%
L2 14%
E3 3%
L1 67%
E3 2%
Research from the Basic Skills Agency
What level of numeracy skills do learners need?
Numeracy levels for 40 Level
1 standards
L1 93%
Numeracy levels for 40
Level 2 standards
L1 67%
L2 22%
E3 7%
E3 11%
Support for English, maths and ESOL
“There is growing evidence of the need amongst
employees for a more complex combination of
skills than in the past, including a combination of
ICT and mathematical literacies.”
Review of research and evaluation on improving adult literacy and
numeracy skills
Department for Business, Innovation and Skills (BIS) December 2011
http://www.bis.gov.uk/assets/biscore/further-educationskills/docs/r/11-1418-review-research-on-improving-adult-skills.pdf
Support for English, maths and ESOL
Functional skills
Is this my responsibility?
Functional skills are not just about knowledge in
English, maths and ICT. They are also about knowing
when and how to use the knowledge in real-life
situations. For learners to become functional users of
maths, English and ICT, they need to practise carrying
out English, maths and ICT tasks in realistic contexts.
Finding the expertise
Recruit
English,
maths or
ICT experts
to your
team
Develop a bank
of resources for
independent
learning
Work in
partnership
with English,
maths or ICT
experts
Develop a
whole
organisation
approach to
English, maths
and ICT
To raise your
learners’ skills
levels in
English, maths
and ICT…
Compile a list
of websites
and online
tools to
support you
Develop
your own
personal
English,
maths and
ICT skills
Obtain a
personal
qualification
in English,
maths and/or
ICT
Incorporate
English, maths
and ICT
development
in all your
programme
planning
A whole organisation approach to
English, maths and ESOL
Key features
• Leadership by senior
management
• Steering group or
committee
• Whole organisation
strategy
• Partnerships and
teamwork
• Staff development
and CPD programme
• Quality framework
• Marketing and
recruitment policy
• Organisational values
• Performance
management
• Funding and resources
• Teaching and learning
BIS Review – December 2011
There is strong evidence to confirm the importance of
the following features of literacy, language and
numeracy:
• the benefits of embedding English and maths in vocational
programmes
• the positive impact on learners of working with qualified
teachers
• the personal and social impact of English and maths skills
• the need for multiple ways of engaging in learning – in class,
self study, distance learning, ICT supported learning
Review of research and evaluation on improving adult literacy and
numeracy skills
BIS, December 2011
BIS Review – December 2011
“Retention rates and success rates are higher on vocational
programmes where literacy and numeracy learning is embedded, as
compared with non-embedded programmes.”
“The sector should continue to work towards achieving a fully-qualified
workforce.”
“Embedded provision should be promoted and treated as a standard
option and not as an exception for Level 1 and 2 vocational courses.”
Review of research and evaluation on improving adult literacy and
numeracy skills
BIS, December 2011
Defining embedded / integrated
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.”
DfES, 2004
“Literacy, language and numeracy skills practice and development is
integral to and inseparable from vocational training.”
2009
“You wouldn’t expect a maths teacher
to teach plastering ….”
NRDC 2006
This research found that where literacy, language
and numeracy were embedded:
• Retention on programmes was higher, particularly at
Level 2
• Success rates in the vocational subject were higher
• Learners were more likely to achieve literacy and
numeracy qualifications
• Learners believed that they were better prepared for
their work
Activity 6
PAINTING A ROOM
In small groups of 3 or 4:
1. Consult the handout presenting the learner activity: Painting a room.
2. Read the sample plan and agree together:
• What is the activity?
• What is the follow-up activity that adds complexity?
• What skills are needed for completion of the activity?
• What skills form the focus of the session?
• Where can you find a reference to ‘mapping’ on the handout and what does it mean?
• What is meant by ‘development strategies’?
3. Using the blank template, prepare an integrated plan for a vocational or
apprenticeship activity of your choice.
Activity 7
Supporting your learners
In pairs:
1.Describe to each other one learner you know whose
English, maths or ICT skills are a barrier to success.
2.Together think of as many strategies as possible for
helping each learner.
3.Make notes of the issues they encounter.
Supporting the learner 1
Initial
assessment
Diagnostic
assessment
Signposting
and
referral
Individual
Learning
Plan
Summative
assessment
Formative
assessment
Supporting the learner 2
Assessment,
monitoring
and review
Interactive
working
online
Self-paced
learning on
and off line
Raising learner
achievement in
English, maths
and ICT
Peer to peer
working
Discrete
tutoring and
support
Supporting the learner 3
Blended learning
Blended learning is a flexible approach that
combines face-to-face teaching and learning with
self-paced and online collaborative working.
Face-to-face
learning – 1:1 or
in a group
Self-paced
learning
Online and
collaborative
learning
Support for English, maths and ESOL
Learning outcomes:
• Understand and explain why English, maths and ICT development
should be central to apprenticeship and vocational teaching and
learning
• Identify the planning elements for an integrated or embedded
programme
• Ensure the integration of English, maths and ICT expertise in the
planning and delivery of apprenticeship / vocational teaching
• Recognise how to support individual learners through differentiated
activity
• Access resources to support an integrated / embedded approach
• Confirm increased personal confidence in the techniques of
integrating English, maths and ICT
• Commit to specific actions to integrate English, maths and ICT into
their own teaching and the organisation