PTLLS

1
PTLLS Embedding Literacy, language numeracy

• Week 4

2
In todays session we will

• Discuss the Adult Core Curriculum associated
  qualifications
• Explore the opportunities available for LLN
  development within classroom

3
By the end of this session you will be able to

• Describe the key components of the Adult Core
  Curriculum
• Discuss the barriers that may be experienced
  when supporting LLN needs of their learners
• Explain ways to embed elements of LLN (Functional
  Skills ) within your specialist area
  Level 3 2.2 (T5)
• Design an activity to support/embed LLN
  (Functional Skills)

4
How do you feel about supporting Literacy,
language and numeracy

• Take a look at the Jelly People
• Sheet and colour in the one that
• you feel represents you.
• If you feel happy to, share your ideas with
• your neighbour.

5
The Adult Core Curriculum

• Also known as basic, core or essential skills
• Literacy covers abilities in
• speaking and listening
• reading and comprehension
• writing and communicating
• Numeracy covers abilities in
• understanding and using mathematical
  information
• calculating and manipulating mathematical
  information
• interpreting results and communicating
  mathematical
• information

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Functional Skills

• Aim Functional skills in English, mathematics
• and ICT help people to gain the most out
• of life, learning work.
• Applying knowledge
• Competency and confidence
• Problem solving
• Levels E1 L2

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Quick quiz

• Small group activity
• In groups you are going to create 2 questions
  related to SfL to ask the other groups.
• E.g. when was the Skills for Life Strategy
  introduced?
• You can use
• - your memory
• - your notes
• - Handouts

8
Barriers

• In pairs think about the types of barriers that
  you may encounter when supporting LLN within the
  classroom. At least
• 1 barrier associated with the learner
• 1 barrier associated with the tutor
• 1 barrier associated with the delivery

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Embedded teaching and 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.

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Embedded, contextualised or learning support?

• LLN learning support is usually in addition to a
  workplace skills/vocational learning programme.
• Contextualised LLN is primarily an LLN programme,
  not a workplace skills/vocational learning
  programme.
• In embedded programmes, LLN learning happens
  through a workplace skills/vocational learning
  programme.

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Developing LLN skills

• Developing confidence and competence
  with LLN skills is therefore
  a part of all learning
  for all learners.
• It is also a key factor to consider when
  planning to include those learners who have
  additional support needs with literacy, language
  and numeracy skills.

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What is embedded learning?
Embedded teaching and learning
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The vocational contentStarting point of any
embedded learning.

• Vocational skills and knowledge
• Refers to the primary learning aims of the
  learner.
• Aims may be vocational, recreational or
  personal.
• They may lead to a qualification.
• The embedded materials also reflect the reality
  of
• workplace and everyday settings, using realistic
• scenarios and documentation.

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Literacy, language and numeracy

• Literacy, language and numeracy
• These skills are clearly defined by the adult
• core curricula.
• The embedded learning materials do not set out
• to teach the whole range of literacy, language
• and numeracy outlined by the core curricula.
• The range and level of skills taught is
  dictated
• by the vocational content.
• Embedded learning is task-driven.

15
Think about your practice

• Does your practice allow for embedding?
• Does it occur naturally?
• When do you do it?
• Transferable skills
• SLARP

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Health Safety
Listening e.g. understanding H S Information
in the workplace
Reading e.g. H S policy Law or safety data
sheets

• Skills for Life
• Health Safety
• Essential speaking listening
• 2. Understanding signs, symbols
• and key documents
• 3. Completing forms
• writing reports

Speaking e.g. providing health safety
related information to others
Writing e.g. completing accident report
details Safety audit forms
17
Break for Coffee

• Recap
• Review and course evaluation with Sue
• Barriers to embedding and supporting SfL
• Linking to NOS

18
Recap and next session

• Learning outcomes
• Did we? Was anything missed? How will you use
  this?
• Next session
• Equality Diversity with John