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Developing vocational assessors to promote and support Skills for Life

This program aims to help vocational assessors understand the importance of Skills for Life, promote it to candidates, and support learners in developing their literacy and numeracy skills alongside their vocational training. The program offers training on embedding LLN skills, planning and delivering Skills for Life teaching, and accessing specialist support.

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Developing vocational assessors to promote and support Skills for Life

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  1. Developing vocational assessors to promote and support Skills for Life

  2. Aims • All vocational assessors understand Skills for Life, its role within their NVQs, and promote it positively to candidates. • Vocational assessors understand the SfL delivery offer, and support candidates with their Skills for Life learning. • Assessors have good personal literacy and numeracy skills.

  3. Embedding LLN • ‘Embedded teaching and learning combine the development of LLN 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

  4. A journey towards embedding SfL-1 • All vocational assessors: • understand the importance of Skills for Life and promote it positively • have good personal skills in literacy and numeracy and first-hand experience of the national qualifications • know what literacy and numeracy skills are required for their NVQs, where they occur and what skills their candidates already have • know how Skills for Life is delivered in their organisation and refer and liaise appropriately.

  5. A journey towards embedding SfL-2 • Vocational assessors: • make explicit links to literacy and numeracy skills required for NVQs/vocational performance • support learners to develop their literacy and numeracy in the context of their NVQ • support learners to use additional teaching and learning materials to develop Skills for Life • support learners to prepare for accreditation • access specialist Skills for Life support as appropriate.

  6. A journey towards embedding SfL-3 • Vocational assessors: • plan and deliver Skills for Life teaching – to meet NVQ/work requirements, to cover the literacy and numeracy curriculum, and to respond to diagnostic assessment • prepare candidates for national qualifications • hold, or are working towards, a full teaching qualification + specialist diploma in literacy or numeracy.

  7. Why offer embedded programmes? • Employers see SfL as an integral part of vocational training. • Learners will see the value of gaining applied skills and use skills in a meaningful context. • It makes developing LLN and ICT skills less threatening and more interesting to learners. • Delivering embedded LLN and ICT improves retention, achievement and progression on vocational courses and for SfL qualifications. • (NRDC Research)

  8. The Level 2 challenge • NVQ Level 2 Trowel Occupations • 100% of units require Level 2 reading skills • 38% of construction workforce likely to have literacy skills at Level 2 or above • 70% of units require Level 2 numeracy skills • 24% of construction workforce likely to have numeracy skills at Level 2 or above. • Sources: • DfES Essential Skills leaflets. • Approximate figures from graphs provided by East of England Observatory.

  9. Embedded teaching and learning research • ‘There is no one best model of delivery for embedded learning. Each organisation needs to organise delivery in a way that suits the specific context, the learners themselves and the skills of the individual teachers in the team.’ • ‘The research shows that a collaborative team, made up of teachers with complementary skills and expertise is the most effective model.’

  10. Embedded teaching and learning research • ‘When vocational teachers were also expected to teach literacy and numeracy, the proportion of learners achieving qualifications dropped by half.’

  11. Embedded teaching and learning research • ‘The way in which teachers, both vocational and LLN specialists, introduce LLN is crucial to motivating learners and developing positive learner attitudes.’

  12. Which works best? • A positive approach – an opportunity for all. • Brush up the English and maths skills you use at work and for your NVQ and gain an extra qualification. • A deficit model – extra help with a problem. • We need to screen you to see if you have any problems with English or maths.

  13. Models of embedding • Pre-course or ‘up-front’ development of LLN skills related to/required for vocational context. • LLN skills developed in the same session as vocational skills. • LLN skills in separate sessions, closely linked to vocational skills. • LLN skills developed in vocational sessions. Preparation for testing delivered alongside or as follow-on short course.

  14. Planning an embedded approach 1 • Model of delivery and staffing • LLN demands of NVQ/work role • What learners know and what they need to get better at • How to get learner ‘buy in’ • Where the LLN occurs in NVQ delivery

  15. Planning an embedded approach 2 • Methods/teaching approaches • Resources – in the session and as follow-up • Checking learning and application of LLN skills • Preparing for accreditation

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