PTLLS – Embedding Literacy, language & numeracy L3 – Explain ways to embed elements of functional skills, in your specialist area. L4 – Evaluate a range of ways to embed elements of functional skills, in your specialist area. In today’s session we will:.
PTLLS – Embedding Literacy, language & numeracyL3 – Explain ways to embed elements of functional skills, in your specialist area.L4 – Evaluate a range of ways to embed elements of functional skills, in your specialist area.
Discuss the Adult Core Curriculum & associated qualifications
Explore the opportunities available for embedding LLN within lessons
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)
We all have our own personal experiences
of Maths and English.
Take a look at the ‘Jelly People’
sheet and colour in the one that
you feel represents how you feel about
supporting Maths and English.
If you feel happy to, share your ideas with
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
‘ Functional Skills are essential skills in English
Mathematics and ICT that enable everyone to deal
with the practical problems and challenges of life
– at home, in education and at work.’
This means that functional skills are;
For real audiences
For real purposes
QCA Online, updated
Do you know your education SfL acronyms ?
The following acronyms are linked to education and skills for life.
Before we start have a look at your card and make a note of what you think they stand for.
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
‘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.’
Although functional skills are being offered as stand alone qualifications for 14- 19year old learners and some adult learners, they can also be embedded into adult programmes in one of four ways:
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.
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.
Literacy, language and numeracy skills
Vocational skills and knowledge
Does your practice allow for embedding?
Does it occur naturally?
When do you do it?
Learning outcomes –
Was anything missed?
How will you use this?
Identify issues of equality & diversity, and ways to promote inclusion
Equal Pay Act, Sex Discrimination Act
Race Relations Act
Disability Discrimination Act
Sex Discrimination (Gender Reassignment) Regulations
Race Relations (Amendment ) Act
Special Educational Needs & Disability Act
Employment Equality (Religion & Belief and Sexual Orientation) Regulations
Disability Discrimination Act
Civil Partnership Act
Equality Act (Sexual Orientation) Regulations
Single Equality Bill
‘Every learner has the right to expect that they will receive high quality learning, appropriate to their needs and circumstances in a safe and healthy environment’. (Success for All, DES 2002) http://www.globalgateway.org.uk/pdf/PZ-Success-2002.pdf
Equality in education is not about treating everyone the same; it is about giving everyone an equal opportunity to access the learning experience.
Diversity is about celebrating people’s differences such as backgrounds, knowledge, skills and experiences, by encouraging and using those differences to broaden the learning experience.
As teachers we have a duty to
actively promote equality of opportunity.
In order to do this you need to be aware of
the limits of your responsibility and know
when and where to access support both for
yourself and your learners.