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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:.

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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.

in today s session we will
In today’s session we will:

Discuss the Adult Core Curriculum & associated qualifications

Explore the opportunities available for embedding LLN within lessons

by the end of this session you will be able to
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)

how do you feel about supporting literacy language and numeracy
How do you feel about supporting Literacy, language and numeracy

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

your neighbour.

so what do we mean functional skills the adult core curriculum
So what do we mean – Functional Skills? 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


functional skills
Functional Skills

‘ 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;

Real skills

For real audiences

For real purposes

QCA Online, updated

but first of all a quick activity
But first of all a quick activity


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.

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

embedded teaching and learning
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.’


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 lln skills
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.

what is embedded learning
What is embedded learning?

Literacy, language and numeracy skills

Vocational skills and knowledge



and learning

think about your practice
Think about your practice

Does your practice allow for embedding?

Does it occur naturally?

When do you do it?

Transferable skills

create an activity
Create an Activity
  • Think of an activity suitable for the subject you deliver that could support embedding or transferable skills
  • Draft an outline of the activity and signpost or reference it to LLN
  • Share you ideas with a friend
  • Some of you may want to evaluate how your activity could be changed
recap and next session
Recap – and next session

Learning outcomes –

Did we?

Was anything missed?

How will you use this?

equality diversity
Equality & Diversity

Identify issues of equality & diversity, and ways to promote inclusion


in this session we will
In this session we will:
  • Identify key legislation relating to Equality & Diversity
  • Consider the issues associated with supporting inclusion
legislation and e d when
Legislation and E & D – When?

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

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)

  • Entitlement
  • Equality
  • Differentiation
  • Inclusiveness
  • Diversity

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.

Petty, 1998:69


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.

good practice
Good Practice
  • When resources are produced, consideration is taken to represent the diverse range of learners who access our provision
  • A variety of teaching methods are used following an assessment of different learning styles and/or literacy and numeracy skills
  • Assessment is fair and does not discriminate against any learner
  • Language used by the tutor is non-discriminatory and appropriate
good practice con t
Good Practice Con’t
  • Discussion and comments within the learning environment are managed to ensure learner language is appropriate and non-discriminatory
  • Resources are adapted to ensure that learners can access information and to meet individual needs (large print, on tape, using symbols
recap and review
Recap and review
  • Issues
  • Your assignments?