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Embedding Literacy, Language and Numeracy in the Curriculum. The Skills for Life Support Programme is delivered on behalf of the Learning and Skills Improvement Service by CfBT Education Trust and partners. CfBT Education Trust 60 Queens Road Reading RG1 4BS. T: 0118 902 1920

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Embedding Literacy, Language and Numeracy in the Curriculum


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    1. Embedding Literacy, Language and Numeracy in the Curriculum The Skills for Life Support Programme is delivered on behalf of the Learning and Skills Improvement Service by CfBT Education Trust and partners CfBT Education Trust 60 Queens Road Reading RG1 4BS T: 0118 902 1920 F: 0845 838 1207 E: sflenquiries@cfbt.com W: www.excellencegateway.org.uk/sflsp

    2. Aim • To support leaders and managers with planning a whole organisation approach to embedding literacy, language and numeracy

    3. Learning outcomes Participants will be able to: • outline what needs to be considered when planning to embed literacy, language and numeracy • consider a range of delivery models for embedding LLN • identify organisational changes required to embed LLN in the curriculum • begin to establish teams to embed LLN and identify actions they need to take • work on a plan, including professional development, to embed LLN in the curriculum.

    4. Defining Embedded LLN 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) • ‘Embedding is a widely used term which embraces the concept of bringing together the vocational or host subject with literacy, language and numeracy learning.’ (Improving Learner Success by Embedding LLN, QIA, 2008)

    5. Embedding continuum VOCATIONAL AREA Embedding or integrating LLN Inclusive approaches to teaching and learning Dual skilled or Dual staffed Shared planning Shared teaching Skills slots Extending naturally occurring opportunities Contextualised LLN skills Decontextualised LLN skills Supported by: CPD for LLN and vocational teachers Peer coaching

    6. Discrete – fully embedded continuum VOCATIONAL AREA Partially embedded LLN Fully embedded LLN Discrete LLN

    7. Discrete – fully-embedded continuum • Where would you say your team/organisation is on the continuum at present? • What evidence would you suggest to demonstrate where you currently are on the continuum? • Where would you ideally wish to be on the continuum? • Identify at least one change that you would need to make, to move from your current position to your ideal position. • At the end of today, review your response and put in any additional changes you might want to make as a result of the session.

    8. Improving learner success rates The main outcomes of NRDC research showed that embedded delivery had a positive impact on retention, achievement and success rates: • Higher retention rates on vocational programmes, particularly at Level 2 • Success rates on vocational programmes with embedded LLN were higher than on those with no embedded LLN • There was also an increase in learner achievement in literacy, ESOL and numeracy qualifications.

    9. Funding Embedded LLN Read the LSC Embedded Learning factsheet and answer True/False to the following three questions: • When a course has 50% LLN learning outcomes, you can claim a 1.4 programme weighting for the entire course (LLN and vocational learning). • You can deliver embedded LLN in a vocational course using the same guided learning hours as for the vocational course alone. • The Learning and Skills Council does not state how much LLN should be delivered as part of an embedded course.

    10. Delivery models for Embedding LLN Early work identified different delivery models: • discrete • contextualised • embedded; and assumed that ‘embedded’ involved • either double staffing, or • a single teacher with dual responsibilities.

    11. NRDC Embedding Research A different perspective emerged from the NRDC Embedding Research: • embedding defined from the learner perspective • embedding understood at the level of the whole programme, combining diverse elements to achieve an integrated whole. • There is no one embedding strategy that works best. • Learners should have an integrated, holistic experience.

    12. Embedded programmes… • present an integrated whole to learners • have two or more learning aims within a single programme • integrate LLN teaching in a variety of ways.

    13. Embedding strategies depend on … Appropriate embedding strategies depend on: • the learners’ needs • the course requirements • staff skills and experience • management and organisational structures • availability of resources – rooms and equipment as well as funding and staff.

    14. Team planning for Embedded provision: mapping is the starting point only Teams need to: • devise • plan • write • share.

    15. Embedding teams The following staff should be in embedding teams:

    16. Successful teamwork Successful teacher teams: • have expertise between them in the vocational subject and in the LLN skills needed • know their own strengths and areas for development • are strongly motivated • are willing to learn from each other.

    17. Joint planning and teamwork For vocational and LLN teachers to genuinely work together, managers need to: • select staff carefully • provide CPD for pairs to develop skills together • formalise meeting times • facilitate informal access e.g. shared work rooms • plan for shared resource storage. Timetabling is a critical factor.

    18. Progress in improving Adult Literacy and Numeracy • Skills for Life: Progress in Improving Adult Literacy and Numeracy • REPORT BY THE COMPTROLLER AND AUDITOR GENERAL | HC 482 Session 2007-2008 | 6 June 2008 • http://www.nao.org.uk/publications/nao_reports/07-08/0708482.pdf • See Appendix 6 for particular issues on the ‘Demand for and take up of numeracy courses’

    19. Shared understandings, values and beliefs • Reasons for embedding developments must be clear and transparent. • Teachers may feel threatened: • Vocational staff may be concerned about expectations of managers. • LLN staff may fear losing control of curriculum and how it is taught. • Both areas of expertise need to be acknowledged. • They can learn from one another if collaboration is planned well. • Attitudinal factors need addressing through CPD: • Experiential activities can change attitudes.

    20. Implications for management The need for vocational and LLN teachers to work collaboratively: • sharing responsibility for the programme • sharing flexible approaches to developing learners’ LLN and vocational skills • sharing creation of new resources • considering opportunities for team teaching… … creates challenges around • timetabling staff teaching and planning time • timetabling accommodation • CPD to upskill LLN and vocational staff • funding the above.

    21. Staff training requirements in Embedded Learning teams Activity: 1. Write down actions that Mainline Training should include in its professional development plan – each action on a separate sticky note. 2. Arrange the sticky notes in order according to what Mainline Training should do first, second, third and so on as a flowchart. 3. Consider how staff at Mainline Training could be supported to reflect on their professional development and apply it to practice (add ideas to your flowchart).

    22. Outcomes Are you now able to: • outline what needs to be considered when planning to embed LLN? • identify organisational changes required to embed LLN in the curriculum? • begin to establish teams to embed LLN and identify actions they need to take? • work on a plan, including professional development, to embed LLN in the curriculum?

    23. Contacts • Add contact details here: • Presenter Email Address • Presenter Telephone (optional) Skills for Life Support Programme Office Contacts: CfBT Education Trust Tel: 0118 902 1920 Email: sflenquiries@cfbt.com www.excellencegateway.org.uk/sflsp