Developing skills for embedding LLN in vocational programmes:an action research project

All teachers are teachers of language [and numeracy], whether they recognise it or not.

FEU, 1986

Basic and Key Skills are everybody’s responsibility and will be inspected as such.

DfES, 2005

LLN – every teacher’s responsibility

• LLN stands for language, literacy and numeracy. These were previously known as ‘basic skills’.

• Skills for Life is a government strategy to raise levels of literacy, language and numeracy (LLN).

What is LLN?

Embedded LLN & the Minimum Core

Through the minimum core, trainee teachers are required to:

recognise literacy, language and numeracy skills as important for learner success in achieving vocational goals;

develop inclusive approaches to working with learners with literacy, language and numeracy needs within the context of their own subject.

Embedding LLN

What is it? Why bother? What does the project involve?

What is embedded LLN?In pairs or small groups:

• discuss what is meant by embedded literacy, language and numeracy (LLN)

• share any experiences you have of embedding LLN into vocational or academic subjects.

What is embedded LLN?

‘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 in work.’

 

DfES/NRDC 2004

Develops LLN within subject areas Uses skills of subject specialists and LLN

specialists Requires effective diagnostic assessment of

LLN needs Is most effective when LLN skills are fully

embedded

Embedded LLN: key points

Models of embedding LLN

1. LLN tutors deliver vocational/academic LLN development in separate sessions.

2. LLN tutors team teach with vocational/academic tutors to ensure LLN development is integrated fully into the course.

3. A combination of the above, with separate sessions to concentrate on individual/small group LLN needs.

4. One teacher delivers both subject and LLN content.

In small groups, discuss possible advantages and disadvantages of each model.

Embedded LLN – why bother?• Many learners with language, literacy and numeracy

needs have previously experienced traditional teaching approaches without success.

• Many learners choose some vocational subjects believing they will contain little literacy, language or numeracy.

• Subject tutors understand that literacy, language and numeracy are necessary to achieve qualifications.

• Different approaches to developing literacy, language and numeracy can bring positive results.

Source: QIA

Embedded LLN – why bother?• NRDC (National Research & Development

Centre for Literacy and Numeracy) conducted extensive research in 2005-06

• Sample:• 1916 learners from 15 Further Education

colleges• 79 courses at Levels 1 and 2• Balance of embedded and non-embedded

provision

Embedded LLN – why bother?Embedded LLN works! The NRDC research found that embedded programmes were associated with:

higher retention (staying on course) higher success rates (learners gaining

vocational qualifications) increased achievement in LLN more positive attitudes to LLN

NRDC 2006

NRDC 2006

NRDC 2006

Embedded LLN: key messages

Learners do best when they are taught by teams of teachers who are experts in their own subjects

Literacy, language and numeracy are complex areas to teach

LLN teachers need to develop their understanding of the vocational/academic area

Subject teachers need to develop their skills in teaching literacy, language and numeracy

NRDC 2006

Embedding LLN: discussion

http://www.excellencegateway.org.uk/page.aspx?o=194335

• After watching the video clip, how do you perceive the tutors’ roles?

• What may be the challenges to delivering embedded LLN?

• How much should an LLN tutor know about the vocational/academic area he/she is supporting?

AIM: To explore ways of working which integrate literacy, language, numeracy (LLN) and ICT into your teaching and learning programmes.

OUTCOMES:By the end of the project, participants will have: acquired a heightened awareness of the literacy, language and numeracy demands of vocational and academic subjects examined ways of working that embed LLN within vocationaland academic areas produced materials to support the development of LLN skills.

What now? The LSIS Project

The LSIS Project

Collaborative working between small groups of trainees in similar subject/vocational areas plus Skills for Life trainees. Each group will: analyse the linguistic and mathematical demands of a particular subject area produce at least one activity to develop literacy/language and one to develop numeracy skills relevant to this subject area produce jointly a reflective account of the process(es) involved in embedding LLN within a particular subject area.

LSIS Project – timescale

DATE/TIME TOPIC COMMENTS

27 Jan4-5pm

Introduction of the programme Including allocation of groups and rooms.

3 &10 Feb 4-5.30pm

Numeracy/LiteracySessions on analysis and

embedding

Two groups swap between Literacy and Numeracy

Over two weeks

READING WEEK

24 Feb4-5pm

15 min Tutorials8 groups A to H

Guidance tutorials

3 March4-5pm

15 min Tutorials8 groups I to P

Guidance tutorials

10 March4-5pm

10 min presentations. 4 per room/tutor.

Dissemination

References

Casey, H., Cara, O., Eldred, J., Grief, S., Hodge, R., Ivanic, R., Jupp, T., Lopez, D. and McNeil, B. (2006) “You wouldn’t expect a maths teacher to teach plastering…” Embedding literacy, language and numeracy in post-16 vocational programmes – the impact on learning and achievement. London: NRDC

DfES (2005) Integrating key skills, literacy and numeracy

FEU (1986) Language for All

This resource has been produced as a result of a grant awarded by LSIS.  The grant was made available through the Skills for Life Support Programme in 2010.  The resource has been developed by managers and practitioners. The contents should not be compared with commercially produced resources, although in many cases it may have comparable or better learning outcomes.