PTLLS – Embedding Literacy, PTLLS – Embedding Literacy, language & numeracylanguage & numeracy

L3 – Explain ways to embed elements of functional L3 – Explain ways to embed elements of functional skills, in your specialist area.skills, in your specialist area.L4 – Evaluate a range of ways to embed elements of L4 – Evaluate a range of ways to embed elements of functional skills, in your specialist area.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:

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

We all have our own personal experiencesof 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 withyour neighbour.

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 information

Functional Skills

‘ Functional Skills are essential skills in EnglishMathematics and ICT that enable everyone to dealwith 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

BINGODo you know your

education SfL acronyms ?

Before we start have a look at your card and

make a note of what you think they stand for.

The following acronyms are linked to education and skills for life.

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 combinesthe development of literacy, language andnumeracy with vocational and other skills.The skills acquired provide learners with theconfidence, competence and motivationnecessary 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 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?

Vocational skills and

knowledge

Literacy, language and numeracy skills

Embedded teaching

and learning

Think about your practice

Does your practice allow for embedding?

Does it occur naturally? When do you do it? Transferable skills

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

Learning outcomes –Did we? Was anything missed? How will you use this?

Break for Coffee

Equality & Diversity

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

T3

In this session we will:

Identify key legislation relating to Equality & Diversity

Consider the issues associated with supporting inclusion

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

Definitions

‘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

Entitlement Equality Differentiation Inclusiveness Diversity

Definitions

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

Duty

As teachers we have a duty to

actively promote equality of opportunity.

In order to do this you need to be aware ofthe limits of your responsibility and knowwhen and where to access support both foryourself and your learners.

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

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

Issues

Your assignments?