Support for English, maths and ESOL

Support for English, maths and ESOL

Module 5

Integrating English, maths and ICT into

apprenticeship programmes

To enable practitioners to raise learner

achievement by integrating the

development of English, maths and ICT

skills into vocational teaching and

learning, including apprenticeships

Aim

Learning outcomes

By the end of the session participants will be able to:

• Understand and explain why English, maths and ICT development

should be central to apprenticeship and vocational teaching and

learning

• Identify the planning elements for an integrated or embedded

programme

• Ensure the integration of English, maths and ICT expertise in the

planning and delivery of apprenticeship / vocational teaching

• Recognise how to support individual learners through differentiated

activity

• Access resources to support an integrated / embedded approach

• Confirm increased personal confidence in the techniques of

integrating English, maths and ICT

• Commit to specific actions to integrate English, maths and ICT into

their own teaching and the organisation

Research from the Basic Skills Agency

What level of speaking and listening skills do learners

need?

L1 90%

L2 9% E3

1%

Speaking and listening levels

for 40 Level 1 standards

L1 63% L2 35%

E3 2%

Speaking and listening levels

for 40 Level 2 standards

What level of reading skills do learners need?


L2 46%

E3 2% L1 52%

Reading levels for 40 Level 1

standards

L2 61%

L1 38% E3 1%

Reading levels for 40 Level 2

standards

What level of writing skills do learners need?


L1 83%

L2 14%

E3 3% L1 67%

L2 31%

E3 2%

Writing levels for 40 Level 1

standards

Writing levels for 40 Level 2

standards

What level of numeracy skills do learners need?


L1 93%

E3 7%

L1 67%

L2 22%

E3 11%

Numeracy levels for 40 Level

1 standards

Numeracy levels for 40

Level 2 standards

“There is growing evidence of the need amongst

employees for a more complex combination of

skills than in the past, including a combination of

ICT and mathematical literacies.”

Review of research and evaluation on improving adult literacy and

numeracy skills

Department for Business, Innovation and Skills (BIS) December 2011

http://www.bis.gov.uk/assets/biscore/further-education-skills/docs/r/11-1418-review-research-on-improving-adult-skills.pdf


Functional skills

Is this my responsibility?

Functional skills are not just about knowledge in

English, maths and ICT. They are also about knowing

when and how to use the knowledge in real-life

situations. For learners to become functional users of

maths, English and ICT, they need to practise carrying

out English, maths and ICT tasks in realistic contexts.


Finding the expertise

To raise your learners’ skills

levels in English, maths

and ICT…

Develop a whole

organisation approach to

English, maths and ICT

Develop

your own personal English,

maths and ICT skills

Obtain a personal

qualification in English,

maths and/or ICT

Incorporate English, maths

and ICT development

in all your programme

planning

Compile a list of websites and online

tools to support you

Work in partnership

with English, maths or ICT

experts

Develop a bank of resources for

independent learning

Recruit English, maths or

ICT experts to your team

A whole organisation approach to

English, maths and ESOL

Key features

• Leadership by senior

management

• Steering group or

committee

• Whole organisation

strategy

• Partnerships and

teamwork

• Staff development

and CPD programme

• Quality framework

• Marketing and recruitment policy

• Organisational values

• Performance management

• Funding and resources

• Teaching and learning

BIS Review – December 2011

There is strong evidence to confirm the importance of the following features of literacy, language and numeracy:

• the benefits of embedding English and maths in vocational

programmes

• the positive impact on learners of working with qualified

teachers

• the personal and social impact of English and maths skills

• the need for multiple ways of engaging in learning – in class,

self study, distance learning, ICT supported learning


numeracy skills

BIS, December 2011

BIS Review – December 2011

“Retention rates and success rates are higher on vocational

programmes where literacy and numeracy learning is embedded, as

compared with non-embedded programmes.”

“The sector should continue to work towards achieving a fully-qualified

workforce.”

“Embedded provision should be promoted and treated as a standard

option and not as an exception for Level 1 and 2 vocational courses.”


numeracy skills

BIS, December 2011

Defining embedded / integrated

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

“Literacy, language and numeracy skills practice and development is

integral to and inseparable from vocational training.”

2009

“You wouldn’t expect a maths teacher

to teach plastering ….” NRDC 2006

This research found that where literacy, language

and numeracy were embedded:

• Retention on programmes was higher, particularly at

Level 2

• Success rates in the vocational subject were higher

• Learners were more likely to achieve literacy and

numeracy qualifications

• Learners believed that they were better prepared for

their work

Activity 6

PAINTING A ROOM

In small groups of 3 or 4:

1. Consult the handout presenting the learner activity: Painting a room.

2. Read the sample plan and agree together:

• What is the activity?

• What is the follow-up activity that adds complexity?

• What skills are needed for completion of the activity?

• What skills form the focus of the session?

• Where can you find a reference to ‘mapping’ on the handout and what does it mean?

• What is meant by ‘development strategies’?

3. Using the blank template, prepare an integrated plan for a vocational or

apprenticeship activity of your choice.

Activity 7

Supporting your learners

In pairs:

1.Describe to each other one learner you know whose

English, maths or ICT skills are a barrier to success.

2.Together think of as many strategies as possible for

helping each learner.

3.Make notes of the issues they encounter.

Supporting the learner 1

Diagnostic assessment

Individual Learning

Plan

Formative assessment

Summative assessment

Signposting and

referral

Initial assessment


Assessment, monitoring and review

Interactive working online

Self-paced learning on and off line

Discrete tutoring and

support

Peer to peer working

Raising learner achievement in English, maths

and ICT


Blended learning

Blended learning is a flexible approach that

combines face-to-face teaching and learning with

self-paced and online collaborative working.

Face-to-face

learning – 1:1 or

in a group

Online and

collaborative

learning

Self-paced

learning


Learning outcomes:

• Understand and explain why English, maths and ICT development

should be central to apprenticeship and vocational teaching and

learning

• Identify the planning elements for an integrated or embedded

programme

• Ensure the integration of English, maths and ICT expertise in the

planning and delivery of apprenticeship / vocational teaching

• Recognise how to support individual learners through differentiated

activity

• Access resources to support an integrated / embedded approach

• Confirm increased personal confidence in the techniques of

integrating English, maths and ICT

• Commit to specific actions to integrate English, maths and ICT into

their own teaching and the organisation

Documents

Support for English, maths and ESOL