Approaches to Skills for Life for vocational teachers Quality Improvement Agency (QIA) Skills for Life Quality Initiative Approaches to Skills for Life for vocational teachers Introductory one-day course 2.2a b/VOC/Day 1/PRES/v.02

The ability to read, write and speak in English and to use mathematics at a level necessary to function and progress at work and in society in general. Basic Skills Agency definition of ‘basic skills’ Quotation 1

All teachers need to be confident in managing the literacy and numeracy skills expected of learners. FENTO, Addressing language, literacy and numeracy needs in education and training: defining the minimum core of teachers’ knowledge, understanding and personal skill, 2004 Quotation 2

Since 2000 it has been expected that initial teacher education programmes should equip all trainee teachers to develop inclusive approaches to addressing the language, literacy and numeracy needs of their learners. FENTO referring to Tessa Blackstone, November 2000 (p.2, Addressing language, literacy and numeracy needs in education and training: defining the minimum core of teachers’ knowledge, understanding and personal skill) in DfEE document. Quotation 3

Pat Higgenbottom, ALI Inspection Manager, Basic Skills Bulletin, 2002 Our work so far indicates that although many practitioners are aware of the Skills for Life strategy, they are not always sure how it applies to them. Many occupational specialists do not understand that addressing individual learning needs is their responsibility. There are still too many people who are saying ‘this does not apply to us’. Pat Higgenbottom, ALI Inspection Manager, Basic Skills Bulletin, 2002 Quotation 4

  Effective teachers put huge emphasis on rewarding their students with praise, attention and other encouragement. They set achievable tasks for all their students, and divide long tasks into a number of shorter tasks. This allows students to experience successful completion frequently. Geoffrey Petty, Teaching Today Quotation 5

  We are what we repeatedly do. Excellence, then, is not an act, but a habit. Aristotle (384-322 BC) Quotation 6

Success is a journey, not a destination.   Success is a journey, not a destination. Ben Sweetland Quotation 7

Learning starts with a belief in oneself.   Learning starts with a belief in oneself. Charles Handy, 1989 Quotation 8

You must eat the elephant one bite at a time.   You must eat the elephant one bite at a time. Twi proverb Quotation 9

If you think education is expensive, think of the cost of ignorance.   If you think education is expensive, think of the cost of ignorance. Unknown Quotation 10

  Basic and Key Skills are everybody’s responsibility and will be inspected as such. Integrating Key Skills, Literacy and Numeracy: Good Practice Guide, DfES / LSDA Key Skills Support Programme, www.keyskillssupport.net Quotation 11

  Vocational tutors are sometimes unaware of just how difficult some of their texts are for their students. Integrating Key Skills, Literacy and Numeracy: Good Practice Guide, DfES / LSDA Key Skills Support Programme, www.keyskillssupport.net Quotation 12

Objectives of the course For all participants to: increase their awareness of language, literacy and numeracy needs introduce participants to different models and definitions of embedded learning explore approaches to teaching and learning that are inclusive of learners with language, literacy and numeracy needs reflect on their own teaching styles. 02.1 (1) 2.2a b/VOC/Day 1/PRES/v.02

Learning outcomes By the end of this training, participants will have: acquired a heightened awareness of the language, literacy and numeracy needs of their learners and how to use this to inform their teaching of vocational subjects examined ways of working that are inclusive of learners with language, literacy and numeracy needs looked critically at their own teaching and highlighted some key strategies to include all learners. 02.1 (2) 2.2a b/VOC/Day 1/PRES/v.02

The vocational teacher is key Vocational teachers play a key role in motivating learners who may have language, literacy and numeracy (LLN) needs   This course aims to help you do this by raising your awareness and exploring a number of useful strategies 02.2 2.2a b/VOC/Day 1/PRES/v.02

Terminology Skills for Life? A Government strategy to raise levels of Literacy, Language and Numeracy (LLN) LLN has tended to replace the term ‘basic skills’. 03.2 2.2a b/VOC/Day 1/PRES/v.02

Definitions of embedded LLN (1) Embedded learning is where the host subject is the primary or equal learning goal along with Literacy, Language and Numeracy, but where the Literacy, Language and Numeracy is identified, taught and learned within the host subject and supports achievement of it.   Developing embedded literacy, language and numeracy: supporting achievement Jan Eldred/NIACE/ISBN 1 86201 219 9 03.3 (1)

Definitions of embedded LLN (2) 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 03.3 (2)

Embedded: key points Develops LLN within vocational area Draws on skills of vocational specialists and LLN specialists Delivered in a variety of ways depending on budget, organisation, curriculum requirements and learner needs Most effective where LLN skills are presented as essential to achievement of vocational goal 03.4 2.2a b/VOC/Day 1/PRES/v.02

Embedded: Models of embedding Dual skilled – one teacher Integrated team teaching – a team of teachers with complementary expertise working together, with the possible inclusion of an element of team teaching Linked or contextualised – LLN linked to the vocational area using contextualised materials Other forms of active collaboration between teachers to support learners’ progress towards vocational and LLN goals 03.4 2.2a b/VOC/Day 1/PRES/v.02

Embedded: From embedded to discrete – the continuum from the learner perspective Fully embedded or integrated – Learners experience their LLN development as an integral part of their vocational studies. Mostly embedded – Learners mostly experience LLN development as an integral part of their vocational studies, but some aspects of their LLN development and vocational studies remain uncoordinated. Partly embedded – Learners experience their LLN development and vocational studies as integrated to some degree / only in some aspects. Separate vocational and LLN content – Learners experience their LLN development and vocational studies  as entirely, or almost entirely, separate. Any connections are made by the learners themselves. 03.4 2.2a b/VOC/Day 1/PRES/v.02

Diagnostic assessment Good diagnostic assessment of both strengths and areas for development is essential for learners to be able to develop their skills Areas for LLN development should be included in ILPs 06.4 2.2a b/VOC/Day 1/PRES/v.02

Reluctant learners? Many learners with language, literacy and numeracy needs have previously experienced traditional teaching approaches without success. Many learners choose vocational subjects believing it will contain little language, literacy and numeracy. Vocational tutors understand that language, literacy and numeracy are necessary to achieve qualifications. Different approaches to developing language, literacy and numeracy can bring positive results. Understanding learner preferences is important for successful learning. 07.3

Language and learning – the connections Language for classroom interaction Language to access subject knowledge Language to develop subject skills Language to prove achievement Language to express individuality Language for thinking, reasoning and understanding requirements and learner needs 09.4 2.2a b/VOC/Day 1/PRES/v.02

Using plain English – George Orwell “Never use a a long word where a short one will do.   Never use a foreign phrase, a scientific word, or a jargon word if you can think of an everyday English equivalent.” George Orwell (1946) Politics and the English Language. 10.3 2.2a b/VOC/Day 1/PRES/v.02

Making materials accessible for learners Important points to consider when writing/designing materials: Readability: – Language: plain and simple English – Shorter words and sentences Layout/design including: – font type – font size – ‘white space’ 10.4 2.2a b/VOC/Day 1/PRES/v.02

Why identify underpinning LLN skills? Why do we need to analyse the role of LLN in our courses? What LLN skills do learners need to achieve success? What LLN skills do learners need to progress to further training and employment? 12.2 2.2a b/VOC/Day 1/PRES/v.02