1. Embedding English and Maths: Background

2. Discrete English and maths provision In 1999 the Moser Report contained evidence of low levels of adult literacy and numeracy in England. This led to the Skills for Life initiative in 2001 which included the revision of English, maths and ESOL qualifications. In 2006 the Leitch review included employers’ views that the poor English and maths skills of candidates’ with good vocational qualifications were preventing them from gaining employment. In 2008 Functional Skills qualifications replaced the Skills for Life qualification. Their aim was to contextualise English and maths so that students could understand their relevance. ESOL was not included in this process. In 2011 the Wolf Report emphasised the need to gain an A*- C GCSE English and maths.

3. Embedded English and maths provision Alongside developments in discrete provision, there was a growing expectation that everyone teaching in the further education and skills sector would also teach English and maths. In 2007 teaching qualifications for everyone teaching in this sector were revised, bringing them in line with those for school teachers. A ‘Minimum Core’ of knowledge was introduced into all teaching qualifications so that all teaching staff had the capability to use opportunities in their lessons on other subjects to teach English and maths (and ICT). Ofsted 2016 ‘Outside of formal English and mathematics sessions, too few tutors help learners develop their English, mathematics or wider employability skills or help them understand the value of these skills in the context of work and their everyday lives.’

4. Delivery models: embedded English and maths Different organisations introduced different models to deliver this. 1. Discrete provision Students attend separate English and maths classes arranged according to level with students from different vocational subjects attending the same class. Pros: students work at same level and resources tailored to this level; tutors are specialists so good knowledge of English and / or maths Cons: English and maths decontextualised which is likely to be demotivating with students questioning value of English and maths

5. 2. Subject tutor teaches English and maths English and maths taught by the subject tutor within the timetable for the subject. Students from the same vocational subject stay together. Pros: English and maths contextualised. Students can therefore see the relevance of English and maths more easily. Cons: Tutor may lack confidence in own English and maths skills and may not prepare effective resources. Students may have different levels of English and maths so by staying as a single group their needs are not met.

6. 3. The collaborative approach English and maths specialist tutors work with the vocational tutor. Ideally they plan the programme together. Pros: English and maths fully contextualised. Students can easily see the relevance of English and maths. Cons: Potentially more costly approach as both vocational and English and maths tutors need to spend time developing the programme. Staffing intensive – each curriculum area needs its own English / maths specialist tutor, who becomes more expert in a particular vocational area.