1. Support for English, maths and ESOL Module 5 Integrating English, maths and ICT into apprenticeship programmes

2. To enable practitioners to raise learner
Aim
To enable practitioners to raise learner
achievement by integrating the
development of English, maths and ICT
skills into vocational teaching and
learning, including apprenticeships

3. 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

4. Research from the Basic Skills Agency
What level of speaking and listening skills do learners need?
Speaking and listening levels for 40 Level 1 standards
Speaking and listening levels for 40 Level 2 standards
L1 90%
L2 9%
E3 1%
L1 63%
L2 35%
E3 2%

5. Research from the Basic Skills Agency
What level of reading skills do learners need?
Reading levels for 40 Level 1 standards
Reading levels for 40 Level 2 standards
L2 61%
L2 46%
E3 1%
L1 52%
L1 38%
E3 2%

6. Research from the Basic Skills Agency
What level of writing skills do learners need?
Writing levels for 40 Level 1 standards
Writing levels for 40 Level 2 standards
L1 83%
L2 14%
E3 3%
L1 67%
L2 31%
E3 2%

7. Research from the Basic Skills Agency
What level of numeracy skills do learners need?
Numeracy levels for 40 Level 1 standards
Numeracy levels for 40 Level 2 standards
L1 93%
E3 7%
L1 67%
L2 22%
E3 11%

8. Support for English, maths and ESOL
“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

9. Support for English, maths and ESOL
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.

10. 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

11. 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

12. 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
Review of research and evaluation on improving adult literacy and
numeracy skills
BIS, December 2011

13. 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.”
Review of research and evaluation on improving adult literacy and numeracy skills
BIS, December 2011

14. 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

15. “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

16. Activity 6 PAINTING A ROOM In small groups of 3 or 4:
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.

17. Activity 7 Supporting your learners In pairs:
Describe to each other one learner you know whose English, maths or ICT skills are a barrier to success.
Together think of as many strategies as possible for helping each learner.
Make notes of the issues they encounter.

18. Supporting the learner 1
assessment
Diagnostic
Individual
Learning
Plan
Formative
Summative
Signposting
referral
and
Initial

19. Supporting the learner 2
Assessment, monitoring and review
Interactive working online
Peer to peer working
Raising learner achievement in English, maths and ICT
Self-paced learning on and off line
Discrete tutoring and support

20. Supporting the learner 3
Blended learning Blended learning is a flexible approach that combines face-to-face teaching and learning with self-paced and online collaborative working.

21. Support for English, maths and ESOL
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