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PTLLS – Embedding Literacy, language & numeracy L3 – Explain ways to embed elements of functional skills, in your specialist area. L4 – Evaluate a range.

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Presentation on theme: "PTLLS – Embedding Literacy, language & numeracy L3 – Explain ways to embed elements of functional skills, in your specialist area. L4 – Evaluate a range."— Presentation transcript:

1 PTLLS – Embedding Literacy, language & numeracy L3 – Explain ways to embed elements of functional skills, in your specialist area. L4 – Evaluate a range of ways to embed elements of functional skills, in your specialist area.

2 In today’s session we will:  Discuss the Adult Core Curriculum & associated qualifications  Explore the opportunities available for embedding LLN within lessons

3 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)

4 How do you feel about supporting Literacy, language and numeracy We all have our own personal experiences of 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 with your neighbour.

5 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

6 Functional Skills ‘ Functional Skills are essential skills in English Mathematics and ICT that enable everyone to deal with 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

7 But first of all a quick activity BINGO Do 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.

8 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

9 Embedded teaching and 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.’

10 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.

11 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.

12 What is embedded learning? Vocational skills and knowledge Literacy, language and numeracy skills Embedded teaching and learning

13 Think about your practice  Does your practice allow for embedding?  Does it occur naturally?  When do you do it?  Transferable skills

14 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

15 Recap – and next session  Learning outcomes – Did we? Was anything missed? How will you use this?

16 Break for Coffee

17 Equality & Diversity Identify issues of equality & diversity, and ways to promote inclusion T3

18 In this session we will:  Identify key legislation relating to Equality & Diversity  Consider the issues associated with supporting inclusion

19 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

20 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) 2002.pdf 2002.pdf  Entitlement  Equality  Differentiation  Inclusiveness  Diversity

21 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

22 Duty As teachers we have a duty to actively promote equality of opportunity. In order to do this you need to be aware of the limits of your responsibility and know when and where to access support both for yourself and your learners.

23 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

24 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

25 Recap and review  Issues  Your assignments?

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