1. Embedding Literacy and Numeracy Otago Polytechnic 2011

2. Literacy 43% below level 3, Numeracy 51% below level 3 International Adult Literacy Survey 1996 (IALS) Adult Literacy and Life Skills Survey 2006 (ALLS)

3. Resources

4. Embedded courses must have: Explicit learning outcomes for literacy and numeracy A literacy and numeracy diagnostic assessment Deliberate teaching of literacy and numeracy Assessment of learner progress in literacy and numeracy

5. Our approach: Developed literacy and numeracy module in Graduate Certificate in Teaching and Learning (GCTLT) Developed a bank of resources for staff to access in Moodle Created L&N Champions in every school Provided further professional development opportunities

6. Embedding L & N Module http://wikieducator.org/Embedding_Literacy_and_N umeracy_Modulehttp://wikieducator.org/Embedding_Literacy_and_N umeracy_Module

7. Staff Support in Moodle

8. The Assessment Tool

10. Possible reasons for incorrect response

11. Learner’s response highlighted

12. Possible reasons for incorrect response

13. Learner’s response highlighted

16. Reports in the Tool

17. I am pretty comfortable calculating with whole numbers as long as they are not too big. I don’t do fractions, decimals and percentages Step Three Profile Learner Profiling

18. Number Triangle

19. Costing Exercise in Cookery

21. Using a Visualiser http://play.op.ac.nz/video/Calculating-MER-for- dogs---understanding-how-to-find-and-use-the- right- formula/3a971578ea2e292f6a8c3681edf57879http://play.op.ac.nz/video/Calculating-MER-for- dogs---understanding-how-to-find-and-use-the- right- formula/3a971578ea2e292f6a8c3681edf57879

22. Learning file

23. Teaching

24. Scaffold

25. Practice & application

26. Choice

27. Gains in numeracy in some courses

28. Negative gains?

29. Vocational Course

30. Vocational course with extra numeracy

31. Gains – Whole Polytechnic

32. Gains!!

33. Issues http://www.flickr.com/photos/gluglondon/4768190942/ Students not turning up for assessments and reassessments

34. Issues continued… Students not making an effort for the reassessment. Results in negative gains – students going backwards? http://www.flickr.com/photos/familymwr/ 4928600773/

35. Conclusions On average about 15% of students make gains in L&N (regardless of deliberate attempts by us?) We are yet to find out what TEC expect from us. Is this figure acceptable to them?