Skills for Life Improvement Programme - SfLIP - Excellence Gateway

Skills for Life 

Improvement Programme 

5b. Using resources 

effectively to embed 

literacy, language and 

numeracy 

Trainer Pack 

The Skills for Life Improvement 

Programme is delivered on behalf of the 

Learning and Skills Improvement Service 

by CfBT Education Trust and partners 

CfBT Education Trust 

60 Queens Road 

Reading 

RG1 4BS 

T: 0118 902 1920 

F: 0845 838 1207 

E: sflipinfo@cfbt.com 

W: www.sflip.org.uk

Skills for Life Improvement Programme 

Course 

Information 

Length of Session: 3 hours 

Target Group 

Job role: Practitioners of vocational or other programmes and Skills 

for Life practitioners who are delivering embedded programmes. 

Organisations may choose to send pairs or teams of practitioners who 

are working together in the delivery of embedded programmes. 

Sector: Any 

What will the 

session be 

like 

The training session will provide participants with opportunity to: 

• identify sources of resource materials suitable for developing 

learners’ Literacy, Language and Numeracy skills (LLN) 

• review existing resources, considering their most effective use with 

learners 

• consider how to adapt resources so they are differentiated 

appropriately to learners’ needs 

• plan an activity/lesson that includes embedded LLN 

• reflect on their own practice and plan how to improve it. 

Participants will look at: 

• the national Embedding Learning Materials 

• websites and paper-based resources with embedded resources for 

supporting learners’ LLN skills needs 

• planning effective activities for elements of schemes of work. 

Aims 

For participants to: 

• familiarise themselves with embedded resources so that they can 

plan effective embedded LLN activities that are engaging and 

meaningful 

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Outcomes 

By the end of the session, participants will have: 

• selected and used appropriate parts of the Embedded Learning 

Materials 

• accessed and used a range of other suitable materials for improving 

learners’ LLN skills within their vocational or other contexts 

• learned how to adapt resources so that they are differentiated 

appropriately for their learners’ needs 

• accessed resources effectively to plan one element of a lesson 

• reflected on their own practice and how to improve it 

Course Overview 

Session 

Content 

1 Introduction 

• Introduction to course 

• Ice-breaker 

• Input on aims and objectives 

• Using Reflection and action log 

2 Embedded Learning Materials 

• Input on definition of embedded learning 

• Activity finding your way around the Health and Safety materials 

• Input on structure and content of Embedded Learning Materials 

• Input on using the Embedded Learning Portal 

(with trainer demonstration if internet available) 

• Activity identifying resources to teach fire extinguisher objectives 

• Activity sharing benefits and examples of peer group work 

• Reflecting on session 2 and planning action points 

3 Adapting Resources 

• Activity identifying barriers for learners using Hazards or own 

resources 

• Activity sharing ways to teach own or Hazards resource to 

learners needing skills support 

• Input explaining a resource already adapted 

• Activity reviewing types of differentiation you use and action 

planning for future development 

• Reflecting on session 3 and planning action points 

4 Session Planning 

• Sharing what your learners find difficult 

• Brief input on accessing Standards Unit and Move On resources 

• Activity planning an embedded activity/session to include one 

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differentiated resource 

5 Reflection 

• Reflecting on session 4 and planning course action points 

This course 

maps to these 

professional 

standards: 

This course maps to the Level 5 award in Developing Embedded 

Approaches to Literacy, Language and Numeracy for Teachers in the 

Lifelong Learning Sector. 

It may provide evidence for: 

Level 5 Award in Developing Embedded Approaches to Literacy, 

Language and Numeracy for Teachers in the Lifelong Learning 

Sector: 

Unit 3 – ‘Planning embedded approaches for developing subject 

focussed knowledge and skills (element 4.2) 

Unit 4 – ‘Implementing embedded approaches for developing subject 

focussed skills’ (elements 3.1,3.2,4.1) 

Unit 6 – Planning embedded approaches for developing literacy and 

language skills (element 4.2) 

Unit 7 – Implementing embedded approaches for developing literacy 

and language skills (elements 3.1,3.2,4.1)) 

Unit 10 – ‘Implementing embedded approaches for developing 

numeracy skills’ (elements 3.1,3.2,4.1) 

Trainer 

experience 

Trainers must have: 

• at least three years’ experience of teaching adult literacy, 

language and/or numeracy in Learning and Skills Council-funded 

provision 

• at least one year’s experience of training 

• a Certificate in Education or equivalent, together with specialist 

qualifications in teaching adult literacy, language and/or numeracy, 

or in working with learners with learning difficulties and/or 

disabilities 

• undertaken the core curriculum training in literacy, numeracy, 

ESOL, the pre-entry curriculum and/or the Access for All guidance 

document, or appropriate other training. 

Reference 

material for 

trainers 

See Handout 10 for ‘Useful Websites’ and ‘Reference material’ 

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Pre-course 

activity for 

participants 

Equipment 

required 

It would be useful for participants to access the Embedded Learning 

Materials for their subject / vocational area (if available) prior to the 

course and skim-read some of its activities. 

Vocational teams need to bring to the session SOW, session plans, 

exemplar resources 

To be provided by host organisation 

• Laptop and data projector on trainer table + projection screen for 

projection 

• Flip chart and/or whiteboard and marker pens 

• Table to display resources 

• If possible, 

o access to PCs, one between two participants 

o internet connection with guest passwords as necessary 

o networked printer 

Resources 

needed for 

reference 

during the 

session 

Provided by managing partner: 

none 

Provided by Development Adviser: 

• SfLIP Assessment and Learning Guidance Booklets (available 

from SfLIP website) 

• Maths4Life Thinking Through Mathematics: A practical guide to 

establishing and managing the mathematics footprint in 

educational organisations (available from 

http://www.nrdc.org.uk/publications_details.aspID=118) 

Provided by host organisation: 

none 

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Resources 

needed for 

participants 

to use during 

the session 

Provided by managing partner: 

• Participants packs with Power Point presentations 

• Fire Extinguisher Group Activity packs printed in colour to 

accompany TN2 (6 packs, each in a plastic envelope with 

each pack containing 1 of each sheet NOT stapled) (R1) 

Provided by Development Adviser: 

• Resources to accompany TN4 (provided on memory stick at 

Day 3 Briefing) 

Provided by host organisation: 

• Several copies of Health and Safety Embedded Learning 

Materials 

• Other Embedded Learning Materials appropriate to 

participants’ subject/vocational area 

• Standards Unit materials in any appropriate vocational areas 

• NRDC/NIACE (2007) Developing adult teaching and learning: 

Practitioner Guides: Numeracy, Reading, Writing, ESOL, ICT 

• Copies of the Core Curriculum in Adult Literacy and Numeracy 

• At least one copy of Access for All 

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Session plan for: Using resources effectively to embed 

Literacy, Language and Numeracy 

Time 

10 min 

(10) 

60 

mins 

(1.10) 

Content 

Introduction and ice breaker 

Welcome, introductions, 

housekeeping 

Ice-breaker: human scattergram 

to show use of materials or 

stand-up, sit down activity 

Using Embedded Learning 

Materials 

Input using slides 

Activity: Fire extinguishers 

Purpose: Familiarise 

participants with Health and 

Safety materials 

Input using slides 

Resources 

No. Style Title 

PP1 

TN1 

PP2- 

3 

HO1 

TN2 

PP4- 

6 

PP7- 

9 

HO2 

PowerPoint 

Trainer 

Notes 

PowerPoint 

Handout 

Trainer 

Notes 

PowerPoint 

PowerPoint 

Handout 

Course Title 

Introduction and 

ice-breaker 

Aim and learning 

objectives 

Reflection and action 

log 

Using Embedded 

Learning Materials 

Definition and features 

of embedded learning 

Embedded Learning 

Materials 

Using the Embedded 

Learning Portal 

Use internet to demonstrate 

Embedded Learning Portal 

OR use slides 

PP 

10-12 

PP13 

-14 

PowerPoint 

PowerPoint 

Embedded Learning 

Portal 

BBC Skillswise, Bloom’s 

TAxonomy 

Input using slide 

Activity: Teaching about fire 

extinguishers 

Purpose: identify and adapt 

existing activities and resources 

to match a given objective 

Activity: Peer sharing what 

chose and sharing examples in 

teaching 

Purpose: to raise awareness of 

value of peer-sharing 

R1 

HO3 

HO1 

Resource 

Handout 

Handout 

Fire Extinguisher Group 

Activity Pack 

Fire extinguishers 


log 

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Time 

40 min 

(1.50) 

60 min 

(2.50) 

Content 

Reflection and action points 

Adapting resources 

Input on levels using slide 

Activity: storming barriers to 

using own or Hazards handout 

Purpose: to raise awareness of 

need to adapt resources. 

Show slide during activity 

Activity: ideas for changing 

teaching on hazards to match 

learner needs 

Purpose: to give practice in 

differentiating to learner needs 

Input on adapted handouts 

Input summarising reasons 

learners need support and ways 

teachers can help 

Activity: Identifying 

differentiation methods already 

used and planning for more 

Purpose: raise awareness of 

need for range of differentiation 

methods 

Reflection and action points 

Planning an activity or 

session 

Resources 


TN3 

PP15 

-17 

HO4 

HO5 

HO6 

HO1 

TN4 

Trainer 

Notes 

PowerPoint 

Handout 

Handout 

Handout 

Handout 

Trainer 

Notes 

Adapting Resources 

Levels, adapting 

resources, 

differentiation 

Hazard signs and 

symbols 

Scanning for facts 

Differentiation 


log 

Planning an activity or 

session 

Activity: storming what learners 

find difficult in their voc areas 

Purpose: identify and share 

specific needs learners may 

have 

Refer to how to access 

Standards Unit materials on 

Excellence Gateway 

PP18 

-20 

HO7 

HO 8 

PowerPoint 

Handout 

Handout 

Using resources to plan 

activities 

Finding the Standards 

Unit materials 

Finding resources on 

the Move On website 

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Time 

Content 

Refer to embedded resources 

on Move On using slide and 

handout 

Resources 


HO9 Handout Planning embedded 

teaching and learning 

Activity: planning an embedded 

activity or lesson with one 

differentiated resource 

Purpose: to give practice in 

teams planning embedded 

activities whilst support 

available 

Show slide during activity 

10 mins 

(3.00) 

Reflections and action log 

Show slide and refer to 

handouts 

Activity: recording reflections on 

log section 3 and agreeing 

action points as a team and 

individuals 

Purpose: to try to ensure 

development continues after 

course 

Evaluation of course 

TN5 

PP21 

HO1 

HO10 

Trainer 

Notes 

PowerPoint 

Handout 

Handout 


planning 

What have you learned 


log 

Sources of embedded 

resources 

SfLIP course evaluation 

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res no. style title 

TN1 Trainer Notes Introduction and ice-breaker 

Display PP1 as participants arrive. 

Introduction 

Welcome participants. Introduce self. Ask them to share names if necessary. 

Housekeeping: fire exits, toilets, mobiles, smoking, break 

Ice-breaker: human scattergram 

Explain to participants what a scattergram is, drawing an example on a flipchart. Tell 

them they are going to make a human scattergram to show their use of resources. 

Indicate the length of the room as the axis to show use of the Embedded Learning 

Materials and the width of the room as the axis to show use of the Move On website. 

Point out which is the low use of each, which come together in a corner of the room. 

Ask them to place themselves in the room according to their use of both resources. 

NB to trainer: if the room is unsuitable for this ice-breaker, get them to stand up or 

raise hands if they have used the Embedded Learning Materials and the Move On 

website in turn. 

Explain that participants will have chance in this session to explore some of the 

newest resources in relation to planning activities for lesson plans. 

Explain they will also have opportunity to share their own resources with colleagues. 

Display PP2 and 3 and briefly summarise aim and objectives. 

Explain that the first part of the course will focus on health and safety, as that topic 

can be shared by participants from different areas but that there will be time in the 

second part of the session for them to focus on resources for their own course. 

Reflection and action log 

Ask participants to take HO1 Reflection and action log from their Participant pack. 

Explain that participants should complete this throughout the session and that you 

will allow time at the end of each section for them to do this. 

Explain that on any Embedding CPD, they are encouraged to record their reflective 

thoughts, ideas and actions, to help them to develop their embedded practice. 

Tell them that at the end of the session you will ask them to use their reflections to 

write a plan for further action. 

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PP2-3 PowerPoint Aim and learning objectives 

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HO1 Handout Reflection and action log 

Activity Your reflections Your actions 

1. Embedded 


Use Health and 

Safety Embedded 


to plan teaching 

activities on fire 

extinguishers. 

Peer sharing 

2. Adapting 

Resources 

Ways to change 

resources and 

activities to support 

learners with 

different skills and 

needs. 

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3. Plan an 

embedded activity 

/ lesson 

What learners find 

difficult. 

Writing SMART 

learning objectives 

and planning active 

teaching and 

learning to support 

all learners. 

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TN2 Trainer Notes Using Embedded Learning Materials 

What is ‘Embedded Learning’ 

Show PP4 and PP5 to remind participants of the definition of embedding and that: 

• vocational skills and knowledge refers to the primary learning aims of the learner 

that usually lead to a qualification 

• there is an Adult Core Curricula for LLN (hold up Core Curricula) 

• embedded teaching and learning is where the relevant LLN skills are taught 

through the vocational context. 

Fire Extinguishers 

Explain that they are going to start with a generic Health and Safety activity. 

Ask them to quickly skim through the Health and Safety file on their tables and find 

any useful pages about fire extinguishers, jot down the page references and attach a 

sticky note on the top of the relevant pages, so they can find it again easily. 

NB to trainer: how you handle this depends on how many files you have available. 

Participants can work in groups taking turns or a volunteer do activity and tell others. 

Check they have found the activities on the Teachers’ Notes on pages 39-40. 

Structure and Content of the Embedded Learning Materials 

Use PP6 to explain the features of the Embedded Learning Materials. Explain that 

the LLN skills are mapped to the adult core curricula but do not set out to teach the 

whole LLN curricula, only those parts relevant to the vocational/subject content. 

Tell participants that there are two sets of materials in each file: 

• one in colour 

• one in black and white for better photocopying. 

The CD-ROM attached to the inside front cover (and also via Embedded Learning 

website) offers the pages in pdf format, but also in Word so that it is possible to: 

• adapt the layout to spread it over two or more pages 

• change text detail, pictures or examples 

• insert your own example, text or activity. 

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Explain that they can find relevant sections in their Embedded Files as you explain 

(if files are available) and that full details of where to obtain copies are on HO10. 

Show PP7 to explain what is in the Teacher Notes. Mention that the differentiation 

sections include notes on dyslexia and language support for those who need it. 

Refer to Access for All. 

Use PP8 to explain the structure of the Learner Pages and that: 

• the Focus pages are intended as a summary of what the learners have been 

taught, for the learners to take away and review as required 

• the task pages ask learners to do activities. 

Remind participants that the embedded materials reflect the reality of the workplace 

and everyday settings, using realistic scenarios and documentation. 

Show PP9 Embedded Learning Portal and tell participants that all the Embedded 

Materials are available on-line on the Embedded Learning Portal. Explain there are 

interactive LLN activities at Milestones 7, 8; E1, 2, 3, L1, L2 and links to other sites. 

HO2 

If possible, go to the Embedded Learning Portal and demonstrate using HO2. 

NB to trainer: if you can’t access Embedded Portal on-line, explain using PP 10-13. 

If you can access the Embedded Learning Portal, do not use PP 10-13. 

Teaching about fire extinguishers 

Show PP14 to briefly remind the participants about Bloom’s Taxonomy. 

NB to trainer: if appropriate, refer to 5a Promoting active learning in embedded LLN. 

Ask them to read the three Learning Objectives on HO3 Fire extinguishers and 

decide which objectives are lower order and which are higher order skills. 

Elicit that: 

• Objective 1 requires lower order skills of knowledge and comprehension 

• Objective 2 requires the additional skill of application 

• Objective 3 requires the additional higher order skills of analysis and synthesis. 

Distribute the Fire Extinguisher Resources, one pack per table. 

Explain the resources are from the Health and Safety file or the Standards Unit and 

are provided as exemplary materials for teaching a range of objectives on this topic. 

Organise the participants into trios, giving each trio one of the objectives to plan for. 

Tell them they have 15 minutes to identify suitable teaching activities and resources. 

Ask them to record the activities they plan and the resources needed on HO3. 

Circulate encouraging discussion. Remind them about the power of active learning. 

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Sharing with colleagues 

Ask each trio to match with another trio and to share what they chose to do and why. 

In the whole group, elicit what were the advantages of sharing their thoughts with 

their colleagues. Mention that research shows peer sharing is effective with learners 

at all levels. 

Ask if anyone has examples of effective peer sharing and scribe them onto flipchart 

or whiteboard. Display in room. 

Allow 5 minutes for participants to record their reflections on HO1 section 1. 

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PP4-6 

PowerPoint Definition and features of embedded 

learning 

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PP7-9 

PowerPoint Embedded learning materials 

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HO2 Handout Using the Embedded Learning Portal 

To find the Embedded Learning Portal, either click on the weblink here 

http://rwp.qia.oxi.net/embeddedlearning or type it into Internet Explorer 

You should see the home page, with an 

explanation of how to use the website. 

Click on the Embedded Learning tab. 

Type fire extinguisher 

into the Keywords part of the search tool 

and click Search 

Choose one of the areas found and click 

+ Add to saved items 

The sign then changes to 

Item saved 

Click on the Interactive Learning tab 

Click on Numeracy 

in the drop-down Subject box 

and on Entry 2 

in the Skill Level box, then click Search 

Choose an item relevant to 

your learners and click on the 

Launch e-learning link 

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Explore the interactive E2 numeracy 

activity. When you have finished, simply 

click in the top right hand corner of 

the window to return to the portal. 

Now use the same techniques to explore 

literacy and/or ESOL 

When you are back at the portal page, 

click on Saved items. 

You will see a list of all the items you 

have saved in the current session. 

To store it for later use, click 

Store my items for later 

You will be given a code that allows you 

to retrieve the list of items from the portal 

anytime in the next 30 days. You can 

also click to return to the list of saved 

items. 

The portal links outwards to many 

other useful sites. Click on Links 

Click on the BBC Skillswise link 

www.bbc.co.uk/skillswise 

Examine some of the differentiated 

materials available and think how such 

resources could help your own practice. 

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PP10-12 

Powerpoint Embedded Learning Portal 

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PP13-14 

PowerPoint BBC Skillswise, Bloom’s Taxonomy 

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Skills for Life 

Improvement Programme 


R1 Resource Fire Extinguisher Group Activity Pack 

Packs will be couriered to the session by the managing partner. 

The resources in the pack are from the Embedding Learning Materials, Health and Safety file or the Standards Unit and are provided 

as exemplary materials for teaching a range of objectives on this topic. 

The Skills for Life Improvement 

Programme is delivered on behalf of the 

Learning and Skills Improvement Service 

by CfBT Education Trust and partners 

CfBT Education Trust 

60 Queens Road 

Reading 

RG1 4BS 

T: 0118 902 1920 

F: 0845 838 1207 

E: sflipinfo@cfbt.com 

W: www.sflip.org.uk


27 of 49



HO3 Handout Fire extinguishers 

Topic 

Fire 

Extinguishers 

Learning Objective 

By the end of the session 

learners will be able to … 

• List 4 types of fire 

extinguishers 

Teaching and Learning CC Ref. Resources including use of 

websites etc 

Course notes/book, whiteboard 

markers, paper, pencils, copies of 

HASWA 

• Select the fire extinguisher 

most appropriate for a 

given type of fire 

• Explain why a particular fire 

extinguisher is appropriate 

in a given scenario 

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TN3 Trainer Notes Adapting Resources 

Show participants PP15 to remind them that LLN skills levels match vocational levels. 

Ask if they know their learners’ assessed literacy and numeracy levels. 

Ask if they use this knowledge of their learners’ skills levels when planning sessions. 

Refer to CPD chart and point out Module 4a - Assessing learners’ needs/strengths 

and target-setting. 

Why do we need to adapt resources 

NB to trainer: it might be valuable to use participants’ own resources relating to their 

vocational area in this activity. If you do, be sensitive to participants’ feelings and use 

more than one resource as exemplars. Follow instructions as given for HO4 Hazards. 

Ask the participants to skim read HO4 Hazard signs and symbols that has been 

taken from the Trowel Occupations Embedded Learning Materials pages 33-34. 

Give them five minutes to work in their groups, to list on a flipchart or whiteboard the 

barriers there might typically be for their learners in reading, understanding and 

memorising the kind of information on this handout. 

Ask volunteers to share in the whole group, taking an idea from each table in turn. 

Elicit these types of barriers: 

• The dense nature of the information – may be too much on one page 

• Reading and understanding the facts may be too hard because: 

o there are long words to decode e.g. contaminated 

o some words/phrases may not be known to them e.g. static discharge 

• Some read very slowly because they don’t know how to scan information 

• Some may have poor memorising strategies 

• Some may get bored and switch off. 

Adapting resources 

Prepare 4 sheets of flipchart paper with headings 1-4 as below. 

Show PP16 and ask participants to work in pairs to suggest ways they could teach 

the hazard signs and symbols shown on HO4 (or their own resource) to make 

learning more successful for these four learners:


1. a learner who requires active methods of learning 

2. a learner with poor reading skills (Entry 2) 

3. a learner who is anxious about maths 

4. a learner with dyslexia who has problems with short term memory. 

Give them 15 minutes to write activity suggestions - one idea per sticky note - and 

ask them to put them all on the appropriate flipchart. Display charts in room. 

Feedback a few key suggestions to the whole group by reading them aloud. 

Adapted handouts 

Refer to HO5 for differentiated activities for learners working below Level 1 in literacy. 

Talk the participants through the way the handouts have taken a small part of HO4 

from the Trowel Occupations Embedded Learning Materials and put in smaller steps 

to guide their learners through the task. 

Highlight: 

• how to scan for information 

• the formative assessment at the end of the first page 

• the use of correct text descriptors i.e. information and instructions 

• active ways of supporting learners i.e. peer discussion and working, highlighting 

text, drawing, sharing memory strategies, testing each other. 

Differentiation 

Remind participants that adapting resources is part of differentiation. 

Show PP17 to summarise the different reasons learners may need support and the 

ways teachers can differentiate by adapting their resources and activities, but also by 

allowing more time for a task or by what outcome they expect from individuals. 

Refer them to HO6 and ask them to tick any ways they already use to differentiate 

and star any that they wish to develop in the future. 

Reflection 

Allow 5 minutes for participants to complete their Reflections and action log about 

adapting resources to respond to their learners’ needs. 

30


res no. style Title 

PP15-17 PowerPoint Levels, adapting resources, differentiation 

31


32



HO4 Handout Hazard signs and symbols 

33


34



HO5 Handout Scanning for facts 

The purpose of scanning is to quickly find a specific detail such as a key word, date, 

time or name in a piece of text. 

Top Tips 

• Don’t read every word. 

• Force your eyes to move rapidly across the page. 

• Say the word you are looking for (aloud or in your head) while scanning. 

• Check headings for clues to which bits of the text might be relevant. 

• If you are scanning for a date or time, look for numbers. 

• If you are scanning for a name, check words with capital letters. 

Scan the Top Tips above and highlight what to look for if scanning for a name. 

What should you not do when scanning 

Scan this text about explosives to answer this question: 

How should explosives be kept 

EXPLOSIVE 

May explode when: 

1. dry 

2. under the effect of flame 

3. under the effect of heat. 

Read and use according to 

instructions. 

Ensure containers are stored in a 

cool well-ventilated place. 

Keep lids tightly closed. 

Store away from sources of ignition 

and heat. 

Ensure this container and its contents 

are disposed of in a safe way. 

A. In a wet bowl 

B. Near a source of heat 

C. In a cool, well-ventilated place 

D. Without a lid 

How long did it take you to answer this question Did you scan 

35


Activity: Hazards 

Read the following text about health and safety. 

Some of this text gives you information and some gives you instructions. 

In pairs discuss: 

• Which two boxes in the text tell you what to do, i.e. give you instructions 

• How do you know when you are reading instructions 

• Highlight the key words in the safety precautions for irritants. 

• Share ways to memorise these safety precautions e.g. drawing them 

• Test each other on what you have learnt. 

Hazard signs and symbols 

Chemical Regulations 1994 

Any dangerous chemicals supplied in a container must be labelled and packed in a 

way that will tolerate the conditions of supply and transportation. 

The act is designed to safeguard both people and the environment from the harmful 

effects of chemicals. 

ENSURE YOU KNOW THE FOLLOWING: 

THE MEANING AND 

CLASSIFICATION 

THE SAFETY 

PRECAUTIONS 

HARMFUL 

May cause limited health risk if: 

• inhaled 

• penetration of skin occurs. 

Do not breathe dust, spray or vapour. 

Avoid contact with skin. 

Wash thoroughly before you drink, eat 

or smoke. 

In the case of contact with eyes, rinse 

immediately and seek medical advice. 

IRRITANT 

May cause inflammation and irritation if: 

• in contact with the skin 

• inhaled. 

The contact may be: 

• immediate 

• repeated 

• prolonged. 

Do not breathe dust, spray or vapour. 

In the case of contact with skin, wash 

immediately with plenty of water. 

In the case of contact with eyes, rinse 

immediately and seek medical advice. 

Extract from the Skills for Life Embedded Learning Materials: Trowel Occupations pp.32-33 

36



HO6 Handout Differentiation



TN4 Trainer Notes Planning an activity or session 

What do learners find difficult 

Ask participants to work in their vocational teams of 3-6 and give them ten minutes to 

storm onto flipchart paper which LLN skills many of their learners find difficult. 

Circulate supporting them in finding appropriate specific terms for the skills e.g. 

• listening for information or in a discussion (rather than just listening) 

• reading instructions or information (rather than just reading) 

• using the 24- hour clock and timetable (rather than just maths or time) 

• measurement of length or area or perimeter (rather than just measurement) 

• speaking to customers face to face or on the phone (rather than just talking) 

• writing an accident report or notes on a session (rather than just writing) 

• reading and understanding technical vocabulary. 

Display them on the wall. Ask participants to do a gallery walk reading and putting an 

asterisk next to those skills shared by many areas, to encourage team-sharing. 

NB to trainer: Some teams may have mapped LLN skills needs into their SOW 

and/or lesson plans during or following 4b or 4c CPD sessions Planning embedded 

teaching and learning. If so, ask teams to compare mapped SOW for common skills 

needs. 

Standards Unit materials on the Excellence Gateway 

Show PP18 and explain that they can find the Standards Unit materials on the 

Excellence Gateway by using HO7. Explain that the materials have been written as 

good exemplars of session plans and resources for teaching in vocational contexts. 

The Move On website 

Show PP19 and explain that participants would also benefit from exploring both the 

Move On Learner Route and Teacher Route more fully after the session because of 

the wealth of resources available there for teaching and practising LLN skills. 

Mention that interactive Hot Topics are to be found on the Move On Learner Route. 

Highlight the Maths Takeaways, quizzes and checklists available and remind 

participants that maths is a national priority. 

Briefly refer to HO8 which will help them navigate the Move On Teacher Route and 

find the resources made for learners training in the caring professions and the NHS. 

Resources can be freely downloaded from the Move On site and used or adapted. 

They may wish to use some Move On resources during the next activity.


Activity: plan an embedded activity/lesson 

Tell the participants that sitting watching slides and listening to the trainer would not 

have been engaging or even adequate for them to learn about resources today. 

They are going to work in their teams to plan an activity or lesson with embedded 

LLN skills that is engaging and meaningful to their vocational learners. 

They should include at least one differentiated resource, to support a learner working 

at a lower numeracy or literacy level. 

Agree with each vocational team an appropriate specific part of their SOW that, for 

the next 40 minutes, they are going to work together to plan for real, Encourage 

referral back to the flipcharts for issues that many of their learners find difficult. 

They may for instance plan an activity how to embed: 

• listening to instructions on correct use of ratio … in brick-laying or hairdressing 

• accurate use of metric weights … for catering or construction learners 

• understanding the 24 hour clock … when using timetables or taking messages 

• reading and understanding technical vocabulary … for learners on any course 

• reading and memorising information … on use of machinery or drugs 

• appropriate verbal communication … with a difficult customer or NHS patient 

• listening carefully to instructions … on how to mix wallpaper paste or scones 

• writing a clear, concise report … on business or engineering courses 

• any other activity that is meaningful to the learners on their vocational area. 

Each team will need to: 

• write SMART Learning Objectives for the activity/lesson 

• examine the range of resources available for teaching the objectives 

• plan appropriate active teaching and learning activities 

• note the curriculum reference (an LLN person could guide the team here) 

• record the objectives, activities, CC ref. and resources to be used on HO9. 

You will need to circulate using yourself as a resource to support teams in writing 

SMART objectives and on planning active teaching and learning sessions. 

If LLN teachers are present, encourage them to support their vocational colleagues, 

offering suggestions rather than doing this activity for them. 

Show PP20 as groups work, to remind them about what makes an activity more 

powerful. 

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NB to trainer: the organisation of this activity will depend on what resources are 

available in the training room. You will need to take into account: 

• Have teachers brought their SOW and sample lesson plans with them 

• Is there a literacy or language teacher working in each vocational team 

• Is there a numeracy teacher working in each vocational team 

• Are there appropriate Embedded Learning Materials files available 

If a group hasn’t a suitable Embedded Learning Materials file, they could use the 

Health and Safety Learning Materials file and other resources printed out prior to the 

session from the CD-ROM of resources provided to the trainer. 

They could work on such activities as: 

o Workplace Accidents or 

o Personal Protective Equipment or 

o Safety Signs and Symbols 

• Are there Standards Unit materials available for any of the vocational areas 

• Are there computers available in the room for staff to use How many 

Is there a printer Have staff log-in codes 

• Is there Internet access on each computer so staff can access the web for: 

o the Embedded Learning Portal 

o Standards Unit Materials on the Excellence Gateway 

o BBC Skillswise 

o Move On 

• If internet access is available, remind groups to use: 

o HO2 which will help them navigate the Embedded Learning Portal 

o HO7 which will help them find the Standards Unit Materials on the 

Excellence Gateway 

o HO8 which will help them use the Move On website. 

• If not, can they use the CD-ROM of resources provided to the trainer 

If using the CD-ROM, you will need to preview what there is on the disk before the 

session and make judgements on what is suitable for which group 

• If there are no computer facilities, materials can be selected from the CD-ROM 

and e-mailed to the provider to photocopy prior to the course. 

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PP18-20 

PowerPoint Using resources to plan activities 

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HO7 Handout Finding the Standards Unit Materials 

All the Standards Unit materials are available from http://excellence.lsis.org.uk/ 

Click on 

Teaching & Learning 

Materials 

Click on 

Teaching and Learning 

Resources 

Click on 

Subject Resources 

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Click on 

Construction and the Built 

Environment 

Click on 

Explore all the resources for this 

national programme 

Here are all the resources for 

this area, available to download 

Move the mouse over an image 

to get a brief description of what 

is in each pack 

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res no. Style title 

HO8 Handout Finding resources on the Move On website 

You will need to register on the Move On 

site: click here 

Once you have registered, you will see this 

page: click on 

Free Move On resources 

Click on 

Teaching and learning resources 

Click on 

Literacy resources 

This takes you to the embedded resources 

▪ Move On in the NHS 

▪ Move On Carefully 

and the Literacy and Numeracy Learning 

Chunks, which are not embedded 

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res no. Style title 

HO9 Handout Planning embedded teaching and learning 

Topic 

Learning Objective 

At the end of the session 

learners will be able to … 

Teaching and Learning CC Ref. Resources including use of websites etc 

Course notes/book, whiteboard markers, 

paper, pencils, copies of HASWA


res no. style Title 

TN5 Trainer Notes Reflection and action planning 

Show PP21 and ask participants to spend 10 minutes recording their reflections on 

section 3 of HO1. 

Ask them to agree, as a vocational team, a set of action points for after the course. 

Suggest they record at least one action per team member on their own copy of HO1. 

Suggest they take these back to their organisation to implement, using HO10 to 

support them. 

If appropriate, mention there are more sources of embedded and contextualised 

resources that are on the Resources CD-ROM if they want more websites etc. 

Ask participants to complete the SfLIP course evaluation. 

Close the course.



PP21 

PowerPoint What have you learned 

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HO10 Handout 

Sources of embedded resources 

Embedded Learning Portal http://rwp.qia.oxi.net/embeddedlearning 

The Standards Unit materials are available from 

http://excellence.lsis.org.uk/page.aspxo=158035 

The Move On website is www.move-on.org.uk 

Some materials on the Skillswise website are embedded www.bbc.co.uk/skillswise 

Embedded Learning Materials 

For printed versions contact LSIS Publications on: tel 0845 60 222 60 or 

e-mail: mailto:lsis@prolog.uk.com , quoting the codes below: 

Vocational settings 

Social care 

Early years 

Hairdressing 

Painting operations 

Trowel occupations 

Production line manufacturing 

Cleaning 

Horticulture 

Transport 

Catering 

Hospitality 

Retail 

Warehousing 

Employability materials 

Entry to employment (E2E) 

Food hygiene 

First aid 

Health and safety - with manual handling 

Skills for construction 

ESOL support pack for Catering 

ICT 

Professional development 

Effective communication for international nurses 

Community Settings 

Sports leadership 

Family health 

Family life: the growing child 

Family life: focus on parenting 

Get on in the community 

(order ref: embedded/SC) 

(order ref: embedded/EY) 

(order ref: embedded/HA) 

(order ref: embedded/PA) 

(order ref: embedded/TR) 

(order ref: embedded/PL) 

(order ref: embedded/CL) 

(order ref: embedded/HO) 

(order ref: embedded/TA) 

(order ref: embedded/CA) 

(order ref: embedded/HOS) 

(order ref: embedded/RE) 

(order ref: embedded/WA) 

(order ref: embedded/EE) 

(order ref: embedded/FO) 

(order ref: embedded/FA) 

(order ref: embedded/HS) 

(order ref: embedded/CO) 

(order ref: embedded/CA/ESOL) 

(order ref: embedded/ICT) 

(order ref: embedded/NU) 

(order ref: embedded/SL) 

(order ref: embedded/FH) 

(order ref: embedded/GC) 

(order ref: embedded/FP) 

(order ref: embedded/GO) 

Further sources of embedded materials are available on the trainer’s CD-ROM. 

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Skills for Life Improvement Programme - SfLIP - Excellence Gateway

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