Skills for Life Improvement Programme - SfLIP - Excellence Gateway

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Skills for Life Improvement Programme res no. style title 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.
Skills for Life Improvement Programme 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. of 49 39
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