Practical guidance for embedding Skills for Life - Excellence Gateway

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2 Skills for Life Quality Initiative2. Models and approachesThere are different approaches to embedding literacy, language and numeracy into otherareas of training or study. Organisations should avoid a ‘one size fits all’ policy: rather,they should adopt an approach that fits the subject, the environment or context, thelearner and the resources available. Embedding has an impact on the whole strategy fordelivering a course including recruitment, assessment, staffing and learning materials.Some organisations found that selecting one curriculum/occupational area for intensivefocus of effort enabled them to progress more rapidly to the development of an effectivemodel for embedding Skills for Life. 3Different models of embedded delivery> Dual skills teaching – one teacher.> Integrated team teaching – a team of teachers with complementary expertiseworking together, with the possible inclusion of an element of team teaching.> Linked or contextualised teaching – LLN linked to the vocational area usingcontextualised materials.> Other forms of active collaboration between teachers to support learners’progress towards vocational and LLN goals. 4It is likely that literacy, numeracy and ESOL teaching expertise will be found in differentindividual teachers and this will influence the way they work together. The use of ‘LLN’ asa single abbreviated category within this document should be understood within thiscontext.Important features of all embedded models> Learners’ purposes, motivations and reasons for re-engaging into ‘host’ subjectsshould be paramount.> All models should be designed to deliver both ‘host’ subject and LLN, withlearning outcomes identified in both areas. These should be communicated tothe learner at the first point of contact and their benefits made clear.> The model of delivery will be influenced by the host subject, organisationalstructures, staff skills and experience.> Each area can influence the other.> Two areas of expertise must be acknowledged; these can be delivered by oneperson or, more often, through a team approach.> There is explicit teaching of appropriate LLN skills.Stages in the cycle of planning embedded work> Ensure teaching team has expertise in all relevant areas, e.g. vocational subject,literacy/communication, numeracy/AON, ESOL as required for the learner group.3 Whole organisation approaches for delivering Skills for Life, Pathfinder Project,http://www.woasfl.org/4 NRDC
Practical guidance for embedding Skills for Life 3> LLN teachers to research the way LLN are used in the particular vocationalcontext, e.g. the kinds of language used in training materials, or the languagestyles of teachers.> Identify LLN skills required by programme and map to vocational/LLN curricula.> Identify learner needs and match to course requirements, identifying prioritiesfor teaching.> Plan sequence of LLN work to fit with vocational scheme of work.> Plan for elements of shared delivery.> Share plans and materials.> Agree processes for shared reviews of learner progress in both vocational andLLN development.> Schedule meetings for progress reviews and further planning. 5Suggestions for developing embedded provision> Both vocational and LLN teachers should consistently stress the purpose andvalue of embedding LLN and the benefits for learners.> LLN should be worked on where it arises naturally within the vocationalcontexts. Where other areas of LLN need to be learned, for example to achieveawarding body criteria, demonstrate generic employability skills as purposesrather than trying to make an artificial fit with the subject.> Many teachers, tutors or trainers may have fears or anxieties about embeddedwork. Vocational teachers may feel worried about their own skills in literacy andnumeracy; LLN teachers may feel out of their depth in an unfamiliar vocationalarea. Use staff development opportunities to share anxieties and reassure staffthat practical support is available, and that they need to work together tocombine their differing expertise.> Teachers from different departments need to develop confidence to worktogether and be motivated to work in this way. Staff training for all teachersneeds to be available to support embedding.> Support and develop team working through peer mentoring and coaching.> Foster mutual respect within and across teams and encourage teachers torecognise each other’s skills, knowledge and experience.> Learners should have individual assessment and feedback of their literacy andnumeracy development as well as subject learning outcomes.> The planning stage needs to identify the staffing model to be used and the levelof expertise required to successfully deliver each component. Staff roles need tobe clear and unambiguous and staff need time to plan together.> There needs to be an analysis of both the tasks and activities and the content ofthe subject so that the appropriate LLN components can be anticipated anddeveloped.> Schemes of work and session plans should have clear outcomes related to boththe subject specialism and the LLN aspects of the course. The whole learninginfrastructure must support an embedded approach.> Celebrate success in both areas of learning. Learners should have the opportunityto gain LLN qualifications.5 LSCSfLQI Practical Guidance on Whole Organisation Approaches
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Practical guidance for embedding Skills for Life - Excellence Gateway

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