Developing skills for embedding LLN in vocational programmes: an action research project

1. Developing skills for embedding LLN in vocational programmes:an action research project

2. LLN – every teacher’s responsibility All teachers are teachers of language [and numeracy], whether they recognise it or not. FEU, 1986 Basic and Key Skills are everybody’s responsibility and will be inspected as such. DfES, 2005

3. What is LLN? • LLN stands for language, literacy and numeracy. These were previously known as ‘basic skills’. • Skills for Life is a government strategy to raise levels of literacy, language and numeracy (LLN).

4. Embedded LLN & the Minimum Core Through the minimum core, trainee teachers are required to: • recognise literacy, language and numeracy skills as important for learner success in achieving vocational goals; • develop inclusive approaches to working with learners with literacy, language and numeracy needs within the context of their own subject.

5. Embedding LLN • What is it? • Why bother? • What does the project involve?

6. What is embedded LLN? • In pairs or small groups: • discuss what is meant by embedded literacy, language and numeracy (LLN) • share any experiences you have of embedding LLN into vocational or academic subjects.

7. What is embedded LLN? ‘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 in work.’ DfES/NRDC 2004

8. Embedded LLN: key points • Develops LLN within subject areas • Uses skills of subject specialists and LLN specialists • Requires effective diagnostic assessment of LLN needs • Is most effective when LLN skills are fully embedded

9. Models of embedding LLN • LLN tutors deliver vocational/academic LLN development in separate sessions. • LLN tutors team teach with vocational/academic tutors to ensure LLN development is integrated fully into the course. • A combination of the above, with separate sessions to concentrate on individual/small group LLN needs. • One teacher delivers both subject and LLN content. In small groups, discuss possible advantages and disadvantages of each model.

10. Embedded LLN – why bother? • Many learners with language, literacy and numeracy needs have previously experienced traditional teaching approaches without success. • Many learners choose some vocational subjects believing they will contain little literacy, language or numeracy. • Subject tutors understand that literacy, language and numeracy are necessary to achieve qualifications. • Different approaches to developing literacy, language and numeracy can bring positive results. Source: QIA

11. Embedded LLN – why bother? • NRDC (National Research & Development Centre for Literacy and Numeracy) conducted extensive research in 2005-06 • Sample: • 1916 learners from 15 Further Education colleges • 79 courses at Levels 1 and 2 • Balance of embedded and non-embedded provision

12. Embedded LLN – why bother? Embedded LLN works! The NRDC research found that embedded programmes were associated with: • higher retention (staying on course) • higher success rates (learners gaining vocational qualifications) • increased achievement in LLN • more positive attitudes to LLN

13. NRDC 2006

14. NRDC 2006

15. NRDC 2006

16. Embedded LLN: key messages • Learners do best when they are taught by teams of teachers who are experts in their own subjects • Literacy, language and numeracy are complex areas to teach • LLN teachers need to develop their understanding of the vocational/academic area • Subject teachers need to develop their skills in teaching literacy, language and numeracy NRDC 2006

17. Embedding LLN: discussion http://www.excellencegateway.org.uk/page.aspx?o=194335 • After watching the video clip, how do you perceive the tutors’ roles? • What may be the challenges to delivering embedded LLN? • How much should an LLN tutor know about the vocational/academic area he/she is supporting?

18. What now? The LSIS Project AIM: To explore ways of working which integrate literacy, language, numeracy (LLN) and ICT into your teaching and learning programmes. OUTCOMES: By the end of the project, participants will have: • acquired a heightened awareness of the literacy, language and numeracy demands of vocational and academic subjects • examined ways of working that embed LLN within vocational and academic areas • produced materials to support the development of LLN skills.

19. The LSIS Project Collaborative working between small groups of trainees in similar subject/vocational areas plus Skills for Life trainees. Each group will: • analyse the linguistic and mathematical demands of a particular subject area • produce at least one activity to develop literacy/language and one to develop numeracy skills relevant to this subject area • produce jointly a reflective account of the process(es) involved in embedding LLN within a particular subject area.

20. LSIS Project – timescale

21. References Casey, H., Cara, O., Eldred, J., Grief, S., Hodge, R., Ivanic, R., Jupp, T., Lopez, D. and McNeil, B. (2006) “You wouldn’t expect a maths teacher to teach plastering…” Embedding literacy, language and numeracy in post-16 vocational programmes – the impact on learning and achievement. London: NRDC DfES (2005) Integrating key skills, literacy and numeracy FEU (1986) Language for All This resource has been produced as a result of a grant awarded by LSIS.  The grant was made available through the Skills for Life Support Programme in 2010.  The resource has been developed by managers and practitioners. The contents should not be compared with commercially produced resources, although in many cases it may have comparable or better learning outcomes.