Learning and Skills Council Skills for Life Quality Initiative 2005-06 Using Resources to Embed Skills for Life

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Learning and Skills Council Skills for Life
Quality Initiative 2005-06 Using Resources to
Embed Skills for Life
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Use of the embedded learning materials

• By the end of this training, participants will
  be able to
• recognise the key features of the embedded
  approach and materials
• select and use the published embedded learning
  materials more effectively for any curriculum
  area
• plan with other practitioners to deliver embedded
  learning of Skills for Life, integrated with
  vocational and other skills
• reflect on own practice and plan to improve it.

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Embedded teaching and learning

• 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 at work.

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What is embedded learning?
Embedded teaching and learning
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The vocational content

• Starting point of any embedded learning materials.

• Vocational skills and knowledge
• Refers to the primary learning aims of the
  learner.
• Aims may be vocational, recreational or
  personal.
• They may lead to a qualification.
• The embedded materials also reflect the reality
  of
• workplace and everyday settings, using realistic
• scenarios and documentation.

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Literacy, language and numeracy

• Literacy, language and numeracy
• These skills are clearly defined by the adult
• core curricula.
• The embedded learning materials do not set out
• to teach the whole range of literacy, language
• and numeracy outlined by the core curricula.
• The range and level of skills taught is
  dictated
• by the vocational content.
• Embedded learning is task-driven.

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Embedded, contextualised or learning support?

• LLN learning support is usually in addition to a
  workplace skills/vocational learning programme.
• Contextualised LLN is primarily an LLN programme,
  not a workplace skills/vocational learning
  programme.
• In embedded programmes, LLN learning happens
  through a workplace skills/vocational learning
  programme.

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Embedded teaching and learning

• Integrates the skills and knowledge required to
  achieve competence in a vocational setting with
  the literacy, language and numeracy skills that
  underpin this competence.
• Aims to demonstrate this relationship and to
  support critical skills within workplace or
  everyday contexts.

Example a hairdresser booking an appointment
for a customer includes the following skills and
knowledge good communication skills salon
procedures for appointments understanding the
format of the appointment book time calculation
and knowledge of treatment times spelling
customer names.
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Materials available to order

• Batch 1
• Trowel occupations (order ref embedded/TR)
• Social care (order ref embedded/SC)
• Horticulture (order ref embedded/HO)
• Family health (order ref embedded/FH)
• Effective communication for international nurses
  (order ref embedded/NU)

• Batch 2
• Catering (order ref embedded/CA)
• Hospitality (order ref embedded/HOS)
• Retail (order ref embedded/RE)
• Warehousing (order ref embedded/WA)
• Entry to employment (E2E) (order ref
  embedded/EE)
• Sports leadership (order ref embedded/SL)

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Materials available to order

• Painting operations (order ref embedded/PA)
• Cleaning (order ref embedded/CL)
• Production line manufacturing (order ref
  embedded/PL)
• Skills for construction (order ref embedded/CO)
• Health and safety (embedded/HS)
• ICT (embedded/ICT)
• First aid (embedded/FA)

• Available from June 2006
• Family life the growing child
• Family life parenting issues
• Early years
• Hairdressing
• Community skills
• Transport

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Features of embedded learning materials

• Teacher notes
• Learner pages
• Source materials
• Glossary
• Integrated Assignments (not in community
  contexts)
• Check-it tests
• Mapping charts
• Audio CD
• Available in both PDF and Word versions
• Supporting interactive materials

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Learner pages Focus and Task

• Materials are divided into modules.
• Each module has a number of themes.
• Themes are divided into Focus pages and Task
  pages.
• Focus pages are intended as a summary of the
  teaching for the learner to take away and review
  as required.

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Source materials

• Contains examples of resources and documents
  taken from the workplace.
• Provide an excellent resource which can be used
  flexibly by teachers.
• Teachers can add to this resource using other
  workplace realia.
• Some source materials can be adapted or
  customised.

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National occupational standards

• National occupational standards are statements of
  the skills, knowledge and understanding needed in
  employment.
• The Basic Skills Agency has mapped the
  occupational standards at Level 1 and Level 2 to
  the National Standards for Adult Literacy and
  Adult Numeracy.
• These standards are identified in the embedded
  learning materials curriculum coverage grids as
  NOS.
• Detailed mapping can be accessed through the link
  shown on the next slide.

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www.dfes.gov.uk/readwriteplus/nosmapping
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Breakdown of NVQ

• Units and elements
• Amenity Horticulture Level 2

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Mapped to literacy and numeracy standards
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Teacher notes

• Scene-setting
• Materials
• Learning outcomes
• Introductions and activities to support learning
• Task notes
• Differentiation includes notes on dyslexia and
  ESOL support
• Suggestions for extension activities and theme
  assessments
• Mapping information

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Equivalence between levels
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(No Transcript)
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Selecting materials

• Study the vocational scheme of work or syllabus
  to identify areas requiring underpinning LLN
  skills to complete tasks successfully.
• Locate materials that will support learners, and
  decide how to integrate these into the session.
• Plan differentiated activities as necessary to
  support and extend learning.

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Hospitality and Catering NVQ level 1 Sample SOW 5
Week Content and outcomes Content (specific) Class activity/ resources LLN skills development
1 Introduction to programme general awareness, safety, hygiene, basic practical skills Update of health and safety issues and hygiene Practical activity scones
2 Assessment 1 scones plus health and safety unit 101 UKQ on computer Production of scone mixture into required shapes Individual to produce products without help from teacher
3 Fresh fruit bread Handle knives correctly when cutting fruit. Follow and carry out cleaning procedures. Mixture of hard, soft, citrus fruits Weighing and measuring ingredients Knife work during preparation of fruit Understand and use units of measure Read and follow instructions and procedures
4 Assessment 2 fresh fruit salad and knife competence plus health and safety unit 101 UKQ on computer Variety of fruits Individual to produce products without help from teacher
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Vocational context Catering NVQ Level 1
Session topic/theme Making fresh fruit bread. Vocational outcomes Handle knives correctly when cutting fruit. Follow and carry out cleaning procedures.
Linked themes in embedded files Catering Weighing ingredients (Ca 211 212) Knives and cutting machines (Ca 27 28) Linked themes in embedded files Catering Weighing ingredients (Ca 211 212) Knives and cutting machines (Ca 27 28)
Learner Activities (including activities from embedded materials where relevant) Underpinning LLN skills and curriculum refs
Prepare work area. Review preparation procedures. Practical work prepare own area.
Weigh and measure dry ingredients. Discuss key issues (Embedded materials Ca 211 212 Introduction and Focus page). Practical work measure ingredients. Extension/support activities A. Smith Practise place value select support material from generic SfL material at E3 and interactive practice materials. B. Lynch Weighing ingredients Task 2. Understand and use metric measures of weight (MSS1/L1.4)
Cut and prepare fruit. Discuss knife procedures (Embedded materials Ca 27 28 Focus page and Task 1). Practical work. Extension/support activities B. Lynch Use glossary to look up and record new vocabulary highlight key words in each instruction. Read and understand the language of procedures and instructions (Rt/L1.1)
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Individual exploration

• You can
• try out the carousel of activities provided
  inappendix 1
• explore some of the web sites listed in appendix
  2
• investigate www.bbc.co.uk/skillswise/workplace
  for lists and activities focused on workplace
  vocabulary
• select and adapt an activity from one of the
  files using the Word version on the CD-ROM.