PTLLS – Embedding Literacy,
language & numeracy
Week 4
In today’s session we will:
• Discuss the Adult Core Curriculum &
associated qualifications
• Explore the opportunities available for
LLN development within classroom
By the end of this session you
will be able to:
• Describe the key components of the Adult
Core Curriculum
• Discuss the barriers that may be experienced
when supporting LLN needs of their learners
• Explain ways to embed elements of LLN
(Functional Skills ) within your specialist area
Level 3: 2.2 (T5)
• Design an activity to support/embed LLN
(Functional Skills)
How do you feel about supporting
Literacy, language and numeracy
Take a look at the ‘Jelly People’
Sheet and colour in the one that
you feel represents you.
If you feel happy to, share your ideas with
your neighbour.
The Adult Core Curriculum
• Also known as basic, core or essential skills
• Literacy covers abilities in:
• • speaking and listening
• • reading and comprehension
• • writing and communicating
• Numeracy covers abilities in:
• • understanding and using mathematical information
• • calculating and manipulating mathematical information
• • interpreting results and communicating mathematical
•
information
Functional Skills
Aim: Functional skills in English, mathematics
and ICT help people to gain the most out
of life, learning & work.
•
•
•
•
Applying knowledge
Competency and confidence
Problem solving
Levels E1 – L2
Quick quiz
Small group activity
• In groups you are going to create 2 questions
related to SfL to ask the other groups.
• E.g. when was the Skills for Life Strategy
introduced?
• You can use:
- your memory
- your notes
- Handouts
Barriers
• In pairs think about the types of barriers that
you may encounter when supporting LLN
within the classroom. At least:
• 1 barrier associated with the learner
• 1 barrier associated with the tutor
• 1 barrier associated with the delivery
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.’
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.
Developing LLN skills
Developing confidence and competence
with LLN skills is therefore
a part of all learning for all learners.
It is also a key factor to consider when
planning to include those learners who
have additional support needs with
literacy, language and numeracy skills.
What is embedded learning?
Vocational
skills and
knowledge
Embedded
teaching
and learning
Literacy,
language
and
numeracy
skills
The vocational content
Starting point of any embedded learning.
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.
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.
Think about your practice
• Does your practice allow for
embedding?
• Does it occur naturally?
• When do you do it?
• Transferable skills
• SLARP
Health & Safety
Listening
e.g. understanding
H&S
Information
in the workplace
Reading
e.g. H &S policy
Law or safety data
sheets
Skills for Life
Health & Safety
1. Essential speaking & listening
2. Understanding signs, symbols
and key documents
3. Completing forms &
writing reports
Writing
e.g. completing accident
report details
Safety audit forms
Speaking
e.g. providing
health & safety –
related information to others
Break for Coffee
• Recap
• Review and course evaluation with Sue
• Barriers to embedding and supporting
SfL
• Linking to NOS
Recap – and next session
• Learning outcomes –
Did we? Was anything missed? How will
you use this?
• Next session –
Equality & Diversity with John