PTLLS – Embedding Literacy,
language & numeracy
L3 – Explain ways to embed elements of functional
skills, in your specialist area.
L4 – Evaluate a range of ways to embed elements of
functional skills, in your specialist area.
In today’s session we will:
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Discuss the Adult Core Curriculum &
associated qualifications
Explore the opportunities available
for embedding LLN within lessons
By the end of this session you will
be able to:
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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
We all have our own personal experiences
of Maths and English.
Take a look at the ‘Jelly People’
sheet and colour in the one that
you feel represents how you feel about
supporting Maths and English.
If you feel happy to, share your ideas with
your neighbour.
So what do we mean – Functional
Skills?
The Adult Core Curriculum
Also known as basic, core or
essential skills
 Literacy covers abilities in:
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• speaking and listening
• reading and comprehension
• writing and communicating
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Numeracy covers abilities in:
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• understanding and using mathematical information
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• calculating and manipulating mathematical
information
• interpreting results and communicating mathematical
information
Functional Skills
‘ Functional Skills are essential skills in English
Mathematics and ICT that enable everyone to deal
with the practical problems and challenges of life
– at home, in education and at work.’
This means that functional skills are;
 Real skills
 For real audiences
 For real purposes
QCA Online, updated
But first of all a quick activity
BINGO
Do you know your
education SfL acronyms ?
The following acronyms
are linked to education
and skills for life.
Before we start have a
look at your card and
make a note of what you
think they stand for.
Barriers 
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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.’
Although functional skills are being offered as stand alone qualifications
for 14- 19year old learners and some adult learners, they can also be
embedded into adult programmes in one of four ways:
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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
Think about your practice
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Does your practice allow for
embedding?
Does it occur naturally?
When do you do it?
Transferable skills
Create an Activity
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Think of an activity suitable for the
subject you deliver that could
support embedding or transferable
skills
Draft an outline of the activity and
signpost or reference it to LLN
Share you ideas with a friend
Some of you may want to evaluate how
your activity could be changed
Recap – and next session
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Learning outcomes –
Did we?
Was anything missed?
How will you use this?
Break for Coffee
Equality & Diversity
Identify issues of equality &
diversity, and ways to promote
inclusion
T3
In this session we will:
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Identify key legislation relating to
Equality & Diversity
Consider the issues associated with
supporting inclusion
Legislation and E & D – When?
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Equal Pay Act, Sex Discrimination Act
Race Relations Act
Disability Discrimination Act
Sex Discrimination (Gender Reassignment)
Regulations
Race Relations (Amendment ) Act
Special Educational Needs & Disability Act
Employment Equality (Religion & Belief and Sexual
Orientation) Regulations
Disability Discrimination Act
Civil Partnership Act
Equality Act
Equality Act (Sexual Orientation) Regulations
Single Equality Bill
Definitions
‘Every learner has the right to expect that they will receive
high quality learning, appropriate to their needs and
circumstances in a safe and healthy environment’.
(Success for All, DES 2002)
http://www.globalgateway.org.uk/pdf/PZ-Success2002.pdf
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Entitlement
Equality
Differentiation
Inclusiveness
Diversity
Definitions
Equality in education is not about treating
everyone the same; it is about giving
everyone an equal opportunity to access
the learning experience.
Diversity is about celebrating people’s
differences such as backgrounds,
knowledge, skills and experiences, by
encouraging and using those differences to
broaden the learning experience.
Petty, 1998:69
Duty
As teachers we have a duty to
actively promote equality of opportunity.
In order to do this you need to be aware of
the limits of your responsibility and know
when and where to access support both for
yourself and your learners.
Good Practice
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When resources are produced,
consideration is taken to represent the
diverse range of learners who access our
provision
A variety of teaching methods are used
following an assessment of different
learning styles and/or literacy and
numeracy skills
Assessment is fair and does not
discriminate against any learner
Language used by the tutor is nondiscriminatory and appropriate
Good Practice Con’t
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Discussion and comments within the
learning environment are managed to
ensure learner language is appropriate and
non-discriminatory
Resources are adapted to ensure that
learners can access information and to
meet individual needs (large print, on tape,
using symbols
Recap and review
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Issues
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Your assignments?