Developing skills for embedding
LLN in vocational programmes:
an action research project
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
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).
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.
Embedding LLN
What is it?
 Why bother?
 What does the project involve?

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.
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
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
Models of embedding LLN
1.
2.
3.
4.
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.
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
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
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

NRDC 2006
NRDC 2006
NRDC 2006
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
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?
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.
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.
LSIS Project – timescale
DATE/TIME TOPIC
COMMENTS
27 Jan
4-5pm
Introduction of the programme Including allocation of
groups and rooms.
3 &10 Feb
4-5.30pm
Numeracy/Literacy
Sessions on analysis and
embedding
Two groups swap between
Literacy and Numeracy
Over two weeks
READING WEEK
24 Feb
4-5pm
15 min Tutorials
8 groups A to H
Guidance tutorials
3 March
4-5pm
15 min Tutorials
8 groups I to P
Guidance tutorials
10 March
4-5pm
10 min presentations.
4 per room/tutor.
Dissemination
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.