Cambridge Training and Development

							Learning and Skills Council Skills for Life
        Quality Initiative 2005-06


    Using Resources to Embed
          Skills for Life
    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.
     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.’
What is embedded learning?




                             Literacy,
Vocational     Embedded      language
 skills and     teaching     and
knowledge     and learning   numeracy
                             skills
          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.
  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.
    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.
        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.
             Materials available to order
Batch 1                       Batch 2
• Trowel occupations          • Catering (order ref:
  (order ref: embedded/TR)      embedded/CA)
• Social care (order ref:     • Hospitality (order ref:
  embedded/SC)                  embedded/HOS)
• Horticulture (order ref:    • Retail (order ref:
  embedded/HO)                  embedded/RE)
• Family health (order ref:   • Warehousing (order ref:
  embedded/FH)                  embedded/WA)
• Effective communication     • Entry to employment (E2E)
  for international nurses      (order ref: embedded/EE)
  (order ref: embedded/NU)    • Sports leadership (order
                                ref: embedded/SL)
           Materials available to order
• Painting operations         Available from June 2006
  (order ref: embedded/PA)
• Cleaning (order ref:        • Family life: the growing
  embedded/CL)                  child
• Production line             • Family life: parenting
  manufacturing (order ref:     issues
  embedded/PL)                • Early years
• Skills for construction     • Hairdressing
  (order ref:
  embedded/CO)                • Community skills
• Health and safety           • Transport
  (embedded/HS)
• ICT (embedded/ICT)
• First aid (embedded/FA)
     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
          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.
                  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.
        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.
www.dfes.gov.uk/readwriteplus/nosmapping
                       Breakdown of NVQ


Units and elements

Amenity Horticulture
Level 2
Mapped to literacy and numeracy standards
                   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
             Equivalence between levels
 National
                                              National
Curriculum      Basic Skills   Key Skills
                                            Qualifications

                               Level 5        Level 5
                               Level 4        Level 4
                               Level 3        Level 3
                 Level 2       Level 2        Level 2
   4/5           Level 1       Level 1        Level 1
    3            Entry 3
    2            Entry 2                       Entry
    1            Entry 1
              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.
Hospitality and Catering NVQ level 1 Sample SOW                                             5
       Content and outcomes              Content (specific)          Class activity/            LLN skills development
Week                                                                 resources

1      Introduction to programme:        Update of health and        Practical activity:
       general awareness, safety,        safety issues and hygiene   scones
       hygiene, basic practical skills




2      Assessment 1: scones plus         Production of scone         Individual to produce
       health and safety unit 101 UKQ    mixture into required       products without help
       on computer                       shapes                      from teacher




3      Fresh fruit bread                 Mixture of hard, soft,      Weighing and               Understand and use units of
                                         citrus fruits               measuring                  measure
                                                                     ingredients
       Handle knives correctly when
                                                                                                Read and follow instructions
       cutting fruit.
                                                                     Knife work during          and procedures
       Follow and carry out cleaning                                 preparation of fruit
       procedures.

4      Assessment 2: fresh fruit salad   Variety of fruits           Individual to produce
       and knife competence plus                                     products without help
       health and safety unit 101 UKQ                                from teacher
       on computer
         Vocational context: Catering NVQ Level 1
Session topic/theme:                                               Vocational outcomes:
Making fresh fruit bread.                                         Handle knives correctly when cutting fruit.
                                                                   Follow and carry out cleaning procedures.
Linked themes in embedded files:
Catering:  Weighing ingredients (Ca 2:11 – 2:12)
           Knives and cutting machines (Ca 2:7 – 2:8)
Learner Activities (including activities from embedded materials   Underpinning LLN skills and curriculum refs
where relevant):
•Prepare work area.
•Review preparation procedures.
•Practical work – prepare own area.
•Weigh and measure dry ingredients.                                Understand and use metric measures of weight
•Discuss key issues (Embedded materials: Ca 2:11 – 2:12            (MSS1/L1.4)
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.
•Cut and prepare fruit.                                            Read and understand the language of procedures and
•Discuss knife procedures (Embedded materials: Ca 2:7 – 2:8        instructions (Rt/L1.1)
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.
              Individual exploration


You can:
• try out the carousel of activities provided in
  appendix 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.