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Embedding Literacy, Language and Numeracy

The Skills for Life Support for World Class Skills is delivered on behalf of the Learning and Skills Improvement Service by CfBT Education Trust and partners. CfBT Education Trust 60 Queens Road Reading RG1 4BS. T: 0118 902 1081 F: 0845 838 1207 E: sflwcs@cfbt.com.

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Embedding Literacy, Language and Numeracy

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  1. The Skills for Life Support for World Class Skills is delivered on behalf of the Learning and Skills Improvement Service by CfBT Education Trust and partners CfBT Education Trust 60 Queens Road Reading RG1 4BS T: 0118 902 1081 F: 0845 838 1207 E: sflwcs@cfbt.com Embedding Literacy, Language and Numeracy Literacy, language and numeracy in observation of teaching and learning

  2. Aim The session aims: • to explore and develop organisational systems and processes for observation of teaching and learning which address inclusive learning approaches and embedding literacy, language and numeracy

  3. Learning Outcomes By the end of the training session participants will have: • considered the context for literacy, language and numeracy in observation of teaching and learning related to the new overarching professional standards • considered quality indicators in embedded literacy, language and numeracy, including case studies of practice • reviewed current observation systems and processes, including the relationship between quality assurance and quality improvement • produced key messages for supporting staff and promoting literacy, language and numeracy skills • developed personal and organisational targets to support the action plan for a whole organisation approach to embedding

  4. Types and Purposes of Observation Consider your current situation. Spend two minutes with each question: Who is involved in doing observations? What is observed? Why do we do observations?

  5. Types and Purposes of Observation • Observations take place for a range of purposes • quality assurance, quality improvement, assessment, personal development • It’s important to: • ensure shared understanding of the purpose of observations of teaching and learning • develop approaches which suit the purpose of observations

  6. Professional Standards and Literacy, Language and Numeracy Consider the statements on the cards and separate them into two piles: • 1. Statements which refer to literacy, language and numeracy as the responsibility of a specialist literacy, language or numeracy teacher • 2. Statements which refer to literacy,language and numeracy as the responsibility of a vocational/other teacher or trainer

  7. Professional Standards and Literacy, Language and Numeracy • Every teacher/tutor/trainer has some responsibility for literacy, language and numeracy skills • Observation of all involves literacy, language and numeracy • Importance of collaboration between LLN and vocational specialists

  8. What to Look For Painting and decorating session case study Hospitality session case study Read the case study and highlight: • a) times when the learners are actively engaged in thinking about LL and N skills • b) ways in which the trainer expects the learners to use LL and N skills

  9. What to Look For Literacy, language and numeracy skills practice and development is integral to and inseparable from vocational training.

  10. LLN Skills in Teaching and Learning Sort the cards into two groups: • All trainers/teachers could easily do this • All trainers/teachers could do this with some support

  11. Reviewing the Observation Process 1. In pairs, go through the statements on the wheel and consider the questions for each element. 2.On the numbered line, mark your organisation’s current position (1= well-established practice and 5= nothing in place). 3.On each table, share the views so far and come up with a consensus of priorities for your organisation. 4. What is the main focus of changes to be made, and who will do them?

  12. Support for LLN Identifying internal and externalpartners. Identifying support. Who can support us if we are not LLN specialists?

  13. Non-Group Observation • Stages of the learner journey • Aspects of literacy, language and numeracy • Evidence for observations

  14. Communicating the Process Consider the process for observation of teaching and learning How could each stage of the process address literacy, language and numeracy?

  15. Next Steps What will your next steps be? personally as an organisation

  16. Contacts Skills for Life Support for WCS Programme Office Contacts: CfBT Education Trust Tel: 0118 902 1081 Email: sflwcs@cfbt.com

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