1A: How to achieve success in learner achievement

Learner achievement in embedded literacy, numeracy and language provision is judged in two ways. First, it is judged by its contribution to:

• recruiting new learners, particularly those from under-represented groups or those who might have felt that they did not have the literacy, numeracy or language skills to complete a course of vocational or other learning
• improving retention rates on vocational and other learning courses, some of which have been poor in the past, due in part to the poor literacy, numeracy and language skills of learners, which have not matched the demands of vocational or other courses
• successful achievement in vocational or other learning
• where appropriate, learners’ progression on to higher-level vocational or other learning courses.

Second, it is judged by its contribution to:

• assessing and monitoring improvements in learners’ literacy, numeracy and language skills relevant to the demands of vocational or other learning
• improving learners’ achievements in national awards in literacy, numeracy and language
• raising learners’ achievements in awards such as key skills communication and application of number, where these are a required part of vocational learning.

Achievements in embedded literacy, numeracy and language should always be relevant to the demands of learners’ vocational or other learning, although they should not be limited by them. Learners who begin to achieve in literacy, numeracy and language through embedded learning should be allowed to pursue higher levels of learning in these discrete skills, if they want to.

Critical success factors

Providers can contribute to success in learner achievement in embedded learning by ensuring the following factors are taken into account.

• Proper assessment of learners’ literacy, numeracy and language needs is carried out as an integral part of initial assessment for vocational or other learning.
• Learners are made aware of the relevance of literacy, numeracy and language skills to their potential achievement in vocational or other learning, and they understand the implications of any skill deficits identified through the assessment process.
• Learners contribute to their individual learning plans, which clearly identify the explicit literacy, numeracy and language skills that will need to be taught through embedded learning.
• Monitoring and recording of learners’ successes in literacy, numeracy and language are carried out separately from their achievements in vocational or other learning.
• Monitoring information is used to inform the development of courses and programmes.
• Feedback to learners clearly identifies improvements to literacy, numeracy and language skills and the relevance and contributions such improvements have made to their achievements in vocational or other learning.
• Providers use advice and guidance where available, in order to establish the range and levels of literacy, numeracy and language skills required by each vocational or other learning course they offer. One source of such guidance is the mapping of the national standards for adult literacy and adult numeracy to a number of the National Occupational Standards (NOS). This has provided maps for 176 NVQs at Level 1 and Level 2 in a range of vocational sectors and is available on the Sector Skills Development Agency website at: www.ssda.org.uk
• Vocational teachers and teachers of community and other learning courses recognise the relevance and importance of developing literacy, numeracy and language skills embedded into vocational and other learning.
• Providers recognise the need for extending teachers’ knowledge of the range of teaching and learning methodologies required to support learners with literacy, numeracy and language needs successfully.
• Successful providers can show evidence of progress through the recording and monitoring of improved recruitment and retention rates on vocational and other learning courses.
• Improvements are also illustrated by evidence of learners’ achievements in vocational, community and other learning and in literacy, numeracy and language.

Mapping Skills for Life

Vocational teachers and teachers of literacy, numeracy and language need to establish the range and levels of literacy, numeracy and language skills required by each vocational or other learning course. The following example demonstrates the mapping of literacy, numeracy and language skills to the core units and nursery options of the NVQ in Amenity Horticulture at Level 2. It uses information from the National Occupational Standards mapping website at: www.dfes.gov.uk/readwriteplus/nosmapping

This mapping provides teachers with knowledge and awareness of the explicit literacy, numeracy and language skills that need to be embedded in the teaching of the vocational course.

SAMPLE MAPPING PLAN FOR EMBEDDED LEARNING FOR VOCATIONAL COURSE

View sample mapping plan