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The National Minimum Core for Trainee Teachers

A brief overview of what is expected from teachers, tutors, trainers and lecturers in the Lifelong Learning Sector
by

Stuart Mitchell

on 16 May 2014

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Transcript of The National Minimum Core for Trainee Teachers

Brainstorm
EmbeddingFunctional Skills
The Minimum Core Curriculum
General Notes
In "A Fresh Start - improving literacy and numeracy" published in 1999, Sir Claude Moser discusses the findings of a countrywide study which found that up to
7 million
adults had difficulty with very basic English and maths.
By 2007 the government had invested £5 billion in trying to raise literacy and numeracy standards by designing new national standards, curricula, national testing and improving teacher training.
Lord Leitch’s review of skills in 2006 confirmed that there was still a serious skills deficit.
"the UK economy is losing up to £10 billion a year because of poor basic skills..."
Sir Digby Jones, 2005
Some Key Findings from the NRDC Research

‘You wouldn’t expect a maths teacher to teach plastering….’

•Learners on embedded courses have higher retention rates

•Embedded courses have higher success rates than non-embedded courses

•Learners on the embedded courses have higher levels of achievement of literacy qualifications

•Learners on the embedded courses have higher levels of achievement of numeracy qualifications

•The degree of ‘embeddedness’ is particularly important in helping retention on Level 2 courses

•On Level 2 vocational courses more learners achieve numeracy qualifications on courses with some degree of embedding, with the most significant difference being between separate provision for Functional Skills and some degree of embedding in relation to both achievement of numeracy qualifications and retention

•On Level 1 vocational courses more learners achieve qualifications on courses that are mostly or fully embedded/integrated

•Where Vocational and Functional specialists work together to embed Functional Skills, learners are more likely to achieve

•Learners who receive Additional Learning Support (ALS) are more likely to complete their course
take a break
social and cultural factors
cool or what?
defining the minimum core of teachers' knowledge, understanding and personal skills
the next step in bridging the gap...?
hubba hubba
Trainee teachers should be aware of attitudes towards and the social and personal consequences of difficulties with English language, literacy and numeracy.

- Social attitudes to those with difficulties with language and number skills

- Exclusion from education, employment progression and skilled, well paid work

Uses of literacy, language and numeracy
- to gain improved access to public services, civil rights, community life and democracy

- for personal communication and financial planning.
Social and personal consequences

• Personal experience of education: poor experiences at school in Britain, difficulties with teaching styles and approaches; lack of access to education in their country or origin, high levels of education in their own country undermined by poor English language skills

• Socio-economic factors: social class and expectations, access to learning, lack of access to childcare, financial exclusion

• Ethnicity/culture: multilingualism; language barriers to accessing education in Britain

• Consider also issues of Age, Gender and Learning disabilities/difficulties.
Different factors affecting the acquisition and development of language, literacy and numeracy learning
The diversity of learners’ prior learning.

- Multilingual learners may have had little or no education in their country of origin, or reached a high level in their studies

- Learners with literacy needs may, for example, be fluent readers but have difficulties with organising writing.

Different educational cultures and methods

- Cultures of education in different countries may be very different to those of the UK. For example, a learner may be used to a formal, didactic method of teaching with no opportunity to formulate their own ideas, draw their own conclusions or participate in discussion. They may find these ideas alien. However they may have excellent rote-learning strategies.
Language awareness
Linguistic, cultural and educational backgrounds of learners.

- The language and literacy skills learners may have in languages other than English including familiarity with other scripts and multilingualism

- The importance of community languages and mother tongue on an individual, national and cultural level

- Differences between oral and written language.

- Differences between Standard British English and other varieties and dialects, and attitudes towards them

- How factors such as region, socio-economic status and ethnicity affect speech and writing

- Some understanding of how language variety is used to develop and maintain personal social and group identity.
Courses will already require trainees to be aware of the range of learning disabilities/difficulties and physical/sensory impairments, and inclusive strategies.

There should be explicit training on the consequence of these for language and literacy development, particularly specific learning difficulties such as dyslexia or dyscalculia.
Awareness of the range of specific learning disabilities/difficulties that may affect language, number and literacy acquisition
Factor’s affecting an individual’s perceptual set
personality
learning
intelligence
ability
training
interests
expectations
goals
past experiences
motivation
Task 1: complete your own "personal maths history"
Task 2: find the area of the square in the diagram shown, in which the two rectangles are congruent, and determine if it is greater or less than the combined area of the other three shapes.
developing your knowledge
developing knowledge of your learners
all my spelling needs taken care of in one click of a button
I love spell checker
there are elements of this book that confuse me...
but I don't fell stupid for not understanding!
not a dunce...
In a teaching context this will mean:
Recognising that English, maths, ICT and study skills are important for learner success in achieving goals in other areas of specialism
Understanding the connection between language and learning
What language do they need to achieve?
Language to access knowledge
Language to acquire skills
Language to develop skills
Language to prove achievement
Language to express individuality
Language for thinking, reasoning and understanding requirements and learning needs.

Conclusions

Keep the language simple
Avoid using unnecessarily complicated words where a simpler one exists
Keep sentences short
Use the active tense
Create lists where appropriate


Speaking and listening
Note taking
Report writing
Reflective writing
Essay/assignment
Summary
Synthesis

Are any of the above easy, without practice?

Writing
This is much easier to read and allows us to use our graphic cue to identify word shape. This is one of the reading searchlights that we use.
CASE AND UNDERLINING
This is much easier to read and allows us to use our graphic cue to identify word shape. This is one of the reading searchlights that we use.

Rivers of white appear when text is fully justified. These can be incredibly distracting and cause difficulty with fluency in reading, particularly for learners who may have dyslexia.

Justifying text
CASE AND UNDERLINING
Font – sans serif (without the tail)
Readability – SMOG Ready Reckoner
Context -
Red
is not a colour
What makes reading easier?
Reading and Writing
Background colour
IT IS SOMETIMES TEMPTING TO WRITE A PIECE OF TEXT IN UPPER CASE FOR EMPHASIS, TO MAKE IT BOLD OR TO UNDERLINE IT BUT IN FACT IT IS HARDER TO READ.
SMOG
Simple Measure of Gobbledygook
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