Embedded teaching and learning of adult literacy, numeracy and ESOL: seven case studies
September 2003 - April 2004(Contact: Professor Mike Baynham or Celia Roberts - KCL or Paul Shrubshall - KCL or Jessica Brittan or Bridget Cooper - Leeds Metropolitan University or Nancy Gidley - Open College Network or Violet Windsor - Tower Hamlets College or Jan Eldred - NIACE or Sue Grief or Celine Castillino or Margaret Walsh)
Funded By: DfES/European Social Fund/NRDC
The purpose of this research was to gather evidence about the characteristics of embedded LLN teaching and learning.
In particular the project aimed to establish what is meant by "embedded teaching and learning", how the vocational subjects and the LLN skills relate on such programmes, how subject teachers and LLN teachers work together or how sometimes a single teacher can handle both, and what implications can be drawn for policy and practice.
To study this it was essential to select a contrasting range of embedded programmes for the case studies. In selecting the case studies, close reference was made to the work of the DfES Standards Unit, and to the findings of the Developing Embedded Basic Skills Project (DEBS).
The sites for the case studies were selected from the following curriculum areas: Land-based; Entry to Employment (E2E) - engineering; construction; complementary therapy; childcare and nursing.
The construction case study was carried out in Leeds by Bridget Cooper and Mike Baynham. Celia Roberts, KCL, directed the project.
The report of the project may be downloaded as a PDF file from the NRDC website.
Contact details:
This project last updated by Peter Edwards on 18th January 2006.