Kia ora and welcome…!
This is the fourth of seven collections covering the knowledge and skills you need to teach better by embedding literacy and numeracy into your training.
By the end of this fourth section, you will have covered:
- What you need to know to develop broad strategies for embedding literacy and numeracy into your programme.
- How to structure specific learning outcomes for embedding literacy and numeracy into your teaching sessions.
This next content area breaks down into four modules. Here’s what’s ahead:
- What’s your context?
Here you’ll need to reflect on what kind of teaching or training you do, what kind of learners you have, and what your main objectives are. These objectives might be formal, like achieving unit standards. Or they might be more informal, like understanding health and safety requirements or being able to fill out a form.
- What are your opportunities and constraints?
You’ll need to identify some of the opportunities where you could contextualise literacy and numeracy in your teaching. But also, you’ll need to look at what some of the constraints or barriers to implementing this approach in your work.
- What are your broad strategies for literacy and numeracy?
In this module, you’ll design a couple of broad strategies for embedding literacy and numeracy into your programme.
- Thinking about learning outcomes
Once you’ve got an idea about the broad strategies you want, you’ll learn how to focus on some specific parts of these. You’ll do this by learning how to write learning outcomes for embedded literacy and numeracy teaching.
We’ll focus on learning outcomes here so that in the next stage, you’ll be able to develop your own specific assessments and teaching activities that relate to these.
Just to sum up, this stage takes us from the more general, big picture strategies which apply across your programme, down to specific learning outcomes for particular aspects of literacy and numeracy that you want to embed into your teaching sessions with learners.