TEACH – How do I plan my embedded literacy and numeracy teaching?


Here’s an overview of what we’re going to work through next. You’ll need to take each of these into account as you plan your embedded literacy and numeracy teaching.

As a good teacher or trainer, you might already do a lot of this in your head. But for our purposes, we’re going to make it explicit. Just like we want to with literacy and numeracy.

Learning outcomes

You should have a good idea of your learning outcomes from your work for Assessments 4 and 5. In fact, you would have needed a clear idea of your learning outcomes to write your contextualised diagnostics in the last assessments.

However, sometimes people still want to make changes to their learning outcomes. If you want to tinker with your learning outcomes for either literacy or numeracy you can have a play around with our Learning Outcome Configurator. It’s in a standalone module.

Of course, if you change direction completely here you’ll need to create new contextualised diagnostic assessments so that you can supply both pre and post test scores later on.

If you are 100% happy with your learning outcomes for each of literacy and numeracy you can skip this.

  • But, if you’re unsure about Learning Outcomes, in general, you might want to skip back to Collection 4 and have another look.

Teaching strategies

In Collection 4, we talked about the broad programme-level strategies that you should have in place. These set the “big picture” direction for your embedding. Here we want to talk about teaching strategies. These are also called instructional strategies.

The focus for teaching strategies, like learning outcomes, is on your actual teaching. We’ll look at a range of teaching strategies, many of which you probably already use.

Some of this may be revision if you are an experienced teacher. However, there’s also the opportunity to have a look at the strategies that you use often and consider whether you can include any others from the list.


One of our assumptions is that by the time that you get to this part of the course, you’ll already have lots of good ideas for activities and things that you can do to embed literacy and numeracy into your training.

However, we also have some literacy and numeracy activity ideas for you to think about. As part of this, we’ll point you in the direction of the support material for the Learning Progression resources which includes a wealth of activities for literacy and numeracy that you could adapt for your own purposes.


You’re the person who knows your learners best. So we’re guessing that you already have some great ideas for the kinds of resources you need to create.

But we can point you to ideas for resources that proved successful for other tutors as well as what you can access through the Learning Progressions.


In Assessment 2, you had to think about some of the different learner-centred approaches and concepts that we use in adult literacy and numeracy education. Now we need to take this thinking one step further.

You’ll need to tell us how you might apply a couple of these approaches or concepts as part of your teaching and embedding.

Assessing learner progress

You’ll need to maintain the connection with the work that you did in Collection 5. Unless you’ve had a change of direction, you should be able to reuse the contextualised literacy and numeracy assessments you designed earlier.

If you have had a major change of direction you might want to check in with us.


Also, now is a good time to plan how you want to evaluate your project work. You’ll need some evaluation data from your learners for the final assessment. So, it makes sense to design this now and implement it after last teaching session for this project.

You may already have evaluation tools, but we’ll give you some ideas as to how you can do this.

Author: Graeme Smith

Education, technology, design. Also making cool stuff...

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