Literacy and Numeracy in Apprenticeships: Already in the Mahi
We often think of literacy and numeracy as “add-ons.” Something separate. Something extra that tutors need to squeeze in alongside already busy programmes.
But here’s the secret: literacy and numeracy (LN) are already inside the mahi. Every time an apprentice checks a hazard sign, fills in a job sheet, or plots something on a risk matrix, they’re practising LN. The real challenge isn’t adding something new — it’s making the invisible visible.
The ATNZ Session
This week I had the privilege of working with the team at ATNZ (Apprentice Training New Zealand). ATNZ are leaders in engineering and manufacturing apprenticeships — supporting learners on the tools, in block courses, and online. Their learners include a wide range of people, including Māori and Pasifika apprentices and those coming through foundation pathways.
Together, we explored how LN can be embedded deliberately, systematically, and system-wide into apprenticeship training.
Time was short, but we took a look at the Embedding LN Cycle:
- Knowing the Demands
- Knowing the Learner
- Knowing What to Do
- Evaluating and Improving
That set the frame: LN is not a bolt-on, it’s integral to learner success.
Making it Real
The heart of the session was working directly with ATNZ resources. One example we unpacked was the risk matrix in a hazard identification module. On the surface, it looks like a safety tool. But underneath, it’s a numeracy task: probability, percentages, scaling, and reasoning. Add in the technical vocabulary (“severity,” “mitigation,” “likelihood”) and suddenly you see both literacy and numeracy demands built into the same task.
For learners who are at Step 2 or Step 3 of the Learning Progressions, these hidden demands can be tough. That’s where scaffolding comes in:
- Visuals and sentence starters for written answers.
- Step-by-step checklists.
- Plain-English glossaries alongside technical terms.
- Oral-to-written pathways (talk it out first, then capture it).
The point is simple: with the right scaffolds, apprentices can meet the literacy and numeracy demands of the trade without being left behind.
A Quick Resource
To support the session, I pulled together a one-page handout: “7 Steps to Embedding LN in Your Programme” based on the unit standards they use.
👉 Download the 7 Steps handout here
It’s a simple cycle tutors can use:
- Know the Demands
- Know the Learner
- Make it Visible
- Scaffold the Skills
- Use Real Contexts
- Build Equity & Inclusion
- Evaluate & Improve
Seven steps, endlessly repeatable.
ALEC: A New Kind of Sidekick
We also demoed ALEC GPT, an AI-powered tutor companion designed to support educators in embedding LN. ALEC can turn a training resource into an LN activity, scaffold a model answer, or even crack a trade-friendly joke to keep things light.
The public version, ALEC GPT 1.0, is available for anyone to explore. But behind the scenes, ALEC has already evolved into ALEC 2.0 — a more powerful, system-ready version designed to tailor literacy and numeracy strategies directly to trade contexts.
I’m now interested in exploring pathways to make versions like “ALEC for Engineering” available commercially for providers who want to embed LN at scale. Watch this space.
Closing Thought
So here’s a memorable takeaway for everyone: embedding literacy and numeracy isn’t just about adding something extra to your teaching. It’s about revealing the skills that are already woven into the work your apprentices do every day. It’s not an add-on; it’s a lens that helps everyone see the literacy and numeracy that’s already there. When you do that, you make learning more relevant, more practical, and honestly, a lot more fun.
And speaking of fun, let’s leave you with a little humour to remember:
Why did the apprentice bring a ladder to the literacy class?
Because they heard they needed to take their reading to the next level!
So keep it light, keep it practical, and remember that a little laughter goes a long way.
Ngā mihi nui to the ATNZ team — thanks for having me.