If you’re up to this stage, you’re actually about, or even over, half way. This section is a big chunk… but it’s also the teaching component of the qualification.

Basically, after having mapped the literacy and numeracy demands, and diagnosed your learners literacy and numeracy needs, you actually need to get out there and do some embedded literacy and numeracy teaching.

These are your interventions, in other words. You have to come up with embedded literacy and numeracy focused learning outcomes, activities, and strategies. We’ve got a very specific format for doing this, so make sure you pay attention to what’s in your Assessment Guide or in Pathways Awarua in Assessment Module 5.

Here’s a list of various links and articles that might support you through this part of the training:

1. As always, if you haven’t already, all of our course content is available for free in interactive modules on the Pathways Awarua literacy and numeracy learning platform. You can find the instructions on how to register here if you haven’t already. We have a unique ALEC join code so email us for it if you need it (assess@alec.ac.nz)
2. I know I said it already, but don’t forget to check what’s already in your ALEC Study Guide and Assessment Guide for this part of the course.
3. We’ve also got a great one-page handout that summarises the connections between assessments 4, 5, 6 – email us for a copy if you haven’t got it already.
4. You can listen to an audio-only podcast of me talking through Assessment 5 here if you need a refresh on the requirements.
5. There are video clips on Section 5 of the NCALNE (Voc) here on our Youtube channel.
6. If you need ideas for activities for reading, writing, listening, speaking, and numeracy there is a wealth of material including teaching points, guided learning sequences, and resources in your ALEC Study Pack in the Learning Progressions support guides. Much of that is also online here if you want to go in and find it.
   • Unfortunately, this great content tends to be buried inside the other content so you have to click through a sequence like this to find an activity: Go to website >> Click Explore the learning progressions for Make Sense of Number to Solve Problems >> this takes you to a page from the learning progressions for multiplicative strategies where you can click on an activity like Multiplication Strategies where you get the actual activity or can download it as a PDF. The alternative is just to turn to page 39 in the Teaching Adults to Make Sense of Number book. I’m going to have a go a progressively dealing with this issue and liberating this material, but it might have to wait until another time.
7. As well as the massive amount of content and ideas provided in the support materials to the Learning Progressions there is also a wealth of information on LN activities online. For this reason, I haven’t focused so much on the activities on my blog or in the ALEC Study Guide. However, I have posted a few bits and pieces here that are useful. First though you need to make sure that you understand how to write really focused embedded literacy and numeracy learning outcomes. If you need them, please refer to:
   • Writing embedded literacy learning outcomes
   • A format for designing activities for your embedded literacy learning outcomes
   • Writing learning outcomes that are accessible to vocational and trades tutors.
   • How do you develop embedded numeracy learning outcomes that are relevant to trades tutors?
8. Here are a few numeracy activities that, while they aren’t particularly contextualised, they are fun and they work:
   • Greedy Pig
   • Dice of Fortune
   • Rocket
   • Dicing with decimals
   • Six pin bowling
9. I did also start looking at some ideas for designing independent reading activities based on literacy unit standards 26622 and 26624 here if that’s of interest. There’s a downloadable cover sheet that you could adapt or cannibalise in any way you like here. Just a caution though, if you’re just doing a couple of embedded reading activities for your NCALNE (Voc) and you don’t care about US 26622 and 26624, you’d be well advised to strip back my suggestions to only what you think you really need.
10. In terms of writing, I also started developing some ideas for a writing workshop here which I did flesh out in a bit more detail here. But again, just pick and choose what you want. If you’re just doing a couple of embedded writing activities for the NCALNE (Voc) you can be very selective here.
11. Lastly:
    • Don’t forget to collect actual evidence of your learners actually doing the learning that you’ve designed. Think about using the digital camera on your phone. Scan copies of their completed work or drafts. Take a photo of what on the whiteboard at different stages. And send all of this together with your write up of Assessment 5 and copies of the activities that you used.
    • Don’t forget to make at least one of your embedded LN teaching interventions some kind of independent learning activity, i.e. where your learners do it without you (whether at home, in class, or wherever).
    • Don’t forget to think about where and when you will re-assess your learners using the contextualised LN tools you used earlier. You’ll need this for Assessment 6.
    • Don’t forget to build in some kind of evaluation component. You’ll need this for Assessment 7.
12. If you’re working on this through the Pathways Awarua MOOC, your employer will need to have paid your course fee in order to unlock assessment modules (3 – 7)
13. And if you’re a paid up student and you’re not completing this through the Pathways Awarua MOOC, you can email us (assess@alec.ac.nz) for the latest version of the template for assessment Task 5.
14. Otherwise, give us a call to discuss (0800-ALEC-1-2) or email us anyway (assess@alec.ac.nz) and we’ll be in touch to help explain or clarify.