What does embedding English and maths skills really mean?

"The best way to predict the future is to create it."

Abraham Lincoln

Introduction

This chapter considers what outstanding embedding of English and maths looks like; the purpose of embedding; how best to feed back on learners' written work; and how to help learners understand the importance of developing English and maths skills.

Tutors in further education are constantly being asked to 'embed' English and maths into their teaching. A lot of time and effort is spent on this and observers are keen to see 'embedding' in practice. However, less time is spent on coming to a common understanding of what 'embedding' is and why it might be desirable in the development of English and maths skills in learners.

What is embedding?

In 2003 the Skills for Life Strategy Unit defined embedding as follows:

"Embedded teaching and learning combines the development of literacy, language and numeracy with vocational and other skills. The skills acquired provide learners with the confidence, competence and motivation necessary for them to succeed in qualifications, in life and in work."

Skills for Life Strategy Unit, DfES, 2003

Embedding, as the definition says, is the development of literacy, language and numeracy (more commonly referred to now as English and maths skills) alongside the development of vocational and other skills so that learners can increase in 'confidence, competence and motivation'.

Notice the use of the word 'developing'. Ask yourself, why is it so important to embed English and maths into lessons? What is the purpose of embedding? Put simply, it is to help learners develop these skills, so that they can use them confidently to succeed in qualifications, in life and in work. The only purpose of embedding is to help develop skills. Think about that, and whenever you hear the word 'embedding', link it with the development of skills. If embedding is not leading to the development of English and maths skills then it is a waste of time: it becomes a tick-box exercise and another piece of paperwork which has no impact on learners. Think less about meeting the needs of observers, management and inspection agencies and focus more on how you can best develop the English and maths skills that learners need and that so many of them lack.

Features of outstanding embedding in lessons

Consider the following activity. It might be something you would want to do as part of staff development or as a discussion point in a staff meeting.

How can you help learners to develop their skills in English and maths?

Let's start by having a look at an example of a piece of work from a learner. This may or may not be typical of the standard of work that you see on a daily basis from your learners. Your learners may be more or less skilful in their use of English than the actual example given below. However, the principle remains the same: you need to think about how you should respond to written work from learners in ways that encourage them to improve their use of English.

Commentary on example

There are a few things to say about this piece. One of the first is that this learner has gone through at least 11 years of schooling. Eleven years of working on and practising her written English. It seems almost unbelievable that she could still be writing in this way after that, but this is the case. And she is not alone, or by any means the least skilful writer that you may come across. As educators in the post-16 learning and skills sector, what are we meant to do with such learners? The simple answer is 'our best'. Many tutors say, 'If they didn't get these things right in 11 years of schooling, how are we meant to turn it around in a year or less?' They have a point. It seems an impossible task to move this learner from what you see above, to a confident and accurate writer of English. But consider the alternative. If we do nothing and concentrate solely on developing her skills as a games designer, how will she fare? It is unlikely that she would be employed in any capacity with such a poor standard of written English, and that is to disregard the effect of this level of literacy on her everyday life. So 'doing nothing' is not an option. Most educators in the post-16 sector want to do something, they just lack the confidence or guidance to know what to do.

Positive and constructive feedback

Written feedback on work, done correctly, can have a powerful effect on learners' views of themselves as writers and lead to real improvements in confidence. There are a number of key factors which make for positive and constructive feedback.

» The first thing to do is to acknowledge this piece of writing. Pay attention to it. The piece of writing above was done in the first weeks of the course, and seven weeks into the course the tutor had still not read it. This is a great shame and it sends a message that if it can be ignored in this way, writing is not important.

» In your feedback look for the good in any piece of writing. Sometimes tutors are too keen to say what is wrong with a piece of writing, when they could look for what is right about it. This piece is very heartfelt. If it was spelt and punctuated correctly it would be a very good example of a personal piece of writing. First of all, the learner should be praised for being so honest and expressing herself so well. However, you cannot ignore that there are conventions of written English that this piece does not follow.

» Ensure that writing is something that you, as a tutor, are interested in. Encourage...