Ptlls_Embedding_Functional_Skills

Explain ways to embed elements of functional skills in your specialist area I incorporate aspects of functional/basic skills in the subject I am delivering in line with the Qualifications and Curriculum Authority. I do this by identifying opportunities to consolidate, practice and develop the learners reading, writing, spelling, numeracy, basic mathematics and Information technology skills through their vocational programme, for example as part of an apprenticeship or NVQ. This will enable the learner to operate confidently, effectively and independently in life. There are various methods which can be used to embed basic skills to sessions, I mainly use the overlapping circles model, where the basic skills are input and the vocational inputs are considered depending on how much the two overlap. The Business Administration NVQ incorporates literacy skills by encouraging effective listening and communication through meetings and discussions, working collaboratively within their team ensuring they use literacy skills confidently and in a range of contexts, such as letter writing, taking minutes at meetings and producing written evidence for their portfolio. Alongside this the learners are required to produce documents and use specialist software, including the use of Information and communication technology to plan their work, manage information storage and understand and follow safety/security procedures, embedding the complexity, familiarity, technical demand and independence required when using ICT. Part of the Business Administration NVQ embeds a range of mathematical concepts in validating and interpreting financial reports, recognising familiar measures including time and money, completing calculations through addition and subtraction in practical situations and extracting information from tables, charts and graphs. I work closely with the Skills for Life tutors to ensure that the skills underpinning practical tasks are identified and introduced in a relevant way to learners so that they are able to use and apply skills in real tasks in a variety of settings. This develops the learners personally, professionally as positive citizens who can actively contribute to society and ultimately achieves a dual learning outcome.