Embedded teaching and learning of adult literacy, numeracy and ESOL: seven case studies

The purpose of this research project was to gather evidence about the characteristics of embedded [literacy, language and numeracy] LLN teaching and learning. In particular, the project aimed to establish what is meant by 'embedded teaching and learning', how the vocational subjects and the LLN skills relate on such programmes, how subject teachers and LLN teachers work together or how sometimes a single teacher can handle both, and what implications can be drawn for policy and practice. To study all this, it was essential to select a contrasting range of embedded programmes for the case studies. In selecting the case studies, close reference was made to the work of the [Department for Education and Skills] DfES Standards Unit, and to the findings of the Developing Embedded Basic Skills project (DEBS). The project aimed to examine a wide variety of embedded LLN provision to reflect the diversity of vocational courses. The sites for the case studies were selected from the following curriculum areas: land-based; entry to employment (E2E) - engineering; construction; complementary therapy; childcare; and nursing. The courses studied were either standard vocational programmes for young people or specially designed preparatory vocational programmes for adults. The case studies describe examples of embedded approaches at work, and illuminate how embedded LLN can work successfully as an integral part of vocational courses. They also illuminate some of the characteristics critical to this success.