Move On Up: Learning Chunk – Entry 2 numeracy
Curriculum references: MSS1/E2.6, MSS1/E2.9
Contexts: Learners will use measuring in a range of everyday and vocational contexts and will find it useful to build their confidence in using weighing scales and in estimating and measuring different weights. They can also develop their awareness of other units of measurement and the transferable skills of working in metric measures.
Move On Up: Learning Chunk – Entry 2 numeracy
Curriculum reference: N2/E2.1
Context: There are many everyday phrases that involve ‘half’ (and to a lesser extent ‘quarter’) and learners can use their work/life experience to help them understand these simple fractions. They may also need to divide items or amounts into halves or quarters – or to describe the proportions of different parts that make up a half or a quarter of a whole.
Move On Up: Learning Chunks – Entry 2 numeracy
Context: Learners will use money skills in many contexts in their everyday lives and need to feel confident with different ways of combining coins to work out amounts spent, give appropriate coins/notes and to work out (or check) change.
Move On Up: Learning Chunk – Entry 1 numeracy
Curriculum reference: MSS1/E1.1
Contexts: Learners will use these skills in a number of everyday and working contexts – they are often highly motivated to work on developing their skills in this area. The ability to confidently handle notes and coins will lay good foundations on which to build the development of other skills involving money and numbers in general. It is important that activities are practical, make use of actual coins and are related to everyday situations – rather than being done as arithmetical calculations.
Move On Up: Learning Chunk – Entry 1 and Entry 2 numeracy
Curriculum references: N1/E1.1, N1/E1.2, N1/E.3, N1/E2.1, N1/E2.2, N1/E2.3
Contexts: The skills of recognising, ordering and comparing numbers are fundamental to many everyday skills and to a wide variety of other maths topics. Learners will use these skills in a range of everyday contexts and will need learning to be related to concrete examples and to their own life experience.
A pilot project by an FE college to integrate sustainability planning and consideration into all aspects of college practice, rather than teaching it as an additional topic, using ESOL as a model/testbed.
This project looked at embedding Education for Sustainable Development (ESD) across teaching and learning at the College from a strategic perspective, using the College Teaching and Learning Policy and through the lesson observation process and the associated grading criteria. The project went on to seek to embed ESD across curriculum development and teaching and learning at the College through the observation process.
The project was focused on developing new teaching and learning techniques with ‘sustainability’ as the key theme to encourage learners to think about their subjects and their responsibilities as ‘global citizens’. The project involved teaching staff undertaking a series of supported small scale action research projects to develop this in the classroom, while the College pulled together the resources to share and disseminate amongst all staff.
The project was designed to enable a better understanding of sustainable development (SD) amongst tutors, and allow them to experiment with SD within different areas of the curriculum. The project aimed to: develop a strategy to embed SD into all curriculum areas; create piloted and evaluated SD activities and lesson plans in four curriculum areas; educate staff on the subject of SD; work with a wide variety of staff to develop SD pedagogies; and create an online ESD resource bank for FE and HE tutors offering lesson plans and resources that can be adapted to suit each curriculum area.
This project aimed to produce high-quality transferable teaching materials developed collaboratively by range of providers, based on the concept of a circular economy and the world of Hair & Beauty. The project sought to increase regional engagement through a cohort of students and their staff who would examine and audit their existing curriculum for evidence of sustainability and inform the embedding of sustainability into more areas of the curriculum.
