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working on simplifying engineering form and how to use prefixes with the level 1 learners- Electrical

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working on simplifying engineering form and how to use prefixes with the level 1 learners- Electrical

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all but 1 of the learners passed their electrical science exam, this is much higher than normal- electrical

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all but 1 of the learners passed their electrical science exam, this is much higher than normal- electrical

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Developing the learners use of Adjectives and Synonyms when describing objects (tools) - Electrical

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In the future we need to find ways of including level 2's and 3's- Electrical

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A better understanding of engineering form- Electrical

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The session clearly identified those learners whose grasp of the English language and words was strongest and those who were more challenged. It also enabled those challenged learners to expand their own vocabulary - Electrical

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Talking to the English, prior to the session had enabled my own understanding of word use and therefore my ability to support the learners, this type of activity needs repeating to ascertain the group and individual development - Electrical

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Talking to the English, prior to the session had enabled my own understanding of word use and therefore my ability to support the learners, this type of activity needs repeating to ascertain the group and individual development - Electrical

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the maths team and myself are planning some posters to go around the work shop which have basic conversions on them, to help assist the learners further.-Electrical

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Learners expanded their vocabulary utilising industry related terms and also their appreciation and use of Adjectives and Synonyms. This will stand them in good stead if progressing to Level 3 or apprenticeship where their are written assignments - Electrical

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Similar type activities that incorporate both industry terminology in readiness for the workplace or further training, but also that look at different word types - Electrical

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Learners were developing their communication skills and system knowledge by changing an alternator in teams and completing a workbook alongside the practical activity. Afterwards, they were required to explain this task in a professional manner - Motor Vehicle (JLB & MW)

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Motor Vehicle - Groups Completing Task (JLB & MW)

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Motor Vehicle - Groups Completing Task (JLB & MW)

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By the end of the session, learners understood the connection between the two subjects and that being challenged was a positive experience. Learners worked well together in a group, confidently explained their process and completed the activity in good time - Motor Vehicle (JLB & MW)

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Using Context from the Vocational Areas to develop proportional Reasoning. 

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Using Context from the Vocational Areas to develop proportional Reasoning. 

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Induction program Bricklaying level 1 diploma

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Induction program Bricklaying level 1 diploma

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An interactive document which allowed the learners to research local planning permissions to build an extension. Aligned with current standards and behaviours

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Engagement from staff and students was not always positive or evident. The collaboration activities need to be consistent and frequent across all levels - Motor Vehicle (JLB & MW)

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Learners took care to present their work professionally and spent time on their spellings and inclusion of technical terms, which is a transferrable skill in regards to their coursework. Learners improved communication and teamwork skills through their explanations - Motor Vehicle (JLB & MW)

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Steve and I discussed learners' areas for development in Level 1 and Level 2 plastering classes, and looked at some of their written work. We identified that learners found articulating (verbally and in written form) challenging, and found it difficult to develop their written responses about the rationale behind why they were doing something.

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Continue encouraging learners to reflect at the end of each session, explaining what they have learnt and how it will benefit them in the workplace. Put up posters in theory classrooms that show learners examples of English being used within the industry - Motor Vehicle (JLB & MW)

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An interactive document which allowed learners to plan, research, develop English skills, Bricklaying Behaviours and theoretical aspects of the reality of bricklaying in collaboration with teams and customer

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Session intent;
Develop trade specific vocabulary
Encourage informal note taking
Develop formal writing
SPAG
Watching a video and demonstrating comprehension

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It was ideal for new learners as it showed them that immediately they will be developing not just bricklaying skills but in this case, English. The interactive side to it was very successful and worked well.

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The difficulties were trying to find the enthusiasm from the learners to engage in English lessons. Sneaky tactic used which resulted in a win!

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The session was great, I felt having a member of the English team working along side me in the workshop was very powerful, students didn't see the session as English, they bought into the concept and produced some good work that we were able to provide formative feedback. Overall I witness behavioural, and attitude development, as well as clear English development within this session

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The learners gained an understanding at the begging of the year that behaviours are expected as an employee and adult along with satisfaction of completing a very complex piece of work by using the guide and initiative

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As the learners progress to the next level/academic year. The ne the induction program becomes more difficult developing the skills such as behaviours and research along with the English bias side of the program

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The session produce a large amount of marking. Although this is not a problem, my overall understanding of what we should pick up on/provide feedback, is not that of a skills English teacher. Furthermore, I was not aware of what individuals may need to pay attention to help them develop further in their specific math or English sessions. This is something we could easily address with a collaborative initial assessment approach/SMART Target setting

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Using a Vocational-Maths Board to teach Standard Form to Electricians 

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Using a Vocational-Maths Board to teach Standard Form to Electricians 

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We found it difficult to first of all establish what we could immediately help with. We decided to focus on the lower level Learners who were struggling with understanding Kilo Watts and using Standard Form

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We found it difficult to first of all establish what we could immediately help with. We decided to focus on the lower level Learners who were struggling with understanding Kilo Watts and using Standard Form

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Learners were able to demonstrate through the completion of their workbook that they could read and understand instructions. Comprehend video instructions, and use specific vocabulary when directly questioned. I suppose if you ask the question what did they learn that they already didn't know, I would say;
New vocabulary & Spellings.
I feel for this approach to have greater impact we need to do more!

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Look at session structures and planning to ensure moments/sections are planned for English and maths development, rather than just incidental within core sessions. Collaborative planning will help to support this approach.

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EG collaborated with SH on a number of occasions and built up a presence in the workshop. This supported with learners' awareness of the communication between lecturers and how their programme of study connects and interlinks with different skills. This resulted in improved attendance to English lessons.

Communication: SH increased his use of probing questions to encourage learners to extend their responses during the session(s) and EG used TED questions (tell me, explain me, describe to me) to probe further as she circulated. EG also asked learners to articulate and instruct EG to support her with plastering a wall. This was to support them with developing their communication skills to articulate what they're doing and why. It also supports learners who wish to carry out an apprenticeship for their EPA. Learners were able to articulate their skills and processes and both EG and SH were surprised at how their skills developed over a short time.

Planning: SH planned the start of the lesson for EG to deliver. SH planned a starter and EG was able to reflect on how it felt to teach something she had no understanding of/put herself in the situation of the learners. This gave SH the opportunity to support EG with the content required for his learners and how they could be embedded in English lessons moving forward.

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It was challenging to coordinate timetables and to ensure lessons were not 'stand alone' sessions with no links to previous/subsequent learning. Moving forward, collaboration windows for planning could be utilised in the summer/Easter, especially to capture attendance as their vocational courses end and learners are waiting to sit their Functional Skills/GCSE exams in May/June.

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The opportunity to be taught by different teachers and teach EG practical skills to boost their self-efficacy, develop an awareness of their communication skills and reflect on how they can articulate their ideas. Learners were able to extend and develop their responses further and became used to a routine of probing questions.

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Collaborative planning opportunities and explicitly teaching terminology from plastering which link with English (imperative verbs) and providing vocational tutors with a criteria so they can recognise what excellence in that field looks like - especially if they are unaware of the English standard expectations.

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Part instructions for beginner bricklayers

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Part of a series of slides/posters for beginner/learner bricklayers. How to set up working area and continue to lay bricks correctly. The slides will develop the English language along with reading skills and bricklaying