# data[].attributes.headline
ADD your reflections on embedding English & maths, dont forget to add your name to your post. Sharing is caring :) 

# data[].attributes.subject
ADD your reflections on embedding English & maths, dont forget to add your name to your post. Sharing is caring :) 

# data[].attributes.headline
ADD your reflections on embedding English & maths, dont forget to add your name to your post. Sharing is caring :) 

# data[].attributes.subject
ADD your reflections on embedding English & maths, dont forget to add your name to your post. Sharing is caring :) 

# data[].attributes.headline
ADD your reflections on embedding English & maths, dont forget to add your name to your post. Sharing is caring :) 

# data[].attributes.subject
ADD your reflections on embedding English & maths, dont forget to add your name to your post. Sharing is caring :) 

# data[].attributes.headline
ADD your reflections on embedding English & maths, dont forget to add your name to your post. Sharing is caring :) 

# data[].attributes.subject
ADD your reflections on embedding English & maths, dont forget to add your name to your post. Sharing is caring :) 

# data[].attributes.headline
ADD your reflections on embedding English & maths, dont forget to add your name to your post. Sharing is caring :) 

# data[].attributes.subject
ADD your reflections on embedding English & maths, dont forget to add your name to your post. Sharing is caring :) 

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Maths activity where learners have to work out flight times from take off to landing. then figure out the time difference that there is.

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Maths activity where learners have to work out flight times from take off to landing. then figure out the time difference that there is.

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Tutor found that the learners were struggling to get to grips with the twenty four hour clock so revised the activity to go back to the basic clock to figure out the hours.

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At the start of the lesson i ask the students to first read the recipes and highlight the relevent information they need to know. eg. time, temperature, and relevant information on preparation. this is helping with their skimming, scanning, reading and interpretation.

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At the start of the lesson i ask the students to first read the recipes and highlight the relevent information they need to know. eg. time, temperature, and relevant information on preparation. this is helping with their skimming, scanning, reading and interpretation.

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I have also singposted on my lesson plan where English & Maths is integrated and added a seperate box detailing what E&M is being used
Howard

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have been trying to  embed maths and English via questionnaires to be filled through the session. the answers will be given in one form or another and the students must refer back  to the paper and answer. need a bit longer to get this implemented but am happy with the idea.

# data[].attributes.subject
have been trying to  embed maths and English via questionnaires to be filled through the session. the answers will be given in one form or another and the students must refer back  to the paper and answer. need a bit longer to get this implemented but am happy with the idea.

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A maths activity using data from the previous weeks RWE customer orders. The students produce a tally chart of food items ordered and then using the menus work out monetary sales. They can also state what was the most popular item and express this as a percentage of total sales. This has worked well, the students appear to have seen this as normal practice. The next step will be to progress to different charts and percentages for the whole sales. We could progress onto forecasting future sales and orders. The embedding of English has included speaking and listening with the customers, spelling the orders correctly.

# data[].attributes.subject
A maths activity using data from the previous weeks RWE customer orders. The students produce a tally chart of food items ordered and then using the menus work out monetary sales. They can also state what was the most popular item and express this as a percentage of total sales. This has worked well, the students appear to have seen this as normal practice. The next step will be to progress to different charts and percentages for the whole sales. We could progress onto forecasting future sales and orders. The embedding of English has included speaking and listening with the customers, spelling the orders correctly.

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I have highlighted on my lesson plan where E & M is to be found and what areas i am intending on covering.
Andrew

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am waiting for feedback from etla regarding the signposting and highlighting of English and maths on lesson plan

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am waiting for feedback from etla regarding the signposting and highlighting of English and maths on lesson plan

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Maths activity based upon a temperature table, in which the learners had to answer a set of questions. This was used as a starter activity to get the learners in to the lesson and thinking straight away.

Upon reflection of the task, the questions need to be rearranged to stretch the higher learners within the class - to tackle things such as the range and mean of temperatures, rather than just extracting the information from the table.

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we have started to specifically identify the topics we are embedding

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we have started to specifically identify the topics we are embedding

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eg during client sessions, the consultation process we have identified inference, persuasive language, speaking & listening. Learners were more aware of where they were

eg, during a client session on colouring -  whilst mixing and measuring colours we use a range of: mixing and measuring, ratios, percentages, quantities and estimation.

e.g. investing in a pedicure bowl for luxury pedicures - learners need to work out how many pedicures need to carried to recuperate the costs of the equipment: costings (addition), breakeven, profit (subtraction, percentages). Feeds into level 3 progression 'how to set up a business'. During the session where this was implemented learners became engaged in discussion and it was evident skills were being developed.

Anneliese, Romeena, Helen.

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Hi Nick, please don't wait! you are supposed to be developing ideas and reflecting on them. reflect on how the tasks went and how you might do them next time

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Hi Nick, please don't wait! you are supposed to be developing ideas and reflecting on them. reflect on how the tasks went and how you might do them next time

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Then when it comes to your feedback you can discuss how it went and how it can be improved :)

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everyone agreeing we need additional training, staff are not confidence 

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everyone agreeing we need additional training, staff are not confidence 

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not enough direction about the amount of English and Maths required

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not enough direction about the amount of English and Maths required

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can we share another departments lessons plans that do this particularly well

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can we share another departments lessons plans that do this particularly well

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joint learning sets with English and Maths tutors

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joint learning sets with English and Maths tutors

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Lesson plan discussion - This sessions aim was an exploration of cooking methods. 1.       This included differentiating between wet and dry cooking methods using a discussion strategy to formulate and agree definitions. A clear link with communication and gaining a consensus within the group. 2.       The two groups were prompted to collate a list of cooking methods by reflecting on skills lessons and what they had used.3.       Using the computer as a research tool, they discovered new cooking terms thus increasing their word knowledge and professional terminology. 4.       A collaborative approach followed this activity by me using a variety of questioning techniques……….. 5.       Embedding of maths included time and temperature for using boiling as a cooking method – 100’C, simmering 95’C etc. 6.       I included the use of adjectives in the questioning – to identify and describe what simmering and boiling look like. 7.       The groups analysed a recipe and completed an assessment sheet – they had to identify utensils, equipment both large and small they would require to prepare and cook that recipe – Problems solving, linking verbs in the recipe to utensils and equipment. A fantastic point! .      

# data[].attributes.subject
Lesson plan discussion - This sessions aim was an exploration of cooking methods. 1.       This included differentiating between wet and dry cooking methods using a discussion strategy to formulate and agree definitions. A clear link with communication and gaining a consensus within the group. 2.       The two groups were prompted to collate a list of cooking methods by reflecting on skills lessons and what they had used.3.       Using the computer as a research tool, they discovered new cooking terms thus increasing their word knowledge and professional terminology. 4.       A collaborative approach followed this activity by me using a variety of questioning techniques……….. 5.       Embedding of maths included time and temperature for using boiling as a cooking method – 100’C, simmering 95’C etc. 6.       I included the use of adjectives in the questioning – to identify and describe what simmering and boiling look like. 7.       The groups analysed a recipe and completed an assessment sheet – they had to identify utensils, equipment both large and small they would require to prepare and cook that recipe – Problems solving, linking verbs in the recipe to utensils and equipment. A fantastic point! .      

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Phil recommended to laminate cards with Cooking methods and their definitions separately.Hand the laminates out to students for them to build on their knowledge and link definition to cooking method, creating  a table of information.This supports problem solving and enables learners to see correct spelling and sentence structure on the laminated cards