The Minimum Core Elements in Education - Essay Example

Embedding Core Skills Objectives Have the ability to implement expectations of the minimum core planning, delivery as well as assessing inclusive learning and teaching. Do an analysis of the ways that minimum core elements can be demonstrated in planning, delivery as well as assessing inclusive teaching and learning. Be able to apply minimum core elements in planning, delivery and in assessing inclusive learning and teaching. Introduction I am writing about embedding, analysis and application of the minimum core elements in planning, delivery as well as assessing inclusive learning and teaching. The minimum core elements in education are sometimes referred to as functional skills. They are; language and literacy, information and communication technology and mathematics. The main reason as to why they are referred to as functional skills is because they are skills that underpin all learning. Learners struggle to function without functional skills. Without them, learners cannot satisfy requirements for their employment or qualifications and, therefore, may have numerous difficulties in life. According to Moser report (1998), one in five people were found to be functionally illiterate. The more recent Leitch report (2006) also discovered that a third of adults are not equipped with the basic school-leaving qualifications. Chances of functioning or success are undermined without this minimum core level. The two reports were funded by the government that was concerned that learners were not being equipped with the required level in core subjects like information and communication technology, mathematics and literacy. Embedding core skills in vocational subjects with emphasis on transferred skills that could be applied to workplace was considered. That’s why screening assessment like the BKSB are very important especially at the start of a course as a section of their opening assessment. It is very essential to know the level that your learners are operating at for their functional skills. Knowing where your students are, makes it possible for you to make out what they need to be taught. Having this knowledge will help in building towards where the students need to be. Embedding is the term mostly used to refer to the inclusion of these functional skills. Embedding, as defined in the Oxford English Dictionary (2012), refers to fixing an object deeply and firmly in a surrounding mass. Additionally it refers to implanting a feeling or an idea for it to become ingrained in a certain context. This indicates clearly that trainers and teachers have a responsibility of incorporating functional skills at any available chance. Beginning with planning, by writing lesson plans and schemes of learning which take into consideration core elements, showing details how ICT, numeracy and Literacy will be included to some degree in every lesson, helps in finding creative solutions. Therefore, it is the responsibility of teachers to find actively out chances of delivering functional skills. In the context of my cookery class, I embedded literacy in the worksheets that they read and wrote answers on, ordering sequence cards, class discussions, question and answer sessions and reading from the whiteboard. Demonstration of numeracy was done through ingredient and equipment counting and asking ‘in case we wanted to make a double amount of batter, what is the number of eggs needed?’ adding to that numeracy was also demonstrated by timing the cooking and weighing ingredients. Demonstration of ICT was done through encouragement of the learners to film one another using iPads, take photographs as evidence on the iPads, as well as to design or write their healthy eating posters or shopping list on the computer. Gravells (2012) teaching cycle will be an important tool for use as a checklist and will help me ensure that I apply minimum core elements mot only in my planning, but also in my delivery and assessment. All teachers are required to have good understanding and knowledge of the minimum core elements. Adding to that, it is vital that teachers be adequately self-aware reflective practitioners to have the ability of identifying area that need development within themselves. An example is that in case the spelling of a teacher is poor, students will learn incorrectly. Students have a right to trust that what they are being taught is best practice and correct. Continuation of professional development aspects of teacher training encourages teachers who are still undergoing training to carry out analysis, assessment and identification of weak areas that they need to work on concerning their core skills, needing them to satisfy the least of level 2. The set of competencies developed mainly to complement teacher training is the minimum core. Minimum core were designed and written by Lifelong Learning UK (LLUK) and in summary they consist of; Language and literacy Cultural, social and personal factors that influence development, language and literacy learning Clear knowledge about language as well as the four skills; listening, speaking, writing and reading. Personal language skills. Numeracy Cultural, social and personal factors that influence numeracy learning and development Clear knowledge about numeracy processes and communication Personal numeracy skills. Information and communication technology (ICT) Cultural, social and personal factors that influence CT development and learning Clear knowledge of information and communication technology Personal information and communication technology. All these sections require one to have understanding and skills to create the functional skills of your students as well as your functional skills. A list of the standards of competencies needed of teachers exists and there is as well a coding system that is used to link or map recommended events on a lesson plan with the standards. Kindly see Appendix A. Apart from finding subjects more interesting, learners will have the ability of relating the core skills learnt in lessons to their daily activities as well as work situations if core skill subject is made specific (The London Strategic Unit for the Learning and Skills Workforce (LSU, (2007). Learners will be motivated to attend classes regularly and in return obtain better results. According to the Department of Children Schools and Families (DCSF), (2009), functional skills in maths, information technology (ICT) and English have been designed to assist students to reap maximum benefits out of work, learning and life. According to the National Research Development Centre for Adult Literacy and Numeracy (NRDC, 2006), embedding is the way forward. NRDC (200) further ascertains that embedding core skills like ICT, numeracy and literacy, students have the ability to develop and becoming more confident. They are also able to attain a higher level of competence to attain their goals. NRDC (2006) also acknowledges that by making numeracy and literacy more relevant and interesting to the vocational qualification of learners, they will have a better retention that will subsequently better their results and achievements. No negative evidence or opinions that oppose or express negative sentiments about applications of functional skills to learners exist. Recent research undertaken by NRDC indicate that students on embedded courses attained better results in comparison to non-embedded courses both in literacy and numeracy. One of the important areas of debate is the way core skills should be taught, either as an integral learning within or as a stand-alone modules and as a part of a vocational qualification (Quality Improvement Agency, date unknown). A vast amount of studies have been carried out to determine which approach is more effective in the delivery of core skills like the discrete approach and the front-end approach. A research carried out by (NRCD 2006) highlighted empirical data that support the positive impacts of embedded core skills. Having several learning aims with a programme, results in higher retention that leads to higher rates of success. Conclusion It appears from sources that I researched that teachers, employers, government and learners agreed that implementation of the minimum core in planning, delivery and assessing inclusive learning and teaching are good ideas. Its impact on communities and individuals is positive and thus is good for the whole country. 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Engaging Learners.Gomer http://www.et-foundation.co.uk/our-priorities/professional-standards/professional-standards-2014/ ICT and E-learning – www.niace.org.uk/lifelonglearningenquiry McNeil, B. and Dixon, L. (2004). Success factors in informal learning. London: NRDC Minimum Core Standards http://repository.excellencegateway.org.uk/fedora/objects/importpdf Minimum Core - Inclusive learning approaches for literacy, language, numeracy and ICT - http://www.excellencegateway.org.uk/node/12020 Minimum Core – information and text books - http://www.anngravells.co.uk/minimumcore.html Race, P.(2005). Making Learning Happen. Sage Roberts, C. et al (2005).Embedding teaching and learning of adult literacy, numeracy and ESOL. London: NRDC Simpson, A. G. (2010). Planning and Enabling Learning in the Lifelong Learning Sector. Learning matters. Wilson, L. (2014). Practical Teaching. Cengage. Read More