Guidelines for Further Education and Training Centres

 

Integrating literacy is not just the business of the subject teacher or of the literacy specialist, but is a whole-centre approach involving learners, managers, teachers and all staff.

In a whole-centre approach to integrating literacy:

  • There is a centre policy and plan on integrating language, literacy, numeracy and ICT across the centre’s programmes and services, based on shared understandings of literacy and driven by senior management.
  • There is a continuing professional development strategy to help managers, teachers and all staff develop and sustain the approach.
  • There are literacy-friendly procedures and practices at all phases of the programme: recruitment, induction, teaching and learning, assessment, progression.
  • Learners have course-related literacy support built into their vocational or subject classes, and have access to specialist literacy, numeracy and ICT supports according to need.
  • There is clarity on roles and a systematic and flexible working partnership between all involved, particularly between subject teachers, literacy specialists and learning support staff.

 

Guideline 1: Develop a policy and plan based on shared understandings of literacy and of integrating literacy.

Guideline 2: Provide continuing professional development for staff and management in integrating literacy.

Guideline 3: Allocate resources and develop communication and timetabling systems that facilitate a whole centre approach to integrating literacy.

Guideline 4: Do a literacy analysis of the centre’s courses and services.

Guideline 5: Develop literacy-friendly access procedures.

Guideline 6: Develop literacy-friendly induction procedures.

Guideline 7: Develop literacy-friendly transfer and progression procedures.

Guideline 8: Integrate literacy support and development with subject teaching and learning. See here.

 

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Integrating Literacy: Guildelines for Further Education and Training