The table below shows the dominance of the whiteboard, worksheets and teacher led activities.
In the course of our observations we saw a range of different forms of provision, which are discussed in this next section.
Seven of the 15 teachers observed were teaching literacy, numeracy and language skills integrated with other curriculum areas. Consistent with the nature of integrated teaching, the amount of explicit literacy, numeracy and language teaching in these sessions was on average much less than in LNL-focused provision, but also varied considerably within this group. In some integrated sessions, the entire teaching focus was on a specific topic, with no discernible, explicit teaching of literacy, numeracy and language skills. It is not clear whether integrated LNL is essentially spasmodic (i.e. occurring irregularly due to the nature of the content being covered) and that a longer period of observation is needed to see these occurrences, or whether there is simply not much explicit literacy, numeracy and language teaching occurring in these programmes.
Many of the teachers of integrated provision find it challenging to cover their normal curriculum as well as respond to LNL needs of their learners.
No, the days have certainly become fuller since we have integrated the literacy into it. We have had to work around that, so perhaps it takes longer for them to get to where they want to go with their national certificates and unit standards, but I think overall it gives them help in other aspects of their life that makes it beneficial.