Embedding Minimum Core in Teaching / Training- English Skills
If you pursue a teaching qualification, you must embed the minimum core English skills throughout your teaching practice. ELN The e-Learning Network offers trainer qualifications that teach this skill to trainers/teachers. Learn about these qualifications on our Advice & Guidance page. However, the minimum core in teaching applies to everyone, not simply those pursuing trainer certifications.
Ideally, all trainers, assessors, and anybody who aids in teaching, learning, and assessment should be proficient in these core skills. You can think about how to teach your subject in ways that also assist the growth of your learners' skills in these areas when you develop and improve your minimum core competencies.
This content follows the guidance for core minimum in teaching from the Education and Training Foundation, September 2022, The Minimum Core for teacher training qualifications for the Further Education and Skills sector.
For the Education and Training Foundation core minimum guidance 2022, click here.
Minimum Core English
Preparing Your Lessons
A teacher can develop a comprehensive lesson plan by considering the following factors when organising their session.
- Trainers must understand and explain to learners how backgrounds affect how well they learn English. Proper research and consideration of linguistic, cultural, and personal issues can aid trainers in creating lessons that help with English proficiency.
- There are a few institutional elements to consider that may affect how well English skills develop. Trainers must teach so students can practice relevant English skills in their subject area automatically in the planned activities, lessons and assessments.
- Investigate and understand the language acquisition elements that affect SEN(Special Educational Needs) students. Considering how to best support students when designing a session is crucial. A trainer must recognise potential obstacles to clear English communication in programme design and delivery and remove them (e.g. allow time to teach specific vocabulary, plan written work, and prepare verbal and visual presentations).
- When dealing with literacy issues in the classroom, exercise tact and discretion and keep in mind the stigma attached to being unable to read (especially for native speakers).
- Use learner profiles or, if available, interpret initial and diagnostic English assessment data to adapt teaching strategies (SOWs, lesson plans, etc.) to each student's needs.
- Determine your learning program's English requirements and relate them to the GCSE/Functional Skills English criteria. Use this analysis to help you organise and communicate ideas in your learning as you plan and develop it.
Approaches to Teaching
The trainer should embed minimum core English skills in their teaching.
- By evaluating the requirements and learners, utilise tactics to find and identify the materials/resources appropriate for the learner group.
- Effective learning results from customisation. Design and develop your materials to utilise in the learning environment appropriate for the learner group or alter current resources as needed. Know and abide by copyright regulations when producing materials.
- Trainers should be aware of their own language and dialect when delivering the lesson. They must understand how this will affect all students, notably non-native speakers. To improve understanding, generally, stay away from slang.
- When writing to learners, use the correct format, style, structure, vocabulary, and tone. Trainers should highlight essential components to assist learners in their writing.
- When writing to students, use proper English spelling, punctuation and grammar (SPaG). The trainer must use upper and lower case letters correctly. Even if they are writing on the whiteboard, in feedback, the digital resources they create, etc.
- Use the proper terminology, and clearly define any industry-relevant jargon the trainer will use in the lesson.
- Use apparent communication methods, such as written and vocal directions. Afterwards, assess how effectively the information has been received. Adjust your instruction to your student's needs, level, and past knowledge.
- Encourage students to create a variety of English-supporting techniques. For instance, request that students maintain a course glossary or contribute to a collective online course glossary to define important terms in context.
- Recognise the use of dictionaries and other digital tools for translating and explaining foreign terms.
- To assist in the understanding of the content, use non-verbal cues. Encourage learners to communicate practically by demonstrating excellent communication techniques.
- Explain the significance of each stage of the writing process. When relevant, give examples of various texts and explain how learners should use them in multiple settings.
- Describe how to encourage students to read various text types, especially unfamiliar ones. Explain the significance of contextual reading. Show different reading techniques (e.g. skimming, scanning, detailed and critical reading.)
Supporting Learners to Develop Employability Skills
The idea is that effective use of the minimum core skills will lead to effective learning. Better learning will increase your learners' chances for better job opportunities.
- To better prepare your students for the workplace and everyday life, provide examples of the English abilities needed in job roles relevant to the subject of your programme.
- The trainer needs to embed the correct industry terminology, language usage and jargon to enable the learners to prepare for employability and everything it entails, e.g. CV writing, interview skills, on-the-job communication etc.
- Help students understand how having a working knowledge of English can improve their involvement in social and economic activities.
Subject and Industry-Specific Training
What makes embedding minimum core English important? A trainer can prepare the learner to understand and fulfil their job. Specific industry-specific language needs to be taught to the learner before they enter their workplace.
- The trainer's job is to determine the specific requirements for completion using the course requirements. Whenever applicable, make mention of your occupational English skills.
- Find ways to include industry-related vocabulary and jargon in the curriculum and encourage students to sign up for English support if needed.
- Provide guidance or pointers to the right resources for information on possible career paths and advancement in your specialist area.
Assessment (and Feedback)
- Promote peer and self-assessment and correction in an open and encouraging setting.
- Look into alternative or appropriate assessments with awarding organisations for students with SEN requirements.
- Encourage students to analyse and interpret their peers' formative, summative, and self-assessment outcomes. It is considerably more beneficial for students to check their work using various techniques and, when possible, self-correct.
- Make connections between English proficiency and task-related assignments when marking and providing comments.
- Correct the spelling, punctuation, and grammar (SPaG) in students' written work as necessary. Therefore, pay attention to both the SPaG and the text, and be careful not to highlight every error if there are several.
- Use techniques that signal faults without interfering with the fluency of the learners. Repetition of faulty sentences followed by the correct version, for instance, might help students hear their own mistakes and identify them.
Accessibility and Inclusion
A trainer can help a learner with challenges by incorporating an inclusive approach.
- Find resources and specialised tools to help students overcome their English language barriers.
- To support learners, suggest sector specialists to them. Encourage them by sharing the benefits of working with specialists in the field.
- Make use of recent studies to assist students who have SENs. Using relevant research and literature, give examples of ways to accommodate the needs of students with various learning difficulties.
- Examine your own methods in light of relevant research in the English language.
- Determine and assess the knowledge needed to fulfil your English professional needs.
- Collaborate with outside organisations, stakeholders, parents, etc. (verbally and in writing). Communicate with coworkers within the organisation, such as the support staff, marketing employees, security, etc.
- Write using a suitable and appropriate format when communicating with others. For example, writing references for learners, preparing course-based reports as necessary, and setting student goals.
- Tell your path of action in all of your communications. Confidently discuss the courses you teach at open events with potential students.
Using minimum core English skills in your training can help your learners be productive in their professional lives. Understanding English and specific industry-related jargon must be part of the learning. Our Train the trainer courses are highly successful in helping trainers provide a superior level of education and training.
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