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Models of Embedding
There are different models of delivery. Which is best in your
circumstances will depend on the learners' needs, your needs and the resources
available.
Three possible models are shown here:
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Model 1 - Fully Integrated
- Basic Skills are integrated fully into the learning, and in the activity, or
subject matter, being interwoven with the subject, delivered through the whole
activity and, being integral to it. Here, the person/s delivering the subject
or main activity will also take on the Basic Skills work. -
Model 2 - Sandwich Model
- Here, the Basic Skills are delivered in a calculated and discrete part of
the time allowed for the whole activity or course, but is contextualised to
the main subject area. This may work, for example, where specialised
facilities, such as photographic dark rooms are only available to learners in
a “rationed” fashion. Often, the basic skills inputs are delivered by staff
other than those teaching the rest of the course.
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Model 3 - Overlapping Circles
Model - In this model, models 1 and 2 are combined, and delivered,
potentially, in a range of different ways. It may be that some of the basic
skills work in this model is not contextualised to the subject, so arguably is
not “embedded”, but, where the circles overlap, it will be.
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The examples in the models are taken from the RAP
guide.
Example: ESOL for Women’s
Health
Text Description of the diagram for Model 1:
The Basic Skills elements of the learning opportunity are present in
all learning and teaching opportunities, are mapped to the curriculum and
clearly identified.
The example given in the diagram is of ESOL for Women’s Health, a 3 week
programme, covering Health Services (Week 1), Healthy Eating (Week 2) and Family
Health (Week 3).
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- Opportunities to address Literacy, language and numeracy are identified in
all teaching and learning activities and activities and are mapped to the
relevant core curriculum.
- Can be delivered by one member of staff with Skills for Life expertise and
knowledge of other context.
- Learners have one Individual Learning Plan
(ILP) combining both sets of learning outcomes.
Example – Developing skills
and Healthy Eating
Text Description of the diagram for Model 2:
In this model, Basic Skills inputs are mapped to the context, and
drawn from the context of the activities that the Basic Skills are
embedded in, but are delivered in separate sessions.
The example is again a three week course, in Developing Skills and Healthy
Eating. The three modules (General Principles of Healthy Eating, Basic Cooking
Techniques and, thirdly, Illness) take place in the mornings, and the related
Basic Skills each afternoon.
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- Literacy, language and numeracy needs are mapped to and drawn out of the
context, but support for these skills is given in separate sessions.
- Often set up in this way where different staff are involved in each
strand, but double-staffing (having both present throughout the course) is not
practical for staffing and funding reasons.
- Learners have two ILPS – one for each strand of learning.
Example: Speaking and listening skills for advocacy
Text Description of the diagram for Model 3:
In this model, the Basic Skills input and the “Vocational” inputs are
considered to each form a circle. The degree to which the two are integrated
depends upon how much the two circles overlap with each other. This model
can combine models 1 and 2.
In the example, Speaking and Listening Skills for Advocacy, again a 3 week
course, in Week 1, the two circles are separate, as in Model 2. In Week 2, there
is an overlap of about 30% of the time when basic and vocational inputs are
integrated and, in Week 3, the two circles lie in exactly the same space, with
100% integration.
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- Combines aspects of the other models, and allows single or double staffing
as appropriate.
- Gives flexibility and choice for organisations with service users with a
range of needs.
 
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Also in this section:
[Introduction]
[What is EBS?]
[Why get Involved?]
[Advantages]
[Should you get involved?]
[Models of Embedding]
[Good Practice]
[EBS with Disabled People]
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