• Home
• About the project
• About embedding
• Whole organisation approach
• The guidelines
• Contact

• Phase 1: Beginning to plan
• Planning timescale
• Staff skills and qualifications
• Mapping the curriculum
• Embedded learning resources
• Qualifications for learners
• Funding
• Phase 2: Putting plans into action
• Phase 3: Programme delivery
• Phase 4: Evaluation

Phase 1: Beginning to plan

Advance planning is essential for all programmes, but specific additional planning is needed for embedded provision. Phase 1 of the guidelines identifies the key development areas specific to the planning of embedded provision.

Selecting the programme

Begin by selecting a vocational programme where an embedded approach is specifically indicated because of the functional skills needs of the learners or because of the requirements of the vocational programme. Consider programmes where embedding may help to address quality improvement issues or where elements of embedding have already been developed by the staff team. You may also wish to introduce embedding in particular vocational areas prioritised in your existing organisational strategic plan.

For a pilot, select a programme where the vocational curriculum is more easily accessible for functional skills staff. Focus on more technical programmes when the operational processes of embedding have been established.

Consult appropriate line managers and colleagues and explain your reasons for the choice of programme. Show these guidelines to key managers and staff to support your case and seek formal support or approval from your organisation as required.

The planning team

Embedding begins with a team working together to plan the programme.

Include in the team a vocational expert and a functional skills specialist. Make sure you also include someone who has area or programme management responsibility as well as someone who can advise on funding, MIS and quality assurance and on curriculum and qualifications. Lastly you must have on the team someone who can formally approve the programme on behalf of the organisation.

The number of individuals forming the planning team may vary as long as, between them, they possess all essential knowledge and skills.

Planning team model 1

Planning team model 2

Convene the first planning meeting well in advance of the programme.

The first planning meeting

At the first planning meeting, work through the following discussion checklist to start the planning process.

• The staff team
  What staff will be needed?
  What skills and qualifications for functional skills delivery do they have?
  What further training and development do they need?
• The curriculum
  What must be done in terms of mapping the vocational curriculum to the Skills for Life Core Curriculum?
  What must be done to develop joint schemes of work and lesson plans?
  What must be done to research or develop embedded learning resources?
  What will be the target qualifications for learners on the programme?
• Funding
  What funding is available?
  What are the implications of embedding and of dual qualification achievement for funding?
• MIS
  What data is required to access funding and monitor the effectiveness of embedding?
• Quality monitoring
  How will functional skills criteria be included in the self-assessment report (SAR) and observation reports for the whole programme?
  What quality review cycle do you need in order to monitor the effectiveness of embedding?
  
• Inspection
  How will you use embedding to address the five key questions of the CIF?
  How will you use embedding to inform post-inspection action planning?
  
• Facilities
  What will you need in terms of ICT facilities, accommodation and learning resources?
  
• Risk assessment
  What can go wrong with an embedded programme?
  What contingency plans can be put in place to address problems?