Foundation Learning INSERT NAME OF PRESENTER INSERT DATE

  • Slides: 31
Download presentation
Foundation Learning INSERT NAME OF PRESENTER INSERT DATE Qualifications and Curriculum Development Agency is

Foundation Learning INSERT NAME OF PRESENTER INSERT DATE Qualifications and Curriculum Development Agency is the non-regulatory part of the Qualifications and Curriculum Authority. © QCA 2009 Not Protected

Reform priorities… “… a greater focus on the basics – locking into all qualification

Reform priorities… “… a greater focus on the basics – locking into all qualification routes the functional skills needed for everyday life, demonstrated through real application” “… better curriculum choice, with young people able to achieve valued qualifications through following routes which combine general education with practical experience to give them a broad education for further progression in learning as well as into employment” “… more stretching options and activities which extend young people, backed by greater flexibility for young people to accelerate through the system, or to take longer to achieve higher standards” “… new ways to tackle disengagement and to ensure that those in danger of dropping out can be motivated to stay in learning”

What is Foundation learning? One of the four national suites of learning Offers personalised

What is Foundation learning? One of the four national suites of learning Offers personalised programmes that engage and motivate learners accessing Entry and Level 1 Composed of three integrated curriculum components Vocational or subject learning Personal and Social Development Functional Skills Supported by credit based qualifications in the new Qualification and Credit Framework Offers a flexible structure that enables learners to “top up” their programmes Includes learners on Key Stage 4 Engagement programme and E 2 E

Supported Employment Diploma Progression Level 2 Independent living Apprenticeships Qualifications QCF Curriculum Functional Skills

Supported Employment Diploma Progression Level 2 Independent living Apprenticeships Qualifications QCF Curriculum Functional Skills Subject / Vocational PSD

Who is FL for? Students in mainstream school, colleges and WBL Students with SEN

Who is FL for? Students in mainstream school, colleges and WBL Students with SEN Students in Pupil Referral Units Students with LLDD Young offenders …learners at entry level or level 1

Overall size of the FL cohort Out of a total of nearly three million

Overall size of the FL cohort Out of a total of nearly three million 14 -19 learners, around 500, 000 – 800, 000 (roughly 25%) are expected to be suitable for FL Total FL cohort: 480 -800, 000 Source: DCSF analysis, June 2009, based on admin data for each age-group in 2007/8

FL is one of the four national suites Qualifications and credit framework 14 -19

FL is one of the four national suites Qualifications and credit framework 14 -19 reform A level Foundation Learning Diploma Apprentice ship Foundation Learning GCSE Vocational qualifications reform Secondary curriculum Functional Skills

Learning Programme Functional Skills Vocational/ Subject PSD • English • Maths • ICT •

Learning Programme Functional Skills Vocational/ Subject PSD • English • Maths • ICT • Construction • Hair and Beauty • Engineering • Performing Arts • ICT • Personal wellbeing • Economic wellbeing • Citizenship Employability skills

Qualifications Functional Skills (English, Maths & ICT) • Entry 1 • Entry 2 •

Qualifications Functional Skills (English, Maths & ICT) • Entry 1 • Entry 2 • Entry 3 • Level 1 • (Level 2) Vocational/ Subject • CSkills Certificate in building crafts (Construction) (14 credits) • Edexcel Award in an introduction to the Hair and Beauty sector (9 credits) • ABC Award in motor vehicle (24 credits) • Edexcel Diploma in Performing Arts (37 credits) • ITQ Award in IT user skills (9 credits) PSD • Edexcel Certificate in skills for independent living (13 credits) • City & Guilds Certificate in Employability and Personal Development (15 credits) • ASDAN Certificate in community volunteering (13 credits) NCFE Certificate in exploring employability skills (13 credits) The average FL programme size is 45 credits or 450 glh

Challenge FL Qualifications are in the QCF 1 – 12 credits 13 – 36

Challenge FL Qualifications are in the QCF 1 – 12 credits 13 – 36 credits Size 37 plus credits

Functional Skills and FL Functional skills in English/ Maths/ ICT pilot began in September

Functional Skills and FL Functional skills in English/ Maths/ ICT pilot began in September 2007 11 awarding bodies engaged in piloting activity across all types of centres Over 4000 centres currently involved in pilot including Diploma Gateway Consortia and Foundation Learning pilots Key skills and basic skills qualifications remain at least until the functional skills qualifications are fully available Consultation on the draft qualification and skills criteria for the new functional skills qualifications ended August 2009 Criteria will be finalised November 2009 Specifications will be available April 2010 National implementation in September 2010

Wrap around and support Mentoring Information, Advice and Guidance Subject / Vocational PSD Diagnostic

Wrap around and support Mentoring Information, Advice and Guidance Subject / Vocational PSD Diagnostic and Summative Initial Assessment supported by continual ongoing reviews Functional Skills Characteristics of effective delivery

Science Vocational / Subject PSD Pathway Functional Skills English Maths ICT Science Diplomas PE

Science Vocational / Subject PSD Pathway Functional Skills English Maths ICT Science Diplomas PE RE Citizen -ship PSHE Pathway FL in the wider school curriculum English Maths ICT Science Options PE RE Citizen -ship PSHE

FL and Foundation Diploma Foundation Learning Holistic programme Individual recipe Level 1 Entry Level

FL and Foundation Diploma Foundation Learning Holistic programme Individual recipe Level 1 Entry Level 1

KS 4 E and Foundation Learning KS 4 E Essential English, Maths and ICT

KS 4 E and Foundation Learning KS 4 E Essential English, Maths and ICT 2 Days work focused learning Personal Development Foundation Learning Functional Skills Vocational / Subject Learning Personal and Social Development

FL is part of Diploma Gateway 4 process FL section in the documentation Readiness

FL is part of Diploma Gateway 4 process FL section in the documentation Readiness rating used to identify support and monitoring Information required on organisational and structural infrastructure Should show an integrated approach to FL – SEN, LLDD, PRU, Special schools, NEET, E 2 E, KS 4 E, Inclusion in the progress checks and tool kit

The Foundation Learning Qualification Catalogue The Catalogue contains information around: Qualification Title and Size

The Foundation Learning Qualification Catalogue The Catalogue contains information around: Qualification Title and Size Level Sector Awarding Organisation Age range approved for use Achievement and Attainment Table points Each of the three components of the FL offer Functional Skills, Subject and Vocational learning and personal/social development are colour coded to allow you to identify which qualifications will allow learners to meet the minimum credit requirements for each of the components You can find out more information relating to Foundation Learning qualifications on NDAQ: www. accreditedqualifications. org. uk/index. aspx You can access the qualification catalogues on the QCDA Website: www. qcda. gov. uk/flqcatalogue

Qualifications for Foundation Learning are reviewed against the following criteria: Is the qualification part

Qualifications for Foundation Learning are reviewed against the following criteria: Is the qualification part of suite of qualifications at different levels? Have progression route/destinations been identified? Does the qualification use units that are already in the databank and are already being used within other qualifications? Does the qualification including units at different levels? Is it proposed for ASL of Diploma? Does it have support from the relevant SSC or other appropriate organisations? Is the level correct based on a sample of units? Has the unit been written in accordance with the guidance on writing units for the QCF? Do the assessment criteria align with the learning outcomes? Is a proposed age range included? If a qualification satisfies these criteria it will receive FL Support in Principle

How to manage achievement Unique Learner Number (ULN) and Managing Information Across Partners (MIAP)

How to manage achievement Unique Learner Number (ULN) and Managing Information Across Partners (MIAP) Each student gets a ULN or Unique Learner Number. The ULN is a 10 digit identifier code (issued once for life…similar to NI number) • • • Enables accumulation and/or transfer of credits of achievement Learner achievement is electronically stored against their unique ULN for life and enables achievement history to be viewed electronically Information can be securely shared between education providers, employers, parents and the learner http: //www. miap. gov. uk/

Implementation timeline Year Timeline 2009 – 2010 Extended pilot delivery, evaluation and readiness 2010

Implementation timeline Year Timeline 2009 – 2010 Extended pilot delivery, evaluation and readiness 2010 – 2011 Delivery in all LAs with 14 -19 partnerships 2011 – 2012 Majority of schools, colleges and other relevant providers delivering FL 2012 – 2013 Focus on remaining schools, colleges and other relevant providers not yet delivering FL 2013 – 2014 Reaching entitlement Qualifications and Curriculum Development Agency is the non-regulatory part of the Qualifications and Curriculum Authority. © QCA 2009 Not Protected - Restricted - Confidential (Delete as Applicable)

What is national-roll out? Timescale for Foundation Learning Implementation: All LAs will deliver some

What is national-roll out? Timescale for Foundation Learning Implementation: All LAs will deliver some FLT on a 14 -19 basis in 2010 and will focus on increasing capacity, quality and access by bringing in all schools and other providers, to align with Diploma/ Apprenticeship entitlement and the Raising of Participation Age (RPA) milestones 2013 2009 -10 2010 -11 2011 -12 Extended Pilot delivery, evaluation and readiness timeline Delivery in all areas, all LAs with 1419 Partnerships expected Bring in majority of schools, colleges and other providers • Extended pilot on 14 -19 basis in 22 LAs with some developmental delivery by 16+ providers in most areas • Ensure some delivery of FLT on a 14 -19 basis • LSIS workforce support, a ’draw down’ programme to work intensively with pilot areas (including 16+ providers); and supporting other LAs to facilitate delivery by 2010 including by engaging and training schools and other providers • FLT integrated into Gateway Guidance to LAs on strategic planning for Diplomas and FLT • Evaluation to draw out evidence from pilots and through the establishment of a wider provider FLT network (for non-pilot providers) • Have a plan/ schedule for when other schools and providers will start to deliver • Use available levers and drivers to implement this including workforce support and training on a ‘cascade’ model 2012 -13 Focus on remaining schools and other providers not yet delivering 2013 -14 Reaching entitlement Diploma/ Apprenticeship entitlement; learners required to participate to 17 as RPA starts

FL Pilots The FL pilot commenced in September 2008 with 16 Local Authorities coordinating

FL Pilots The FL pilot commenced in September 2008 with 16 Local Authorities coordinating the delivery of FL to around 600 14 -16 learners The second year of the pilot sees an increase in the size of the pilot The pilot includes an additional 6 Local Authorities (a total of 22 LAs) Pilot LAs will be delivering across the 14 -19 spectrum Overall we expect there to be around 6000 learners on the FL pilot The pilot Local Authorities are involved in: Termly pilot events Consultative support via the LSIS workforce support programme Regular evaluation activities including LSIS healthchecks, termly interim reports, and overall evaluation of the FL programme (conducted by EKOSGEN) In addition, all providers on the FL pilot should be involved in the Functional Skills pilot

The FL extended network The extended network includes 33 Local Authorities The purpose of

The FL extended network The extended network includes 33 Local Authorities The purpose of the network is to support preparation for the national roll out of FL from September 2010 The Local Authorities will be involved in The extended network will be measured, monitored and evaluated on a termly basis as part of the learner tracking process Extended Network Events Monitor, Measure & Evaluate Learning Visits Extended network events (termly) provide an opportunity for LAs to network with one another, and share their knowledge and experience Learning visits will allow LAs in the extended network to visit (and buddy with) an LA on the 14 -19 FL pilot*. Through this relationship LAs will gain an insight into FL provision, and be able to learn from other LAs experience and knowledge in delivering FL The Local Authorities will also have access to the FL LSIS support programme

Lessons learnt…. Small units of achievement are an effective motivator FL is not just

Lessons learnt…. Small units of achievement are an effective motivator FL is not just for special schools Parents and employers need quality information about FL You can deliver FL more effectively if you work collaboratively Many students’ achievements exceeded expectations at the start of the course Many young people in special educational settings have been able to access qualifications for the first time

What are the benefits of FL Motivates and engages learners Rewards programmes focused on

What are the benefits of FL Motivates and engages learners Rewards programmes focused on progression Accredits achievement through credit based qualifications Maintains and builds on good practice of KS 4 E Keeps more people engaged with education Will support raising the participation age Learners and practitioners jointly agree destination and personalised learning programme Qualifications attract Achievement and Attainment Tables points

Example Foundation Learning Programme Mason is 15. He goes to a specialist technology college

Example Foundation Learning Programme Mason is 15. He goes to a specialist technology college but he has not been successful in mainstream learning programmes and wants to get to work as soon as possible. He really likes computers and to get a job which would allow him to work towards a level 1 qualification in IT on day release to his local college. Mason's FL programme: Functional skills in English Entry 2, Certificate in employability and personal development Entry 3, BTEC Award for IT users Level 1, Functional skills in mathematics Level 1, Functional skills in ICT Level 1, Award in Business Administration Entry 3 5 credits 15 credits 9 credits 5 credits 6 credits Full programme 45 credits

Example Foundation Learning Programme Michaela is 19. She has moderate learning difficulties and attends

Example Foundation Learning Programme Michaela is 19. She has moderate learning difficulties and attends a special unit at her local college. She lives at home with her parents and would like to learn how to be more independent. She likes more practical learning and enjoys spending time at her local stables where she helps groom and feed the animals. Michaela's FL programme: Functional skills in English Entry 3, Certificate in personal and social development Entry level certificate in skills for working life – land based Entry 3, Functional skills in Maths Entry 1 Functional skills in ICT Entry 2 5 credits 13 credits 22 credits 5 credits Full programme 50 credits

Example Foundation Learning Programme Aneel was bored by school which meant his attendance was

Example Foundation Learning Programme Aneel was bored by school which meant his attendance was sporadic. He left his local comprehensive at age 16 with a GCSE in art and design and level 1 functional skills in mathematics and ICT, but failed his other courses because he didn't attend for examinations. He has a part time job in a local garage and really enjoys it but now realises he will need more qualifications in order to become an engineer. Aneel's FL programme: Certificate in personal and social development Entry 3, Certificate in Vehicle Maintenance, Level 1, Functional skills in English Level 1, Functional skills in ICT Level 2, 13 credits 26 credits 5 credits Full programme 49 credits

Subject Qualifications Discussions are ongoing with awarding organisations aimed at: Working collaboratively to develop

Subject Qualifications Discussions are ongoing with awarding organisations aimed at: Working collaboratively to develop units for entry onto the QCF Agreeing common learning outcomes Entry level subject qualifications will be redeveloped in the core subjects including: Mathematics Science and technology Creative English and humanities

Support for FL A variety of materials and workforce support are available at DCSF

Support for FL A variety of materials and workforce support are available at DCSF http: //www. dcsf. gov. uk/1419/index. cfm? go=site. home&sid=3&pid=227&ctype=TEXT&ptype=Single QCDA http: //www. qcda. gov. uk/8153. aspx LSC http: //qfr. lsc. gov. uk/flt/ QCDA and LSC recently published guidance for providers (available at http: //qfr. lsc. gov. uk/flt/support/) LSIS workforce support programme LSIS provide the workforce support for the FL programme See the LSIS website for further information http: //www. excellencegateway. org. uk/page. aspx? o=FLT

Questions?

Questions?