Moving forward with Foundation Learning using the QCF

Moving forward with Foundation Learning using the QCF Jenny Hunt 26 th March 2010

Aim: To raise the awareness of Foundation Learning

Objectives: Delegates will have: • some background information about Foundation Learning • an increased awareness of the 8 characteristics of effective delivery • an increased awareness of personalisation • Found out about resources and where to find them

KWL Wall Know Slide 4 Want to find out Learned © Learning and Skills Improvement Service (LSIS) 2009

Snapshot survey: What do I know about Foundation Learning? Think about your current level of knowledge in relation to Foundation Learning. Rate yourself on a scale of 1 -10 where a score of 10 means you have what you consider to be a sufficient level of knowledge and understanding for your role (5 minutes) Slide 5 © Learning and Skills Improvement Service (LSIS) 2009

Quick-fire peer challenge Raise a point from your survey that you knew least about. Can the rest of the group help by giving you a brief explanation? Slide 6 ? ? ? © Learning and Skills Improvement Service (LSIS) 2009

Context for reform In the Leitch implementation plan, the Government has committed itself to the ambition of becoming a world leader in skills by 2020. Raising the skills levels of adults in and outside the workforce Creating a demand-led system that responds to the needs of employers, learners and society as a whole Equipping young people with the skills they need for life and work Creating a more flexible, innovative and inclusive qualifications system © Learning and Skills Improvement Service (LSIS) 2009

What does this mean for qualifications and skills? • A stronger role for employers and Sector Skills Councils (SSCs) in the development and approval of qualifications (sector qualifications reform) • The reform of provision for those working at below Level 2 to help move them on to appropriate destinations (Foundation Learning) • A funding system that can support a more demandled and flexible approach to delivery • A qualifications system that is far more relevant to the needs of employers and more flexible and accessible for learners Slide 8

Qualifications and Credit Framework (QCF)- key facts • A new framework for recognising and accrediting qualifications in England, Wales and Northern Ireland • The framework is at the heart of a major reform of the vocational qualifications system designed to make the whole system simpler to understand use and more inclusive • The intention is to make both the system and the qualifications offered far more relevant to the needs of employers and more flexible and accessible for learners • 2475 qualifications already on the QCF • All vocational qualifications to be on the QCF by December 2010 • Foundation Learning Qualification Catalogue http: //www. qcda. gov. uk/20536. aspx

QCF qualifications • Easier to understand through common titling and sizing • More flexible routes to achievement and greater scope for personalisation through: – having small steps of achievement recognised – rules of combination – allowing units at different levels – accrediting a wider range of learning – shared units across awarding bodies – greater flexibility in the design of qualifications – more flexible ways of assessing skills and knowledge – better recognition of prior learning (RPL) – building up through Award / Certificate / Diploma – making it easier for learners to change provider or study over a longer period of time and carry learning with them – allowing learning which does not yet contribute to a full qualification to be banked and added to a later date Slide 10

Main differences – QCF / NQF • • • Slide 11 Unit-based learning outcomes and assessment criteria Credit and level (units and qualifications) Rules of combination Credit accumulation and transfer (CAT) IT infrastructure and learner record

How the QCF benefits learners • Offers more choice and flexibility • Gives easy access to information about the commitment needed for different routes to achievement, letting learners balance that commitment with family, work and other responsibilities • Allows learners to build up credits at their own pace and combine them in a way that will help them get where they want to be • Enables learners to transfer credits between qualifications to avoid having to repeat their learning

QCDA website QCF www. qcda. gov. uk/19674. aspx • New version of the introduction to the QCF animation www. qcda. gov. uk/22623. aspx • An interactive guide to developing QCF rules of combination www. qcda. gov. uk/26085. aspx • Version 3 of the QCF support pack and associated guidance covering many aspects of the technicalities of the QCF www. qcda. gov. uk/19657. aspx • QCDA – QCF FAQs www. qcda. gov. uk/19674. aspx Foundation Learning www. qcda. gov. uk/8153. aspx

The architecture of the QCF Slide 14

Foundation Learning GCSE, A-level, Ext Project Diploma Apprenticeship s Level 2 and higher vocational qualifications Employment with training Independent living Supported employment Foundation Learning and the QCF 14 -19 Reform Programm e Functional skills in English, mathematics and ICT Secondary curriculum

Foundation Learning- key facts • Foundation Learning is the name given to the national suite of provision for learners aged 14 -19 working predominantly at entry level or level 1 • Is a major part of the government’s wider 14 -19 reform programme • Seeks to ensure that every learner has a high-quality learning route that enables them to participate, achieve and progress • A new way to provide personalised learning • It helps learners develop their potential and prepares them to progress towards: Ø level 2 learning- Apprenticeships, Diplomas or GCSE/A levels Ø other destinations - employment with training, supported employment, independent living • Out of 3 million 14 -19 learners, 500, 000 to 800, 000 are expected to be Foundation Learners

Foundation Learning aims To support improved engagement, participation, achievement and progression through Entry level and Level 1 towards Level 2 To bring coherence to programmes of study at Entry level and Level 1 to support progression To ensure learners gain a minimum level and range of skills providing a sound foundation for further learning and employment To support the delivery of quality learning programmes that are personalised and appropriate to the learner’s needs which help to encourage raised aspirations and a culture of lifelong learning Slide 18

Key features Foundation Learning programmes include components of vocational/subject learning; functional skills and personal and social development (PSD) Learners will follow personalised, destination-led programmes of flexible content and duration to support individual progression Learner programmes are built from units and qualifications from the QCF for vocational learning, personal and social development (PSD) and functional skills Component qualifications and level must be aligned to the learner’s starting point and intended destination Slide 19

Key features – 2 • Programmes will be underpinned by a ‘wrap-around’ of: – – – Slide 20 learner support information, advice and guidance (IAG) effective initial assessment comprehensive ongoing review provider collaboration

Foundation Learning opportunities About doing something different Based on outcomes rather than courses Can be used to raise aspirations by offering opportunities to try other vocational options Offer of tasters for young people who don’t know what they want to do rather than being forced to choose before they are ready Focus on Employability – using information about local job market e. g. retail, sustainability, warehousing More structure to partnership work

Foundation Learning curriculum post-19 • The target group is: • adults with no, or a few low-level qualifications • those who have been out of formal learning for some years • adults with learning difficulties and/or disabilities • Skills for Life qualifications are acceptable in place of functional skills qualifications for 2009/10 • LSC planning aspiration for 2009/10 of 30% of new starts on Entry-level and Level 1 provision beginning a Foundation Learning programme • The expectation is that most First Steps provision will be included within Foundation Learning from 2010

Foundation Learning programmes Components • Vocational /subject knowledge, skills and understanding • Personal and social development • Functional skills in English, mathematics and ICT ‘Wrap-around’ • Information, advice and guidance • Initial assessment and ongoing review • Provider collaboration

Foundation Learning curriculum Information, advice and guidance Subject / Vocational PSD Mentoring Initial assessment supported by ongoing reviews Functional Skills Characteristics of effective delivery Employability skills The average programme size is 45 credits or 450 GLH Slide 24

Foundation Learning emerging issues Who will be responsible for information and guidance? By offering a unitised curriculum learners are able to have vocational tasters, but how can this be organised and still ensure learners are able to choose to follow a particular vocational option? Learners will be taught work skills. This challenges ideas of choice? Will the principles of E 2 E be maintained with the move to qualifications? What will be the place of work experience? How is role of E 2 E training co-ordinator to evolve as Foundation Learning is developed? How will this compare to the role of college lecturers? What will be the impact of unitised funding? Awarding bodies are offering packages of qualifications. Is this encouraging providers to deliver whole packages rather than flexible units based on learners choice? What will be the impact of Foundation Learning on the college structure?

Eight characteristics of effective delivery 1. 2. 3. 4. 5. 6. 7. 8. Personalised learning Reaching and engaging priority learners Effective initial assessment and ongoing review Coherent delivery of learning programmes Recognition of achievement and progression Support for learners Partnerships Leadership and management

NDAQ • All QCF units and qualifications can be viewed on the National Database of Accredited Qualifications (NDAQ) • Provides information on exemptions, potential job occupations, where units feature in other qualifications for progression and CAT opportunities www. accreditedqualifications. org. uk/index. aspx Slide 27 © Learning and Skills Improvement Service (LSIS) 2009

Foundation Learning qualifications catalogue www. qcda. gov. uk/flqcatalogue Contains information on: • qualification title and size • level • sector • awarding organisation • approved age range • achievement and Colour-coded FL components for easy identification attainment table points of the qualifications which allow learners to meet the minimum credit requirements for each Slide 28 component

Activity Starting out with learners 3 minutes • Consider one learner you currently work with who might be considered to be working at Foundation Learning level. Record: – their ‘learning’ characteristics – the content and programme targets the learner could work towards in Foundation Learning 5 minutes • Share findings with the others in the group and identify any common themes. Now look at the handout on personalised learning.

CTP web pages • CTP Web Pages

• Thank you • Any questions?