Transcript Summary of findings: 3rd Interim Report for the 14

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 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 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 E2E
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
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
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 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
• 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
• 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 credits
Size
37 plus credits
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 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
RE
Citizen
-ship
PSHE
Pathway
Pathway
FL in the wider school curriculum
English
Maths
ICT
Science
Options
PE
RE
Citizen
-ship
PSHE
FL and Foundation Diploma
Foundation Diploma
Foundation Learning
Holistic programme
Individual recipe
Level 1
Entry Level
Level 1
KS4E and Foundation Learning
KS4E
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 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, E2E, KS4E,
Inclusion in the progress checks and tool kit
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 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)
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 – 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 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 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 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 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 progression
Accredits achievement through credit based qualifications
Maintains and builds on good practice of KS4E
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 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
5 credits
6 credits
Full programme
45 credits
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
5 credits
Full programme
50 credits
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
5 credits
Full programme
49 credits
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 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?