Transcript Working Together 14

Ajay Sethi
14 -19 Reform
Welcome
Outline of the Workshop
• Part 1:
– Introductions & 14-19 Overview
• Part 2:
– Gateway (timelines, process & elements
– Create the right foundations
• Part 3:
– Preparing for submission
– FAQs
– Sources of information
Part 1: 14-19 Reform Agenda
Structural Reforms
14-19
Partnerships
IAG
Services
+ Standards
ECM
Machinery
Of
Government
Qualifications
Reform
NEET /
Participation
14-19
Curriculum
Funding
QUALITY
Employer
Engagement
Lancashire
•
•
•
•
First launched – June 2005
7 Travel to Learn Areas - LEAD Groups / Steering Group
Learner Entitlement
Priorities
–
–
–
–
–
–
•
•
•
•
•
Collaboration
Location
Curriculum
Learning and Teaching
Transition
Economic Development
National 14-19 Implementation Plan (Area Prospectus / Diploma /
Collaboration / Pathfinders)
Cross-Directorate planning / Sub-regional planning and commissioning
arrangements
Systems and protocols / Business & Planning cycle
Annual Progress Checks
Diploma Gateways
4 National Frameworks for Learning
GCSEs
AS/A Levels
Functional Skills
Foundation Learning Tier
Progression Pathways
Apprenticeships
Unlocking talent, building skills for all
• Apprenticeships are a key part of the strategy for meeting the national skills
base
• FLT prepares learners with the prerequisite skills at Entry and Level 1 to move
to the apprenticeship frameworks at Level 2 and 3 (most demanded) with the
skilled work and full level 2 progression pathways
• Apprenticeships will be mainstream option for 16 -18 year olds under DCSF/
DIUS 14 -19 and VQ reforms
• A Review Report, World Class Apprenticeships: Unlocking Talent, Building Skills
for All published in January 2008 shows the commitment to expand the
apprenticeship programmes for suitably qualified young people
• The FLT can help bridge and transition the skills gaps for learner to reach this
target from providing the progression opportunities i.e. Skilled Work PP, 14 -16 to a
diploma to an apprenticeship
Diplomas
17 Lines
Phase
Roll out timetable
Diploma area
Availability
Phase 1 ICT, Health and Social Care, Engineering, Creative and
Media and Construction and the Built Environment.
September
2008
Phase 2 Land-Based and Environmental, Manufacturing, Hair and
Beauty, Business Administration and Finance and Hospitality
and Catering
September
2009
Phase 3 Public Services, Sport and Leisure, Retail, Travel and
Tourism
September
2010
Phase 4 Science, Humanities and Languages
September
2011
Foundation level Diploma
Generic Learning (GL)
Principal Learning (PL)
240 GLH
Project
60 GLH
Additional and
Specialist learning (ASL)
120 GLH
50% applied
Work Experience (10 Days)
Functional Skills (FS)
120 GLH
Personal, learning and
thinking skills
60 GLH
Foundation Extended Diploma: 880 GLH
(Foundation Diploma: 600 GLH)
Higher Level Diploma
Generic Learning (GL)
Principal Learning (PL)
420 GLH
50% applied
Functional Skills (FS)
80 GLH
Additional and
Specialist learning (ASL)
180 GLH
Work Experience
(10 Days)
Project
60 GLH
Personal, learning and
thinking skills
60 GLH
Higher Extended Diploma: 1,080 GLH
(Higher Diploma: 800 GLH)
Advanced Diploma
Generic Learning (GL)
Additional
Specialist learning (ASL)
360 GLH
Principal Learning (PL)
540 GLH
50% applied
Work Experience
(10 Days)
Project
120 GLH
Personal, learning and
thinking skills
60 GLH
Advanced Diploma: 1,080 GLH
Progression Diploma: 720 GLH. 540 PL, W /Exp, Extended Project 120, PLTS 60 GLH
Functional Skills
AAT points : L2 = 23 L1 = 12.5 points E3 = 7 points E2 = 6 points E1 = 5 points
• Introduced as pilot stand-alone qualifications in 2007for young people and adults
• FS are components and will be taken in the FLT, GCSEs, Diplomas and
Apprenticeships
• They bring a sharper focus on the basics so that young people and adults can
apply what they have learned, in the context of their daily life and in employment
• They replace key skills qualifications by 2010 (not wider key skills at this stage)
• PLTS is embedded within the teaching and learning of FS
• FS in English, Maths and ICT are needed to succeed in life and employment
• Currently in pilots and will be available nationally for first teaching in 2010
The Qualifications & Credit Framework
• A simple and rational organising
structure.
• Supports a new way of recognising
achievement through the award of credit
for units and qualifications.
• Allows credit to be accumulated and
transferred between qualifications and
awarding bodies
• Provides flexible routes to gaining full
qualifications.
• Enables qualifications to be achieved
gradually.
A socially inclusive system
Competitive economy
Demand-led system
Challenge
QCF: A simple framework
FLT is
QCF at EL
& L1
Level
1 credit = 10 hours of
learning time (the amount
of time and effort it takes
to complete)
1 – 12 credits
13 – 36 credits
Size
Above 36 credits
Foundation Learning Tier (FLT)
• a programme of work to develop a more focussed and
strategic approach to entry level and level 1 for learners aged
14 and over within the Qualifications and Credit Framework
(QCF) in order to raise participation, achievement and
progression amongst learners at these levels
• Within the Foundation Learning Tier, Progression Pathways
will be the main organising structures. They are frameworks
for learning built from qualifications that are themselves drawn
from Entry Level and Level 1 of the QCF.
Progression Pathways
• Progression Pathways identified as priorities for
development in 2008/09, providing progression to:
–
–
–
–
a first full level 2
skilled work or an apprenticeship
independent living or supported employment
appropriate provision for learners aged 14-19, including
Foundation Diploma (level 1) or GCSEs.
• Progression Pathways will include three distinct
components:
– Vocational/subject learning,
– functional skills
– personal & social development.
The FLT inputs and likely destinations
14-19 National Suites
GCSEs
(and A-levels)
Full level 2
Employment
Subject/
Vocational
PSD
Functional
Skills
Supported
Employment
Effective Practice
Principles
Apprenticeships
Provider requirements
(Continuous & Integrated)
QA Information, Advice & Guidance
Diplomas
Diagnostic & Initial Assessment
E2L
other
KS3 options /
KS4
NEET
Disengaged
Living more
Independently
QCF
Qualifications
Diploma Framework
FLT Framework
Apprenticeship
Framework
Principal Learning
Subject / Vocational
NVQ
Skills, Knowledge and
Understanding central to
chosen line of learning
Knowledge and
Understanding central to
Learner aspiration & progression
(National Vocational Qualification)
Knowledge and Understanding
central to chosen occupational area
Generic Learning
FS in Mathematics, English and ICT
•PLTS/PSD
• Project
Additional Specialist Learning
• Optional units
• Broaden and deepen learning
• Facilitate progress to other levels
10 days min. Work Experience
Functional Skills
Stand alone qualifications in
FS in Mathematics,
English and ICT
Personal and Social
Development
• Work Experience/WRL
• Quals that accommodate spiky profiles
• Quals that broaden and deepen learning
in a level or at higher levels
• Clear progression choices and routes
Key Skills
(Functional Skills)
Technical Certificate
Sector specific
The Review of GCE AS/A Levels
The following changes have been implemented:
•
Reduction of the number of units from 6 to 4 in most subjects (except for music and
the sciences)
•
The inclusion of coursework only where it is the most valid way of assessing an
aspect of the subject
•
No optional coursework
•
Revisions of content where appropriate
•
Stretch and challenge incorporated into A2 units
•
No structural changes made to the applied A levels – only incorporation of stretch
and challenge at A2
•
Mathematics qualifications to be revised for first teaching 2011
Aligning reform
September Guarantee
WrL
IAG
Learner support
Targets/ Policy aspirations
PLTS
Start:
14-19
Partnership
NEET
Area prospectus/CAP
Apprenticeships / Diplomas / FLT / GCSEs, AS/A Levels
Functional Skills
Progression
Participation
Attainment
Achievement
Employability
Infrastructure development
Skilled workforce
Governance, leadership & management
Stakeholder
cohesion
Co-ordination, marketing & communication
Resources, Safeguarding (H&S)
Engagement (employers)
Added value
Half our future…still!
• ‘Despite some splendid achievements … there is still much
unrealised talent especially among boys and girls whose
potential is masked by … the limitations of home background.
The country cannot afford this wastage, humanly or
economically speaking.
• The schools will need to present education in terms more
acceptable to the pupils and to their parents, by relating more
directly to adult life, and especially by taking a proper account of
vocational interests’
The Newsom Report, Half our Future 1963
Part 2
• Timelines & process
• Differing elements & considerations
• Gateway & Roles & Responsibilities
– Create the foundations for collaboration
Why have a Gateway ?
• DSCF need to:
– Deliver innovative qualifications to a high standard
from the start
– Support even the best consortia given the scale of
challenge
– Ensure collaborative structures are built in to local
delivery
– Prepare for the entitlement by linking high quality
provision into a good local offer
Gateway Criteria (G3)
• There are 5 key areas:
– Collaboration
– Facilities
– Information, Advice and Guidance
– Employer Engagement
– Workforce
• For each of these you need to explain:
– Where you are now;
– What you need to do by; and
– How you are going to bridge the gap
Diploma lines
• You will also need to provide a summary:
– Explaining how each Diploma line will be delivered across your
consortium
– Outlining the centres undertaking delivery of each part of a Diploma
– Giving the number of young people you broadly expect to take each
Diploma by level
– Referring clearly to the specific requirements of each Diploma you
propose to offer
• You will need to take account of the information provided by the
DDPs. The Gateway guidance gives the links to the appropriate
DDP web sites.
• You should be prepared to join the functional skills national pilot
and show proper awareness of equality and diversity issues.
Gateway Process
• June 09: Key Principles published
• July 09: Full guidance published
• By November 09: Consortia decide which lines to offer, at what
level, through which institutions and at what volume. Submit their
self-assessments to the Department through their LEAD Gp and
local authority level ’14-19 Partnership’.
• January and February 2010: Regional panels consider selfassessments and recommend whether each consortium is:
– Ready to pass through the Gateway, with or without conditions;
or
– Not ready because it needs more development than can be
achieved in time for a September 2011start (C1,2,3 a or b?)
• March / April 2010:
Gateway results announced. Feedback given to consortia.
Key Messages
• DCSF want as many of you as possible involved in delivering
Diplomas. But need to make sure everyone is able to deliver the
necessary quality, jointly through consortia
• Obviously, important to be realistic about how many Diploma lines you
can offer and how many learners you want to support and what levels
• Ensure synergy with other curriculum frameworks:
– ASL linking with GCSE & A Levels or other qualifications
– Transition from FLT into, through and out of Diplomas
• We need to identify the best possible consortia but even they will need
tailored development support to help them get approval to deliver the
qualifications from Awarding Bodies
Part 3
Preparing for Submission
• A: Identify using DCSF & DDP guidance the
category given to the three example bids
• B: Looking at the guidance for your specific
Diploma line indicate/highlight the main
points for action/inclusion for each section
i.e. 1.1,.1.2,1.3...etc