Transcript Helping or Hovering?

Foundation Learning
Ajay Sethi
14-19 Team
What prompted the
reforms?
Raising the participation age
Ensuring that young people have appropriate and worthwhile
activities, with progressive educational components, up to
the age of 18 is socially beneficial
This requires diversifying the range of options available for 14-19
year olds and providing effective IAG
Meeting the skills gap
The 2006 Leitch review of skills in the UK explained that the UK education system needed to
adapt to meet current and future skills requirements in a globalised environment
Employers have echoed the call for more functional skills, project skills and sector relevance
in education – Ensuring Young People have the knowledge & Skills for employment
Closing the achievement gap
Gender, race, disability and socio-economic background are still
strong predictors of attainment
Approximately 30%
of young people
have not achieved a
level 2 qualification
by age 19
There are presently
8 million adults
without a
qualification at all
Despite much good
practice, too much
provision is limited
and fails to meet
the needs of
learners leading to
any progress or
progression
Delivering 14-19 Reform
Four clear priorities are attached to the concept of a 14-19 entitlement
for all young people:
•
•
•
•
a high quality learning route for all young people
integrated services to support all young people
stronger local partnerships and consortia arrangements
the establishment of the right delivery arrangements at a local,
regional, and national level.
14-19 Reform: Curriculum
The whole curriculum
Apprenticeships
The
Diploma
A Levels
GCSEs
KS4
Engagement
programme
Secondary
Curriculum
Review
Functional
Skills
Foundation
Learning
Project/
Extended
Project
Progression
Pathways
Apprenticeship,
employment
and HE
4 National Frameworks for Learning
General
GCSEs
AS/A Levels
Functional Skills in all learning routes
Foundation Learning
Unless there is clear evidence of need, or where young people are studying in
informal non-accredited provision, all publicly funded qualifications for young
people will fall within one of four routes:
Foundation Learning
• 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, 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.
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.
A socially inclusive system
• Allows credit to be accumulated and
transferred between qualifications and
awarding bodies
Competitive economy
• Provides flexible routes to gaining full
qualifications.
• Enables qualifications to be achieved
gradually.
Demand-led system
Challenge
The architecture of the QCF:
FL
Level
Award
1 – 12 credits
Certificate
13 – 36 credits
Diploma
Above 37+ credits
Size
1 credit = 10 hours of learning time (the amount of time and effort it takes to complete)
Progression Pathways
• A Progression Pathway will include three distinct curriculum
components:
– Vocational/subject learning,
– functional skills
– personal & social development
supported by a wrap-around of information, advice and guidance, effective initial
assessment, comprehensive ongoing review, and provider collaboration.
Leading to progression into:
–
–
–
–
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.
FL inputs and 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
ICT
Science
Options
PE
RE
Citizen
-ship
PSHE
English
Maths
ICT
Science
Diplomas
PE
RE
Citizen
-ship
PSHE
Functional Skills
Science
Pathway 1
Maths
Pathway 3
English
Pathway 2
Illustrative example
Vocational / Subject
PSD
Illustrative example
Edexcel Entry 2
English – 5 credits
WJEC Entry 3
Maths – 5 credits
ASDAN Level
1 Award in
Personal &
Social
Development
OCNW Entry 3
Certificate in
Introduction to
Employment in
Construction
Industries
8 credits
required to
gain this
qualification
24 credits
required to gain
this qualification
Personal & Social
Development
Subject / Vocational
Learning
The
secondary
National
Curriculum
subjects in
which there
are statutory
expectations
OCR Level 1
ICT - 5 credits
Functional Skills
Minimum requirements
5 Credits each
Functional Skills
4 Credits PSD
1 Certificate sized
(13-36) qualificationVocational
Secondary
Curriculum
Illustrative example
NOCN Entry 2
English – 5 credits
OCNW Entry
3 Award in
Personal
Development
ASDAN Entry 1
Maths - 5 credits
6 credits
required to
gain this
qualification
ABC Level 1
Certificate in
Art & Design
& Creative
Studies
13 credits
required to
gain this
qualification
The
secondary
National
Curriculum
subjects in
which there
are statutory
expectations
City & Guilds Level
1 ICT – 5 credits
Functional Skills
Personal & Social
Development
Subject / Vocational
Learning
Minimum requirements
5 Credits each
Functional Skills
4 Credits PSD
1 Certificate sized
qual - Vocational
Secondary
Curriculum
Illustrative example
OCNW Entry 1
English – 5
credits
ASDAN Entry 2
Maths - 5 credits
ASDAN Entry 3
Award in
Employability
8 credits required
to gain this
qualification
EDEXCEL Level 1
Award in Sport &
Active Leisure
7 credits are required
to gain this
qualification
City & Guilds
Entry 3 ICT – 5
credits
Functional Skills
Personal & Social
Development
Subject / Vocational Learning
Minimum requirements
5 Credits each
Functional Skills
4 Credits PSD
1 Award/Certificate
sized qual Vocational
Illustrative example
WJEC Entry 3
English – 5
credits
AQA Level 1
Maths – 5
credits
EDEXCEL Entry
3 ICT - 5
credits
Functional Skills
NOCN Level 1 in Progression
21 credits are needed to gain this
qualification – this qualification includes
both vocational and PSD units
At least 4 credits of this qualification
must be PSD. The remaining 17 credits
from this qualification can be vocational
or a mixture of the two
Personal & Social
Development
Subject / Vocational
Learning
Minimum requirements
5 Credits each
Functional Skills
4 Credits PSD
1 Award/Certificate
sized qual Vocational
Diploma Framework
FL 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
Functional Skills
FS in Mathematics, English and ICT
•PLTS/PSD
• Project
Stand alone qualifications in
FS in Mathematics,
English and ICT
Key Skills
Additional Specialist Learning
• Optional units
• Broaden and deepen learning
• Facilitate progress to other levels
10 days min. Work Experience
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
(Functional Skills)
Technical Certificate
Sector specific
Effective Practice
Principles
1.
2.
Personalised
Learning
Reaching & Engaging
Priority Learners
3.
Effective Initial
Assessment & Ongoing Review
4.
Coherent Delivery of
Learning Programmes
5.
Recognition of Achievement &
progression
6.
Support for Learners
7:
Partnerships
8:
Leadership & Management
Progression Pathways will…
•
be drawn from units and qualifications in the Qualifications and Credit
Framework
•
create minimum requirements around skills, depth and breadth
•
end with achievement at Level 1 and progression opportunities to
Level 2 and beyond… or to other meaningful destinations
•
assimilate Entry to Employment, Key Stage 4 Engagement
Programme, First Steps and Foundation Learning in Further
Education
06
The benefits are:
• a simple, effective structure allowing for accumulation
an transfer of units/credit over time (QCF)
• Wider curriculum offer for young people
• Provides progression for young people & adults with
basic skills gaps
• Destination led – create an appropriate platform of
achievement and progression from below level 2 to
level 2
05
Aligning reform
September Guarantee
WrL
IAG
Learner support
Targets/ Policy aspirations
PLTS
Start:
14-19
Partnership
NEET
Area prospectus/CAP
Apprenticeships / Diplomas / FL / 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’
Half our Future 1963