Transcript Helping or Hovering?

Foundation Learning
Ajay Sethi
14-19 Team
Contents
1.
2.
3.
4.
5.
6.
7.
8.
9.
Progression routes
Foundation Learning Framework
Effective Practice Principles
Timeline
Building the Curriculum
 Personalisation
 Illustrative examples
 Exploring delivery models
Qualifications & Credit Framework
Foundation Learning Qualifications Catalogue
Learner Record Service / Unique Learner Number
Links
1
Main routes through 14-19 education
and training
CONSIDER
OPTIONS
Higher or
Advanced Diploma
Further education
GCSE
Foundation or
Higher Diploma
GCSE / A-Level
Higher education
Foundation Learning
CONSIDER
OPTIONS
Foundation Learning
Apprenticeship post 18
18
16
14
CONSIDER
OPTIONS
Apprenticeship
Employment
English Baccalaureate
Employment with
training
Functional Skills and Personal,
Learning and Thinking Skills
Employment with training
There are, of course, many other options
after you turn 18, including a gap year
and volunteering
CONSIDER
OPTIONS
17
Higher or
Advanced Diploma
The Diploma combines theoretical study with practical experience based around
a work-related curriculum. It is available at Foundation, Higher and Advanced
level (Level 1 - Level 3).
GCSE / A Level
GCSE and A level qualifications are regularly updated to ensure that they remain
high quality, relevant and interesting. They can be combined with Diplomas.
Apprenticeship
Apprenticeships allow students to learn at work and gain qualifications. The
number and range of Apprenticeships is increasing hugely so 1 in 5 will take this
route by 2020.
Foundation
Learning
This is for learners not ready for a full level 2 qualification and includes a mix of
learning to suit the individual.
CONSIDER
OPTIONS
i
Well before the decision points information and
advice will be critical to guide young people to
make the best choice for them in relation to their
prior learning.
Some students may change paths at 17 because
there are more one year courses available after
16.
For further Information, please
visit www.dcsf.gov.uk/14-19
2
What is 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.
2
Foundation Learning Framework:
• 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.
2
FL inputs and destinations
14-19
GCSEs
(and A-levels)
Full level 2
Subject/
Vocational
PSD
Functional
Skills
Employment
Supported
Employment
Living more
Independently
QCF
Qualifications
Effective Practice
Principles
Apprenticeships
Provider requirements
(Continuous & Integrated)
QA Information, Advice & Guidance
Diplomas
Diagnostic & Initial Engagement/Assessment
E2L/e2e
In KS4 & not likely
to achieve a L2 or
unsuited to GCSEs
On a KS4e
programme
NEET
Disengaged
LLDD
On Entry 1,2,3 or
L1 in FE
2
Some benefits of FL:
• 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
2 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
3
Effective Practice Principles
1.
Personalised Learning
2.
Reaching & Engaging
Priority Learners
3.
4.
Effective Initial
Assessment & Ongoing Review
Coherent Delivery of
Learning Programmes
5. Recognition of
Achievement &
progression
6. Support for Learners
7: Partnerships
8: Leadership &
Management
4
Time-line for national roll-out of
Foundation Learning
2009-10
2011-12
2013-14
Extended Pilot
delivery, evaluation
and readiness
timeline
Bring in majority of
schools, colleges
and other providers
RPA starts for 17 year
olds
2010-11
2012-13
Delivery in all areas,
all LAs with 14-19
Partnerships
expected
Focus on remaining
schools and other
providers not yet
delivering
All LAs will deliver some Foundation Learning on a 14–19 basis in 2010 and will focus on
increasing capacity, quality and access by bringing in all schools and other providers,
Supporting the Raising of Participation Age
(RPA) milestones 2013.
Adapted from QCDA 2009
10
5
Building the Curriculum programme:
Personalisation
Foundation Learning
programme for Learner
‘X’
Vocational/
subject based
learning
Personal
and social
development
3.2
Functional
skills
Foundation Learning
programme for Learner ‘Y’
Vocational/
subject based
learning
Personal and
social
development
learning
Functional
skills
Illustration from LSIS FL Toolkit
11
5
Illustrative example: KS4
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
5
Illustrative example: KS4
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
5
Illustrative example: FE
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
5
Illustrative example: Work-based FL
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
5 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 ICT Level 1
Functional skills in mathematics Level 1
Functional skills in English Entry 2
Certificate in employability and personal development Entry 3
BTEC Award for IT users Level 1
Award in Business Administration Entry 3
5 credits
5 credits
5 credits
15 credits
9 credits
6 credits
Full programme
45 credits
5
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 Maths Entry 1
Functional skills in ICT Entry 2
Functional skills in English Entry 3
Certificate in personal and social development
Entry level certificate in skills for working life – land based Entry 3,
5 credits
5 credits
5 credits
13 credits
22 credits
Full programme
50 credits
5
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
5
Exploring delivery models at KS4:
example
A 3:2 Delivery Model (KS4)
3 Days
Core
2 Days
Entitlement
English
GCSE Options
Arts, DT, Humanities, MFL
Maths
Science
PE, ICT, Citizenship
GCSE Options
Diploma
RE, WrL & Enterprise
Sex, drugs, alcohol & Careers
BTEC, Asdan provision
Principal Learning
Generic Learning
Additional & Specialist Learning
Foundation Learning (Progression Pathway)
Voc/Subject Learning
Functional Skills (Eng, Maths,
ICT)
Young Apprenticeships
Personal & Social Development
English
Maths
ICT
Science
Options
GCSEs
PE
RE
Citizen
-ship
PSHE
PE
RE
Citizen
-ship
PSHE
PE
English
Maths
ICT
Science
Options
As pathway 1 but offering a
curriculum blend that supports all or
some of Foundation Learning.
Voc | 3 x Functional Skills | PSD
English
Maths
ICT
Science
Diplomas
Functional Skills
LSIS 2010
Science
Pathway 4
Pathway 3
Pathway 2
Pathway 1
5
Pathways based timetabling at KS4:
example
Vocational / Subject Learning
RE
Citizen
-ship
PSHE
Personal & Social Development
5
Collaborative Delivery Models for FL
External
Consortia model:
Cluster of providers
work together to offer
complementary
provision:
Each member may be
‘Holistic’ but agree to
specialise in a subject
or vocational sector,
therefore widening the
offer across an area.
Providers may offer
similar PSD & FS
components & use the
same QCF units to
enable greater
flexibility.
(Area Curriculum
Framework)
Lead provider model: (maintains ownership)
FL home provider chooses to subcontract stages of the
learner’s FL journey or any of the curriculum components
(Sub/Voc, PSD & FS)
Internal Home Provider
Holistic
Provider delivers all stages of the
learners FL journey (Sub/Voc, FS &
PSD)
Partnership model:
A provider acts as the
lead and undertakes
key aspects of the
learner’s journey
(recruitment, induction,
initial assessment &
review on behalf of
providers.)
Learners can be
referred to the partner
provider that can most
effectively meet their
needs in the three
curriculum areas.
5
FL TTLA Models at KS4 2010/11
1.
2.
3.
4.
5.
6.
7.
Burnley & Pendle
Chorley & South Ribble
Fylde & Wyre
Hyndburn, Rossendale & Ribble Valley
Lancaster & Morecambe
Preston
West Lancashire
Holistic/Consortia
Holistic/Consortia
Holistic/Consortia/Provider
Holistic/Consortia
Holistic/Consortia/Lead Provider
Holistic/Consortia/Lead Provider
Holistic/Consortia
5
Area Framework: Agreed day’s for
collaborative delivery of provision: KS4
Different models apply across each travel-to-learn area in Lancashire: i.e.
Monday
Tuesday
Wednesday
Thursday
Friday
Am
Entitlement
Entitlement
Pm
Entitlement
Entitlement
Y10
Am
Entitlement
Entitlement
Pm
Entitlement
Entitlement
Y11
5
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
6
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
The architecture of the QCF:
Challenge
6
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)
6 The Qualifications and Credit Framework
(QCF)
Interactive presentation from the
Qualifications and Curriculum Development Agency (QDCA)
http://www.qcda.gov.uk/qualifications/qcf/4926.aspx
Please click on this link to access short video
7
FL Qualifications Catalogue
7
FL Qualifications Catalogue
•
The FL qualification catalogue gives some basic information. There is a link
for each qualification on the Register of Regulated Qualifications
(formerly National Database of Accredited Qualifications: NDAQ)
•
The Dec 2010 update will be the last update, In the spreadsheet there is a
tab at the bottom for each worksheet i.e. for each of the levels Entry 1, Entry
2, Entry 3 & Level 1
–
http://www.14-19focus.co.uk/index.php?category_id=156
•
Each section is colour coded so that the different FL curriculum elements
are easy to spot i.e. different colours for each category of Vocational/subject
specific, Personal and Social Development (PSD) and Functional Skills
•
There is also an additional category called ‘combined’ qualifications;
these are combined vocational and PSD qualifications e.g. employability
skills.
8
How to manage achievement: Learner Record
Service & Unique Learner Number
Learner Record Service (LRS) &
Unique Learner Number (ULN)
•
•
•
•
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 Credit Accumulation and
Transfer (CAT)
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.learningrecordsservice.org.uk/
Learner Number & Learner Record
8 Unique
Service
Actions– Schools and providers:
• Alert the data managers, examination officers within your
organisation about the requirements for ULNs and LRS, if they
are not already aware
• Register on the UK register of Learning Providers
• Download the ULNs for your learners
• Build a field for the ULN into all data systems - for learner
monitoring, tracking, target setting, achievement, initial
diagnostic and review systems, whether hard copy,
spreadsheets, on-line i.e. whatever format
• For schools, this will mean having fields for both the existing
UPN and the new ULN)
9
Useful link: Lancashire FL Resource
Site
http://www.14-19focus.co.uk/index.php?category_id=153
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