Transcript Document

COLCHESTER AREA PLANNING GROUP: FOUNDATION
LEARNING
Sharing our Experience
Michele Myers Assistant Headteacher Philip Morant
School and College
Joint planning and shared responsibility for delivery:
Colchester Area Planning Deputies Group
Colchester Institute
6 Secondary Schools
The Shaw Trust
OCN
Our starting point as an APG:
The shape of our discussions/decisions
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What is Foundation Learning? The definition/ the concept.
What does it look like? The curriculum / the assessment model
Who should be involved, i.e. which schools and which students?
How would we achieve any change in practice?
Our starting point as an APG
Context
• Recent history amongst key schools of Diplomas and Functional Skills
• Partnership work therefore had moved into curriculum delivery in small
way
• Increased take up of vocational courses at PMS
• Limited movement to common timetabling
• Key people in APG had strong commitment to delivering alternative
pathways in KS4
• Commitment to improving appropriateness of curriculum for least able
What Foundation learning should look like in schools
• Fundamental: improved progression, thereby Qualification that would
be valued
• Flexibility in size, and how to deliver over time-OCN Step Up
• “Spikey Profiles”! But what should the ability be?
• Work with schools who wanted to join in, different levels of
commitment
• Communication: establishing a website to share resources:
http://foundation-learning.com/learning/
• Agreement to set up some joint provision
• Agreement on separation of students with behavioural issues: division
of resources into 3 courses
• Appointment of a coordinator
Making it work: Issues for Coordinator to solve
The exam board:
• Staff Training: Familiarisation with Credit Based Learning, joint training
sessions with all participating schools and specific training for PMS
• Some to achieve I.V.
Shaw Trust Provision to be shaped up:
• Transport of students
• Risk assessments staff and venues
• Provision of LSAs to support vulnerable students
• What to try to offer-Questionnaires revealed 5 favourites: Sport; Health
and Social Care; Hair; Vehicle Maintenance; Hospitality/Food
• Students selecting modules:
• How to tie in with options process and get parents and students to
commit
The Link between success as an APG development and as a
Philip Morant project
• Commitment to fill half the places on the joint day: 15 PMS students/ 15
other schools
• Choice of taster vocational experiences in joint day
• Viability: Need to fit into PMS KS4 curriculum model
• Decision to extend concept and provision in PMS KS3
• Whole staff training and development in PMS
Indicative KS4 Pathways (with Partnership):
Pathway
Core Curriculum
Partnership Provision
Diploma
Level 1 or 2
English
Mathematics
Science (Core)
Specialised
Level 1
Foundation
Learning
Entry Level
English
Mathematics
Science
(Core/Entry Level)
Entry level core
subjects inc.
Functional Skills
Technology College
Options Choices
PE Provision
Entitlement
Outcomes
Progression Routes
Higher Diploma:
Engineering
Sport & Leisure
-Extended Project,
- Functional Skills
(ICT/En/Ma),
- Sector Specific Work
Exp
- OCR ICT level 2
Option Subject x2
Core
RE Full or
Short course
in Y10.
Up to
12 GCSEs
(or equivalent
courses)
Advanced
Diploma
BTEC Level 2/3
AS Levels
OCR Nat. Level
2/3
HNCs and HNDs
2 day release to
alternative
educational
opportunity (e.g) Construction
Hair & Beauty
Catering
Auto Mechanics
Option subject x2
NOCN Modular
Vocational units
Option subject x2
One contributes to Diploma
as ‘Additional Learning’
It/Cz/Pd
Reduced range owing to
timetable days
Core
Reduced range owing to
timetable days
RE Short
course in
Y10.
Level 1
Level 2 NVQ
Vocational
OCR Nat. Level
qualification and 2/3
up to 5 ½ GCSEs
It/Cz/Pd
Reduced range owing to
timetable days
Core
RE - leading
to no exam
NOCN
Level 1 NVQ
qualification and
up to 2 GCSEs
Summary of 2010-2011 in Colchester
School Engagement Programme (S.E.P)
The provision will fall into 3 categories:
1. SEP Behaviour Group Year 10
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To take place at Colchester Institute: accredited course, City & Guilds
Employability and Personal Development.
Disaffected students.
2. SEP Behaviour Group Year 11
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Students can continue from year 10 and we will also take in new students.
To take place at Colchester Institute: some possible involvement in the City
& Guilds Employability and Personal Development, as above. However, the
course did not follow this programme last year so there will be a minimal
number of units.
Disaffected students.
3. New FL Programme: September 2010 start
Note: this programme is not for those with behavioural
problems
Selection indicators:
students with learning difficulties
students who will struggle with following a full GCSE only programme
students who will struggle to attain beyond F and G grade at GCSE
Mean CAT score of 80 and below
Timing: Every Thursday throughout year 10
Numbers: 35 students across Colchester
Launch day: The Gilberd School 19th July, 2010. Outdoor pursuits activities
Accreditation: NOCN Step Up at diploma level 1
Exam board training : Philip Morant on Tuesday 6th July 1020
Website: to support teachers’ development of modules, and for parent and student
information
TERM 1
TERM 2
TERM 3
Shaw Trust
Colchester Institute:
Colchester Institute:
NOCN Catering
Or
NOCN Motor Vehicle
Or
NOCN Arts
(music and graphic art)
Or
NOCN Hair and Beauty
NOCN Construction
Or
NOCN Health and Social
Care
NOCN Construction
Or
NOCN Health and Social Care
Or
Activity Based Learning at The
Gilberd School
• 9.05 – 9.20
• 9.20 – 10.00
• 10.00 – 11.00
• 11.00 – 11.25
• 11.25 – 12.25
• 12.25 -13.25
• 13.25 – 14.15
• 14.15 – 15.00
Activities include:
• Orienteering
• Low Ropes
• PE
Welcome briefing – PE Seminar Room
Team exercise – All students
Activity Rotation
Break – Refreshments & Biscuits - PE Seminar Room
Activity Rotation
Activity Rotation
Lunch – Students to bring their own packed lunch - PE Seminar Room
Presentations and Review of the day
TERMS 2 AND 3
COLCHESTER INSTITUTE BASED JOINT DAY CHOICES
(THURSDAYS)
14-16 Step Up Construction
• Constructing a Cavity Wall Using Bricklaying Skills TG2/1/QQ/010
• Constructing a Half Brick Wall Using Bricklaying Skills TG2/1/QQ/011
• Constructing a One Brick Wide Wall Using Bricklaying Skills TG2/1/QQ/012
14-16 Step Up Health & Care
• Understanding the Importance of Play HF1/1/QQ/026
• Using Craft Activities with Children and Young People HF1/1/QQ/030
• Introduction to General Health and Hygiene Skills HJ1/E3/QQ/026
The cost for 21 sessions based on the AWPU of £3888.53
works out at £430 per student
Philip Morant School: School Based Day (Fridays)
Year 10 Foundation Learning Programme Outline
TERM
TEACHER
NOCN UNIT
CODE
UNIT TITLE
CREDITS
LEVEL
AUTUMN
DL
HB1/1/QQ/04
3
DEVELOPING PERSONAL CONFIDENCE AND SELF AWARENESS
Mandatory
3
1
AUTUMN
TU
CR3/1/QQ/007
USE IT TO EXCHANGE INFORMATION
Mandatory
3
1
AUTUMN
TD
HB1/1/QQ/049
USING TEAMWORK SKILLS
Mandatory
3
1
SPRING
DL
NL1/1/QQ/004
PARTICIPATING IN LEISURE ACTIVITIES
Optional
3
1
SPRING
TU
HC6/1/QQ/008
JOB SEEKING SKILLS
Mandatory
3
1
SPRING
TD
SE2/1/QQ/014
DEVELOPING SKILLS IN GARDEN HORTICULTURE
Optional
3
1
SUMMER
DL
MA1/1/QQ/005
TAKING PART IN SPORT
Optional
3
1
SUMMER
TU
HB1/1/QQ/041 DEVELOPING GROUP AND TEAMWORK COMMUNICATION
SKILLS
Mandatory
3
1
SUMMER
TD
HE4/1/QQ/018
Mandatory
3
1
UNDERSTANDING RIGHTS AND RESPONSIBILITIES OF
CITIZENSHIP
ACHIEVEMENTS
• Whole year of joint provision planned and
delivered.
• A model to build and expand upon i.e. Year 11
programme to plan and a year 10 programme
to maintain, both within and across schools.
• Trained staff to deliver courses, challenge new
staff to bring into the schools and Colchester
Institute teams.
• In Philip Morant, FL concept extended into KS3
with significant changes to curriculum and
timetabling for one identified class.
Issues for the future
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Funding for student places
Coordinator role
KS4 Curriculum focus is shifting
Wolfe Report recommendations
Willingness to engage in partnership projects
APG working on extending Provision at Key Stage 5,
Further partnership work on altering courses in 2
school based six forms, with involvement from CI