Transcript OpenDocument presentation format

1
Wolverhampton 14-19
An area infrastructure to
facilitate collaborative
delivery
Becta
24TH November 2008
Paul Bellamy & Laura Birch
Presentation 4: My Iplan
1
2
The National Background
• The Children Act and the 5 Outcomes
• The Reforms: qualifications; funding;
management
• Machinery of Government: national;
regional; local
2
3
The Task in Each Area
• Transform attainment, inclusion, participation
and skills
• CAP by 2010
• Deliver the Entitlement (2013)
• Raise the age of participation to 17 (2013)
and 18 (2015)
How?
3
4
How? - Collaboration
• The Reforms can only be delivered by
area-wide collaboration
• Areas require considerable capacity
• Capacity is created by empowering the
whole learning community to operate
area-wide
‘ It takes a whole village to
raise a child’
proverb
4
5
Wolverhampton’s History
• An established culture of partnership
• A City infrastructure
• Beacon Council
• September ’08 5 Diploma lines
– OFSTED – “Outstanding”
• September ’09 5 Diploma lines
5
6
Underlying Concepts
• The primacy of learning: there are new
solutions
• Experiential learning
• Demand and personalisation
• Specialist providers, for the area
• Bottom up partnership
The partnership dividend
6
7
The City Infrastructure
•
•
•
•
•
•
•
Area-wide Curriculum Framework
Area-wide Curriculum Models
ILP:
www.my-iplan.com
Area Prospectus:
www.areaprospectus.com
CARD (Choose a Real Deal)
Underpinning Systems
eLearning platform
These interlock to create a holistic
approach which is fundamental to our
work
7
8
Diploma Management
• Integrated and holistic approach
• The City is the consortium
• A/SL Citywide for all Diplomas
• Generic management systems and
processes
8
9
Operational Management
• Depnet - Timetabling
- Planning cycles
- Guidance
• Diploma Management Networks
- Line specific
- Elective participation
- Partnership commitment
9
10
Learning – KS4 timetabling
alignment
3 DAYS
CORE:
3 DAYS
English
Maths
Science
PE
RE
PDC
2 DAYS
GCSE Options: 4 choices
e.g. Tech, Human, ICT,MFL, Creative
BTEC:
Introductory, First
(Cert/Dipl)
GCSE Options:
2 Choices
BTEC
WBL
Diplomas
2 DAYS
• Progression depends on alignment
10
11 Key Stage 4, Foundation =
600glh
• Principal learning: 240glh
• Generic Learning: 240glh
• Additional/Specialist Learning: 120glh
Year 10
Year 11
Day 1
Day 2
PL
+
GL
PL
+
GL
A/S
L
*
Year 11 / Day 1: This will enhance learning and progression
in a variety of ways, such as:
w.b.l placement (accredited);transition to level 2;
additional/specialist modules
(level 1 or level 2)
11
12
Key Stage 4, Higher : 800glh
Principal Learning (PL):
Generic Learning (GL):
Additional/Specialist (A/S L):
Overview diagram:
Day 1
Year 10 PL
Year 11
+
GL
PL
+
GL
420 glh
200 glh
180 glh
Day 2
PL
+
GL
A/S
L
12
13
Delivering the Curriculum
Framework
• The current post 16 structure.
am
A D E B C
pm
B C E A D
Twilight
T1 T2 T1 T2
E Tues am: PSHE, Guidance, Key Skills etc
E Wed pm: Enrichment
13
14
Post 16, Advanced: 1080 glh
• Principal Learning: 540glh
• Generic Learning: 180glh
• Additional Specialist Learning: 360glh
Day 1
Day 2
Day 3
Year
PL
A/S
PL
12
+
L
+
GL
GL
Year
PL
A/S
PL
13
+
L
+
GL
GL
Delivery built up from current ½ day learning
blocks
14
15
September ‘09
Mon
Tue
Yr 10
Wed
Thur
PL+GL
REAch
Yr 11
Fri
PL+GL
REAch
PL+GL
REAch
A/SL
REAch
PL+GL
A/SL
Yr 12
- Higher
PL+GL
------------------------------------------------------------------------------------------PL+GL
PL+GL
- Advanced
Mon
Tue
Wed
Thur
Fri
15
16
Creating access to the
Diploma
• Where does a learner apply?
• When delivery is collaborative who
decides if a learner is accepted?
• How do we ensure right learner right
course?
16
17
Empowering Access
through the Infrastructure
• CARD (Choose A Real Deal)
– As a Promise of future progression
– As a Process of guidance through experience and
linked to learning choices
– Responsibility of the learner
• Area-prospectus.com
– To promote the area learning offer
• my-iPlan.com
– To record, review and develop the learning journey
• Underpinning Systems
– Procedures and protocols to facilitate
collaboration
17
18
CARD
• A Promise of 19+
progression to HE,
FE or Training
based on individual
• CARD Process empowers:
FFT value added
– Learners to test and
data
redefine their aspirations
– Schools as managers of
learners in the area
context by providing
access to the right
opportunities
18
19
September 2009
• Year 8 CARD – summer term
• DCSF Diploma Roadshow
• Line of learning CARD
• OPP deadline February ½ term
19
20
• Will support learners engaged in multi-provider curriculum
provision
• Cracks the issues of accessing and exchanging
information between providers in support of the learner
• Provides for the development and review of a coherent
and holistic strategy for the learner which describes: “This
is me, this is where I would like to go in the future and this
is what I am doing to get there.”
The key tool for the learner
The key tool for parent, teacher and guidance professional
The key tool for managers of institutions and areas
20
21
www.areaprospectus.com
• Holds the area learning offer and details of wider
activities and experiences (CARD) – updated
constantly – includes informal learning e.g. from
Youth Services
• Has full browse and search facilities
• Pass through with my-iPlan creates a formative basis
for OPP
• Tracking & Reporting
• Quality and demand intelligence from learners
Personalising access
21
22
Online Progression
Preference (OPP)
• Guidance routed in home institution
• Appropriateness and Readiness Criteria
(ARC) - City wide agreement through
DMN’s
• my-iPlan & Prospectus pass through
• Personal Statement
• Evidence of active research (CARD)
• Impartial validation by Connexions
22
23
Questions?
Contact Information
Paul Bellamy, Education Manager,
Progression –
[email protected]
Laura Birch, Senior Systems Support
Assistant –
[email protected]
23