1. www.foundationlearningtoolkit.org.uk Catherine Liddle, 14-19 Team
Tel:
V2.8 Date: 28/02/2011

2. Content
Where Foundation Learning (FL) fits into the reform programme
Timeline for implementation
What is FL?
Who is it suitable for?
Related developments – ULN & LRS
Support for FL developments

3. Where FL fits with the 14-19 reform programme

4. Where FL fits within the 14-19 reform programme: National implementation timeline
Academic year beginning September…
2009
30% of foundation learning post-16 to be delivered within new Foundation Learning (FL) framework
(LSC funded post-16 providers)
2010
DfE expectation of FL delivery in all local authorities
… all vocational qualifications will be in the Qualifications and Credit Framework (QCF)
…new Functional Skills quals (Maths, English, ICT) implementation
2011
Majority of schools, colleges and other providers delivering FL
2012
Focus on remaining schools and other providers
2013
Raising Participation Age (RPA)
All 17 year olds to remain in education or training
Young people who started secondary school in September 2008
i.e. those who are currently in Year 9 ( academic year)
2015
RPA
All18 year olds to remain in education or training
Young people who started secondary school in September 2009
i.e. those who are currently in Year 8 ( academic year)
QCF – Only quals on the QCF will be funded - unless very good reason why needs to be a stand-alone qual – e.g. BTECs – Watch this space!
More on QCF later. 4

5. i Main routes through 14-19 education and training in 2015 and beyond
CONSIDER OPTIONS 14
CONSIDER OPTIONS 16
CONSIDER OPTIONS 17
CONSIDER OPTIONS 18
Further education
GCSE
Higher or Advanced Diploma
Foundation or Higher Diploma
Higher education
GCSE / A-Level
Foundation Learning
Foundation Learning
Apprenticeship post 18
Employment
Employment with training
Employment with training
Apprenticeship
There are, of course, many other options after you turn 18, including a gap year and volunteering
Functional Skills and Personal, Learning and Thinking Skills
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).
Higher or Advanced Diploma
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.
CONSIDER OPTIONS
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.
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.
Apprenticeship i
For further Information, please visit
Foundation Learning
This is for learners not ready for a full level 2 qualification and includes a mix of learning to suit the individual.

6. What is Foundation Learning?

7. What is Foundation Learning (FL)?
One of the four national suites of learning:
GCSEs/A-Levels, Apprenticeships, Diplomas, Foundation Learning
Offers personalised, destination-led programmes that engage and motivate learners at Entry and Level 1
Composed of three integrated curriculum components
Vocational or subject learning
Personal and Social Development
Functional Skills (English, Maths & ICT)
Supported by credit based qualifications in the new Qualification and Credit Framework (QCF)
Offers a flexible structure that enables learners to “top up” their programmes 7

8. Benefits of FL? Motivates and engages learners
Rewards programmes focused on progression
Accredits achievement through credit based qualifications – small steps
Can accredit Personal & Social Development (PSD)
Learners and practitioners jointly agree destination and personalised learning programme
Qualifications attract Achievement and Attainment Tables points 8

9. Principles of FL
Initial diagnostic assessment and ongoing review, including the use of Individual Learning Plans (ILPs)
Personalised, destination-led programmes
Spiky profiles
Small steps; bite size learning
Re-engage/ re-motivate
No revolving doors
Learner voice
Careers Education & Impartial Information Advice and Guidance (CEIAG)
Curriculum & wrap around support
Collaborative

10. Who is Foundation Learning for? Potential learner cohorts

11. Everyone who is…
Age 14 and above…
… Level 1 and below 

12. Potential Foundation Learning cohorts
NEET/
potential NEET/ disengaged
LDD
Mainstream

13. Who is Foundation Learning for?
Students in mainstream school
Students in FE colleges and Work Based Learning and VCFS
Students with SEN
Students in Pupil Referral Units
Students with LLDD
Young offenders
…learners at Entry Level or Level 1 13

14. Overall size of the FL cohort nationally
Out of a total of nearly three million learners, around 500,000 – 800,000 (roughly 25%) are expected to be suitable for FL
Total FL cohort:
,000 14

15. The Foundation Learning framework

16. Diagnostic and Summative Initial Assessment supported by continual ongoing reviews
Mentoring
From ‘Preparing to implement Foundation Learning: A resource for managers’, LSIS, published February 2010

17. Progression QCF Qualifications Curriculum Functional Skills
Employment
Diploma
Progression
Independent living
Level 2
Qualifications
QCF
Curriculum
Functional Skills
Subject / Vocational
PSD 17

18. The Qualifications and Credit Framework (QCF)
Interactive presentation from the
Qualifications and Curriculum Development Agency (QDCA)
Video is five mins – There is extra if you click for more details – People can research further if they wish

19. Challenge / difficulty level
The Qualifications and Credit Framework (QCF)
Entry 1-3 1 2 3 4 5 6 7 8
Challenge / difficulty level
Two components to remember – SIZE MATTERS! And LEVEL!!
Rules of Combination within the QCF – See QCDA website – Which units can be combined to make up a full qualification i.e. mandatory units and optional units
NDAQ – National Database of Accredited Qualifications – Shows min no. of credits at (or above) the level of the qual that must be achieved
Some quals include units at a higher level e.g. a Level 1 qual may contain Level 2 units – To support progression
Certificate
Diploma
Award
1 – 12 credits
13 – 36 credits
37 plus credits
Size

20. Key points about the QCF
An understanding of the QCF is necessary in order to be able to understand how Foundation Learning qualifications work in terms of units, credits and qualifications of different levels and sizes
The QCF is bigger than just Foundation Learning; it goes up to Level 8 (PhD level)
Foundation Learning (FL) is at Level 1 and below within the QCF, as ringed by the blue dotted line in the previous diagram
All vocational qualifications are moving over from the existing National Qualifications Framework (NQF) to the new, Qualifications and Credit Framework (QCF)
The QCF is expected to be fully populated by the end of 2010; providers are expected to start using the qualifications on the QCF as soon as they become available wherever possible

21. Notional hours of learning time vis-à-vis guided learning hours (glh)
Within the QCF, one credit is worth ten hours of notional learning time e.g. a qualification with 3 credits is worth a notional 30 hours of learning time
Hours of ‘learning time’ is different to guided learning hours (glh)
Glh is where a member of staff is directly ‘guiding’ the work of the learners i.e. a member of staff in front of a group
The difference with hours of learning time within the QCF is that they can be spent in or outside the classroom
‘Notional hours’ means the number of hours that it is expected an average young person will take to complete that unit or qualification; some young people may complete it slightly quicker and some may take slightly longer
If a young person is completing a unit or qualification far more quickly or slowly than the credits / notional hours of learning time suggest, then it may be that they are undertaking the wrong qualification and a different one of a more appropriate size and difficulty level should be selected

22. The Foundation Learning Qualification Catalogue
The Catalogue contains information around:
Qualification Title and Size
Level
Sector
Awarding Body
Age range approved for use
Achievement and Attainment Table points
Colour coded for the three elements:
Personal and Social Development (PSD)
Vocational/subject specific
Functional Skills
Plus Combined PSD/Voc
Plus separate category of Language
Step 8: Curriculum development & planning 22

23. Key points about the Foundation Learning (FL) qualifications catalogue
The catalogue is on an Excel spreadsheet; it may take a few minutes to download, depending on your computer – Be patient!
Development of the QCF and therefore the FL catalogue has been put on hold until the outcome of the Education White Paper and the Wolf Review of Vocational Education due early 2011.
However, always go back to the web link and download the catalogue each time you want to use it to make sure that you have the latest version; do not download it once and think that’s it
One of the tabs at the bottom shows which are the latest qualifications that have been added to the catalogue that month plus they are highlighted in blue on the main pages so they are easy to spot

24. Key points about the Foundation Learning (FL) qualifications catalogue
There is a tab at the bottom for each level i.e. for each of the levels Entry 1, Entry 2, Entry 3 & Level 1
Each page 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.

25. Key points about the Foundation Learning (FL) qualifications catalogue
The FL qualification catalogue gives some basic information. There is a link from each qualification to the Register of Regulated Qualifications (formerly the National Database of Accredited Qualifications: NDAQ)
This is where further details of the qualification can be found, such as:
Detailed content of units
Mandatory and optional units
‘Shelf life’ of the qualification – start and end dates

26. Key points about the Foundation Learning (FL) qualifications catalogue
There is a link to the FL qualification catalogue and a guide to using the catalogue in the Education Leeds FL toolkit

27. Point scores in Foundation Learning
Within the Foundation Learning qualification catalogue, there is a column showing the point scores for each qualification. However, it is taking up to three months from a qualification being approved to go onto the FL qualifications catalogue to the point scores being added
If the point scores box is blank for a particular qualification, it does not mean that it doesn’t attract any point scores; it simply means that they haven’t been added yet.
Keep checking the FL qualifications catalogue for when the points are added

28. Point scores in Foundation Learning
A quick guide to School and College Achievement and Attainment Table points in FLT [Progression Pathways]
Published by LSIS, March 2009
Note
Some of the document is out of date
Foundation Learning Tier (FLT) is now known as ‘Foundation Learning (FL)’ only
Separate ‘Progression Pathways’ no longer exist; Foundation Learning is now one, flexible, open progression pathway
The following slides show two pages that have been extracted and that are still relevant

31. AAT points for Functional Skills
Level 2 = 23 points
Level 1 = 12.5 points
Entry 3 = 7 points
Entry 2 = 6 points
Entry 1 = 5 points
AAT points awarded for Functional Skills attainment are in addition to those awarded for GCSE, Key Skills and Skills for Life (adult literacy and numeracy) qualifications
(Last modified: 11 Oct 2010, QCDA website)

32. Point scores in Foundation Learning
See presentation from the Qualifications and Curriculum Development Agency (QCDA)
Step 8: Curriculum development and planning

33. Foundation Learning model programmes
Functional Skills
English
Maths
ICT
Vocational/
Subject
Construction
Hair and Beauty
Engineering
Performing Arts
ICT
PSD
Personal wellbeing
Economic wellbeing
Citizenship
Employability skills (‘combined’ voc/PSD qualifications) 33

34. Models in a bit more detail
Functional Skills (English, Maths & ICT)
Entry 1
Entry 2
Entry 3
Level 1
(Level 2 – This is what we are aiming for wherever possible)
NOTE: Each FS is worth 5 credits, irrespective of size or difficulty level;
All 3 FS are therefore worth total of 15 credits
Vocational/
Subject
CSkills Certificate in building crafts (Construction) (14 credits)
Edexcel Award in an introduction to the Hair and Beauty sector (9 credits)
ABC Award in motor vehicle (4 credits)
Edexcel Diploma in Performing Arts (37 credits)
ITQ Award in IT user skills
(9 credits)
PSD
Edexcel Certificate in skills for independent living (13 credits)
City & Guilds Certificate in Employability and Personal Development (15 credits)
ASDAN Certificate in community volunteering (13 credits)
NCFE Certificate in exploring employability skills (13 credits)
The average FL programme size is 45 credits 34

35. 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 credits
Functional skills in mathematics Level credits
Functional skills in English Entry credits
Certificate in employability and personal development Entry credits
BTEC Award for IT users Level credits
Award in Business Administration Entry credits
Full programme credits 35

36. 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 credits
Functional skills in ICT Entry credits
Functional skills in English Entry credits
Certificate in personal and social development credits
Entry level certificate in skills for working life – land based Entry 3, 22 credits
Full programme credits 36

37. 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 credits
Certificate  in  Vehicle  Maintenance, Level credits
Functional skills in English Level credits
Functional skills in ICT Level credits
Full programme credits 37

38. FL in the wider school curriculum
Functional Skills
Vocational / Subject
PSD
Pathway
Science
English
Maths
ICT
Science
14-19
Diplomas
PSHE
Citizen -ship RE PE
Pathway
English
Maths
ICT
Science
Options
PSHE
Citizen -ship RE PE
Pathway 38

39. Functional Skills (FS) and Foundation Learning
NB Some AOs will not be accredited to deliver FS for Sep e.g. ASDAN
Key Skills and Basic Skills qualifications remain at least until the Functional Skills qualifications are fully available in 2012 but you are advised to use Functional Skills now
Specifications available April 2010 (Poss. mid March) plus details of AOs
National implementation from September 2010
Learners need a Unique Learner Number (ULN) to be entered for Functional Skills (and ultimately for all Foundation Learning and QCF qualifications)
All learners over the age of 14 in the maintained sector are automatically allocated a ULN. However, for younger and older learners and all learners in the independent sector, the ULN will need to be requested and drawn down from MIAP before the candidate can be entered for functional skills assessment.
Further details on how to access ULNs for functional skills learners can be found at
A ULN cannot be generated for learners under 12 years old.

40. Unique Learner Number (ULN) and The Learning Records Service (LRS)

41. Unique Learner Number (ULN)
Each learner gets a ULN
10 digit number
Aged 14 and above for life
The ULN is different to the Unique Pupil Number (UPN) that currently exists in schools
ULN already in use for Diplomas, Functional Skills and YPLA (post-16 funded) qualifications

42. Learning Records Service (LRS)
Enables Credit Accumulation and Transfer (CAT)
Secure data transfer between education providers, employers, parents and the learner
Only formal school and FE learning and achievement records are stored e.g. GCSEs, A/S levels, NVQs, Apprenticeships & new QCF qualifications incl. Foundation Learning quals
HE information e.g. degrees will not be available
Stores full qualifications; not individual units
Learner owns the data 42

43. ULN & LRS Actions to take now – For all schools and providers:
Alert the data managers, examination officers and other relevant members of staff 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
See ‘Unique Learner Number and LRS’ Step 7 on FL toolkit

44. Quick Quiz FL
NLH
RPA
NQF
QCF
RRQ
LRS
ULN
CAT

45. Facts and figures in Leeds
Nationally, expected FL cohort is 25%
Leeds: 2009/10 Year 11 cohort: Predicted achievement of threshold of GCSE 5 A*-C (not incl. English and Maths) is 61.5% therefore the potential FL cohort is the other 38.5% who are not predicted to achieve the threshold (Based on Fischer Family Trust data)
Predicted achievement of GCSE 5 A*-C threshold, INCLUDING English and Maths, is approx. 48%
which means that the predicted FL cohort could be even higher i.e. approx. 52% of the total Year 11 cohort.

46. Facts and figures in Leeds
Including predicted achievement including Maths and English, 48% of the cohort are expected to achieve the threshold
Which means that the other 52% are potentially Foundation Learners
Therefore the potential FL cohort within Leeds is between 38.5 and 52% of the cohort
Predicted achievement of GCSE 5 A*-C threshold, INCLUDING English and Maths, is approx. 48%
which means that the predicted FL cohort could be even higher i.e. approx. 52% of the total Year 11 cohort. 46

47. Facts and figures in Leeds
NEET – Headline figures for January 2010:
Adjusted NEET:  8.2 % (1849 young people)
Not Known: 8.2 % ( 1915 young people) 
Estimated that 50% of these NEET and Not Known young people require FL
LLDD – approx 400 learners aged in the SILCs; many will require FL provision up to age 25

48. Further support & information
Foundation Learning TOOLKIT

49. Launched Mon 22 Feb 2010

50. Thank you for listening!
Any questions ?????

51. FL NLH RPA NQF QCF RRQ LRS ULN CAT
Quiz answers FL
Foundation Learning
NLH
Notional Learning Hours
RPA
Raising of the Participation Age
NQF
National Qualifications Framework
QCF
Qualifications and Credit Framework
RRQ
Register of Regulated Qualifications
(formerly NDAQ)
LRS
Learning Records Service (formerly MIAP)
ULN
Unique Learner Number
CAT
Credit Accumulation and Transfer

53. www.foundationlearningtoolkit.org.uk Catherine Liddle, 14-19 Team
Tel:
V2.6 Date: 11/10/2010 53