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Foundation Learning Not Protected INSERT DATE INSERT NAME OF PRESENTER Qualifications and Curriculum Development Agency is the non-regulatory part of the.

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Presentation on theme: "Foundation Learning Not Protected INSERT DATE INSERT NAME OF PRESENTER Qualifications and Curriculum Development Agency is the non-regulatory part of the."— Presentation transcript:

1 Foundation Learning Not Protected INSERT DATE INSERT NAME OF PRESENTER Qualifications and Curriculum Development Agency is the non-regulatory part of the Qualifications and Curriculum Authority. © QCA 2009

2 Reform priorities… … a greater focus on the basics – locking into all qualification routes the functional skills needed for everyday life, demonstrated through real application … better curriculum choice, with young people able to achieve valued qualifications through following routes which combine general education with practical experience to give them a broad education for further progression in learning as well as into employment … more stretching options and activities which extend young people, backed by greater flexibility for young people to accelerate through the system, or to take longer to achieve higher standards … new ways to tackle disengagement and to ensure that those in danger of dropping out can be motivated to stay in learning

3 What is Foundation learning? One of the four national suites of learning Offers personalised programmes that engage and motivate learners accessing Entry and Level 1 Composed of three integrated curriculum components Vocational or subject learning Personal and Social Development Functional Skills Supported by credit based qualifications in the new Qualification and Credit Framework Offers a flexible structure that enables learners to top up their programmes Includes learners on Key Stage 4 Engagement programme and E2E

4 Curriculum QCF Qualifications Progression Diploma Level 2 Independent living Supported Employment Functional SkillsSubject / VocationalPSD Apprenticeships

5 Who is FL for? Students in mainstream school, colleges and WBL Students with SEN Students in Pupil Referral Units Students with LLDD Young offenders …learners at entry level or level 1

6 Overall size of the FL cohort Total FL cohort: 480-800,000 Out of a total of nearly three million 14-19 learners, around 500,000 – 800,000 (roughly 25%) are expected to be suitable for FL Source: DCSF analysis, June 2009, based on admin data for each age-group in 2007/8

7 FL is one of the four national suites Foundation Learning Qualifications and credit framework 14-19 reform Secondary curriculum A level GCSE DiplomaApprentice ship Foundation Learning Vocational qualifications reform Functional Skills

8 Learning Programme Employability skills Functional Skills English Maths ICT Vocational/ Subject Construction Hair and Beauty Engineering Performing Arts ICT PSD Personal wellbeing Economic wellbeing Citizenship

9 Qualifications Functional Skills (English, Maths & ICT) Entry 1 Entry 2 Entry 3 Level 1 (Level 2) 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 (24 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 or 450 glh

10 FL Qualifications are in the QCF Challenge Size 1 – 12 credits 13 – 36 credits37 plus credits

11 Functional skills in English/ Maths/ ICT pilot began in September 2007 11 awarding bodies engaged in piloting activity across all types of centres Over 4000 centres currently involved in pilot including Diploma Gateway Consortia and Foundation Learning pilots Key skills and basic skills qualifications remain at least until the functional skills qualifications are fully available Consultation on the draft qualification and skills criteria for the new functional skills qualifications ended August 2009 Criteria will be finalised November 2009 Specifications will be available April 2010 National implementation in September 2010 Functional Skills and FL

12 Wrap around and support Characteristics of effective delivery Information, Advice and Guidance Diagnostic and Summative Initial Assessment supported by continual ongoing reviews Mentoring Subject / Vocational Functional Skills PSD

13 FL in the wider school curriculum EnglishMathsICTScienceOptionsPSHE Citizen -ship REPE Pathway EnglishMathsICTScienceDiplomasPSHE Citizen -ship REPE Pathway Functional SkillsVocational / SubjectPSD Pathway Science

14 FL and Foundation Diploma Foundation Diploma Foundation Learning Level 1 Holistic programme Individual recipe Entry Level Level 1

15 KS4E and Foundation Learning Essential English, Maths and ICT 2 Days work focused learning Personal Development KS4E Functional Skills Vocational / Subject Learning Personal and Social Development Foundation Learning

16 FL is part of Diploma Gateway 4 process FL section in the documentation Readiness rating used to identify support and monitoring Information required on organisational and structural infrastructure Should show an integrated approach to FL – SEN, LLDD, PRU, Special schools, NEET, E2E, KS4E, Inclusion in the progress checks and tool kit

17 The Foundation Learning Qualification Catalogue The Catalogue contains information around: Qualification Title and Size Level Sector Awarding Organisation Age range approved for use Achievement and Attainment Table points Each of the three components of the FL offer Functional Skills, Subject and Vocational learning and personal/social development are colour coded to allow you to identify which qualifications will allow learners to meet the minimum credit requirements for each of the components You can find out more information relating to Foundation Learning qualifications on NDAQ: You can access the qualification catalogues on the QCDA Website:

18 If a qualification satisfies these criteria it will receive FL Support in Principle Qualifications for Foundation Learning are reviewed against the following criteria: Is the qualification part of suite of qualifications at different levels? Have progression route/destinations been identified? Does the qualification use units that are already in the databank and are already being used within other qualifications? Does the qualification including units at different levels? Is it proposed for ASL of Diploma? Does it have support from the relevant SSC or other appropriate organisations? Is the level correct based on a sample of units? Has the unit been written in accordance with the guidance on writing units for the QCF? Do the assessment criteria align with the learning outcomes? Is a proposed age range included?

19 How to manage achievement Unique Learner Number (ULN) and Managing Information Across Partners (MIAP) 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 accumulation and/or transfer of credits of achievement 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

20 Implementation timeline Not Protected - Restricted - Confidential (Delete as Applicable)Qualifications and Curriculum Development Agency is the non-regulatory part of the Qualifications and Curriculum Authority. © QCA 2009 YearTimeline 2009 – 2010Extended pilot delivery, evaluation and readiness 2010 – 2011Delivery in all LAs with 14-19 partnerships 2011 – 2012Majority of schools, colleges and other relevant providers delivering FL 2012 – 2013Focus on remaining schools, colleges and other relevant providers not yet delivering FL 2013 – 2014Reaching entitlement

21 What is national-roll out? 2009 -10 Extended Pilot delivery, evaluation and readiness timeline 2010-11 Delivery in all areas, all LAs with 14- 19 Partnerships expected 2011-12 Bring in majority of schools, colleges and other providers 2013-14 Reaching entitlement Diploma/ Apprenticeship entitlement; learners required to participate to 17 as RPA starts Extended pilot on 14-19 basis in 22 LAs with some developmental delivery by 16+ providers in most areas LSIS workforce support, a draw down programme to work intensively with pilot areas (including 16+ providers); and supporting other LAs to facilitate delivery by 2010 including by engaging and training schools and other providers FLT integrated into Gateway Guidance to LAs on strategic planning for Diplomas and FLT Evaluation to draw out evidence from pilots and through the establishment of a wider provider FLT network (for non-pilot providers) Ensure some delivery of FLT on a 14-19 basis Have a plan/ schedule for when other schools and providers will start to deliver Use available levers and drivers to implement this including workforce support and training on a cascade model Timescale for Foundation Learning Implementation: All LAs will deliver some FLT on a 14-19 basis in 2010 and will focus on increasing capacity, quality and access by bringing in all schools and other providers, to align with Diploma/ Apprenticeship entitlement and the Raising of Participation Age (RPA) milestones 2013 2012-13 Focus on remaining schools and other providers not yet delivering

22 FL Pilots The FL pilot commenced in September 2008 with 16 Local Authorities coordinating the delivery of FL to around 600 14-16 learners The second year of the pilot sees an increase in the size of the pilot The pilot includes an additional 6 Local Authorities (a total of 22 LAs) Pilot LAs will be delivering across the 14-19 spectrum Overall we expect there to be around 6000 learners on the FL pilot The pilot Local Authorities are involved in: Termly pilot events Consultative support via the LSIS workforce support programme Regular evaluation activities including LSIS healthchecks, termly interim reports, and overall evaluation of the FL programme (conducted by EKOSGEN) In addition, all providers on the FL pilot should be involved in the Functional Skills pilot

23 The FL extended network The extended network includes 33 Local Authorities The purpose of the network is to support preparation for the national roll out of FL from September 2010 The Local Authorities will be involved in The Local Authorities will also have access to the FL LSIS support programme Extended network events (termly) provide an opportunity for LAs to network with one another, and share their knowledge and experience Learning visits will allow LAs in the extended network to visit (and buddy with) an LA on the 14-19 FL pilot*. Through this relationship LAs will gain an insight into FL provision, and be able to learn from other LAs experience and knowledge in delivering FL The extended network will be measured, monitored and evaluated on a termly basis as part of the learner tracking process Extended Network Events Learning Visits Monitor, Measure & Evaluate

24 Lessons learnt…. FL is not just for special schools You can deliver FL more effectively if you work collaboratively Small units of achievement are an effective motivator Many young people in special educational settings have been able to access qualifications for the first time Many students achievements exceeded expectations at the start of the course Parents and employers need quality information about FL

25 What are the benefits of FL Motivates and engages learners Rewards programmes focused on progression Accredits achievement through credit based qualifications Maintains and builds on good practice of KS4E Keeps more people engaged with education Will support raising the participation age Learners and practitioners jointly agree destination and personalised learning programme Qualifications attract Achievement and Attainment Tables points

26 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 English Entry 2, 5 credits Certificate in employability and personal development Entry 3, 15 credits BTEC Award for IT users Level 1, 9 credits Functional skills in mathematics Level 1, 5 credits Functional skills in ICT Level 1, 5 credits Award in Business Administration Entry 3 6 credits Full programme 45 credits

27 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 English Entry 3, 5 credits Certificate in personal and social development 13 credits Entry level certificate in skills for working life – land based Entry 3, 22 credits Functional skills in Maths Entry 1 5 credits Functional skills in ICT Entry 2 5 credits Full programme 50 credits Example Foundation Learning Programme

28 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, 13 credits Certificate in Vehicle Maintenance, Level 1,26 credits Functional skills in English Level 1,5 credits Functional skills in ICT Level 2,5 credits Full programme49 credits

29 Subject Qualifications Discussions are ongoing with awarding organisations aimed at: Working collaboratively to develop units for entry onto the QCF Agreeing common learning outcomes Entry level subject qualifications will be redeveloped in the core subjects including: Mathematics Science and technology Creative English and humanities

30 Support for FL A variety of materials and workforce support are available at DCSF 19/index.cfm?go=site.home&sid=3&pid=227&ctype=TEXT&ptype=Single 19/index.cfm?go=site.home&sid=3&pid=227&ctype=TEXT&ptype=Single QCDA LSC QCDA and LSC recently published guidance for providers (available at LSIS workforce support programme LSIS provide the workforce support for the FL programme See the LSIS website for further information

31 Questions?

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