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HYPHOP – Final Day  Aims of the day: 12.30 Lunch 1.00 Assignments – last orders 1.15 Review of FL 2.00 CAF – overview 3.45 Reflective Evaluation & CPD.

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Presentation on theme: "HYPHOP – Final Day  Aims of the day: 12.30 Lunch 1.00 Assignments – last orders 1.15 Review of FL 2.00 CAF – overview 3.45 Reflective Evaluation & CPD."— Presentation transcript:

1 HYPHOP – Final Day  Aims of the day: Lunch 1.00 Assignments – last orders 1.15 Review of FL 2.00 CAF – overview 3.45 Reflective Evaluation & CPD Keeping in touch Goodbyes

2 14-19 Workforce Support is delivered on behalf of LSIS by the Specialist Schools and Academies Trust, LSN, The Workshop and Pearson Education. Foundation Learning Suffolk

3 Vocational skills Personal & social development Functional Skills Information Advice and Guidance Personalised Learning Programme destinations national suites GCSEs / A levels Diplomas Apprenticeships Supported employment Independent living Initial engagement Selection and induction of appropriate learners

4 Foundation Learning Qualifications and credit framework reform Secondary curriculum A level GCSE A level GCSE Diploma Apprenticeship Foundation Learning Vocational qualifications reform Functional Skills Foundation Learning is one of the four national suites

5 Learners working predominantly at entry level or level 1 This could include learners: within school who will not achieve the current level 2 threshold at Key Stage 4 who are unsuited to GCSEs on Key Stage 4 Engagement Programmes who are at risk of disengagement engaged in alternative provision E2E learners on entry level and level 1 programmes at FE with learning difficulties and or disabilities Which learners benefit from Foundation Learning?

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

7 Support personalised learning Improve progression Facilitate flexible accreditation and delivery Facilitate flexible accreditation and delivery Enhance engagement, participation and achievement Foundation Learning Support coherent programmes Support coherent programmes What does Foundation Learning aim to do?

8 What is happening in Suffolk? Extended Pilot delivery, evaluation and readiness timeline Delivery in all areas, all LAs with Partnerships expected Bring in majority of schools, colleges and other providers Diploma/ Apprenticeship entitlement, RPA starts for 17 year olds County FL lead appointed Area FL leads seconded FL Project Broad Established FL Gateway for SEP and E2E for September 2010 delivery FL Pilots applications for Sept 2011 delivery in each area All Alternative Provision under Suffolk FL framework All provision commissioned must be on QCF All Provision commissioned will be reviewed under QA protocols Focus on remaining schools and other providers not yet delivering All LAs will deliver some FLT on a 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

9 Building a personalised learning programme

10 Vocational skills (8-40 credits) Personal & social development (3-21 credits) Functional Skills (15 credits) Information Advice and Guidance Personalised Learning Programme destinations national suites GCSEs / A levels Diplomas Apprenticeships Supported employment Independent living Initial engagement Selection and induction of appropriate learners credits in total

11 The Architecture of the Qualifications and Credit Framework Size 1 – 12 credits 13 – 36 credits37 plus credits

12 The Foundation Learning 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: Find out more about Foundation Learning on the QCDA Website:

13 Funding Funding for a Funding for From 2010/11, funding is mainstreamed into the Dedicated Schools Grant (DSG) –The DSG includes an element earmarked for practical and applied learning at Key Stage 4 Where appropriate, there are also specific grants such as the Specialist Schools Grant, School Standards Grant and School Development Grant From 2010/11, funding is mainstreamed into the Dedicated Schools Grant (DSG) –The DSG includes an element earmarked for practical and applied learning at Key Stage 4 Where appropriate, there are also specific grants such as the Specialist Schools Grant, School Standards Grant and School Development Grant In school sixth forms, colleges and other providers, funding comes through the LSC Learner Responsive funding stream –Funding is essentially based on GLH –The funding stream also includes Entitlement Curriculum funding and Additional Learning Support where appropriate In school sixth forms, colleges and other providers, funding comes through the LSC Learner Responsive funding stream –Funding is essentially based on GLH –The funding stream also includes Entitlement Curriculum funding and Additional Learning Support where appropriate Overall The mainstreaming of FL funding reflects the FL position as an integral part of mainstream delivery rather than something separate or different –Eg. in schools, FL should be delivered as a integral part of a school’s overall curriculum and provision partnerships are encouraged to align their planning and commissioning for FL with Diploma and other elements of delivery –This will help to realise efficiencies and economies of scale The mainstreaming of FL funding reflects the FL position as an integral part of mainstream delivery rather than something separate or different –Eg. in schools, FL should be delivered as a integral part of a school’s overall curriculum and provision partnerships are encouraged to align their planning and commissioning for FL with Diploma and other elements of delivery –This will help to realise efficiencies and economies of scale Notes: (a) For further detailed information, see

14 Developing current provision

15 What are the specific needs of the target audience? How will you make this an engaging experience? What support will be required? Opportunities for collaboration / partnerships? What are the progress destinations? What requirement for staff development / CPD? What’s your business/curriculum planning cycle? ……… Some key questions

16 Support

17 Foundation Learning Support Website and resources Guidance publications including: ‘Getting started with Foundation Learning’; A Guide to Foundation Learning for managers and teams in Local Authorities’ which includes a Foundation Learning action planner for managers Case studies (website and CD-rom); video segments and supporting materials On-line CPD training activities (‘My Development ‘) from early November Foundation Learning in Action newsletter (November and March) Online forums to facilitate the sharing of practice learning

18 Excellence Gateway LSIS:

19 Action planning

20 engage with this agenda and the Suffolk plan explore the links between foundation learning and other provision e.g. functional skills, Key Stage 4 Engagement programmes, level 2 progression opportunities review current entry and level 1 provision – what is appropriate and meets foundation learning requirements and what needs amending? grow the Foundation Learning offer through partnership working focus on destination led planning; look holistically at where learners will progress to and the skills and knowledge they will need to achieve their end goal


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