1. E-Inclusion Experience and Evolution in Leeds Ian Thompson Former E-Inclusion Programme Manager for Education Leeds

2. A Brief History Leeds wedge-based approach Five wedges: each typically 8 high schools, 50 primaries and various SILCs/PRUs Each wedge managed through an Area Board With ~20% of schools, but >50% of exclusions in 2005, South Leeds AMB placed Inclusion as a priority E-Inclusion was developed as a result

3. Aims of E-Inclusion Originally: to bring to CLCs those students judged by schools in South Leeds to be at risk of exclusion Extended: some students in centres, some in schools School staff training Some resources not available away from CLCs Shift to FOSS rather than proprietary software Evolution: adopted by Education Leeds for CfP Became a large, distributed student group Raised issues of accreditation and management

4. What is ‘Computers for Pupils’? CfP is a scheme to help students use ICT at home Initially approx 2500 laptops across Leeds with 3G internet subscription pre-paid for 2 years Focus on LAC, Children’s Homes, then NEET and SOA/FSM – bridge the digital divide All internet access safe and secure as though browsing within a Leeds school A range of educational software provided Parental access enabled

5. What does CfP aim to do? Research shows that pupils’ use of ICT: raises standards supports personalisation improves their ICT skills provides more options for what they learn and how they learn it supports homework and revision increases motivation

6. Quick break! What is most important? –Engagement, reducing disaffection –GCSE points equivalency –Flexibility, to suit the student’s ability and interests –Availability –Cost

7. Benefits of E-Inclusion Flexible pathway for students who might not like regular school methods or situations Varied project modules keep students engaged Uses ASDAN CoPE & KS – equivalent to GCSEs Course ‘Learning Platform’ available to all via a website on the Internet –Aim to use free software wherever possible = zero cost –Maintain staff-pupil link, even based-off-site = help! –Allow group work for all students = not isolated

8. Thematic learning Builds coursework Checks off credit points from many different modules rather than in a linear way More work for course staff cross-mapping work to credit points, but easier for students Easily linked to all six Key Skills CoPE rewards ‘attempt’ as well as ‘fully finish’ Allows students to follow topics of interest

9. Module content

10. Why ASDAN CoPE? Achievement by doing = quick outcomes Three Wider Key Skills and three Core Key Skills = ready for work It’s possible to gain qualifications that are equivalent to three C-grade GCSE’s = valuable Other work can be included in the course evidence, from school subjects, work experience and students’ hobbies or activities = interesting If something doesn’t suit, change it so it does!

11. CoPE Structure 12 modules, each in three sections (A, B & C) 120 hours total, using 60 Section A, 24 Section B or 12 Section C tasks, or a combination of all Level 2 – must do min 6 tasks from Section C Level 1 – most likely to do Section A or B So long as separate work is done, it’s possible to earn credits in all sections of each module Up to 6 credits at L1 from work experience

12. Where are the points? ASDAN CoPE = 25pts at L1, 46pts at L2 CoPE requires three Wider KS be done, each with one piece of supporting coursework Full KS course is 18.8pts at L1, 34.5pts at L2 and requires two pieces of supporting coursework E-Inclusion includes tasks that gain all six KS's. Clever method – do all the KS's first, then apply the work back into CoPE.

13. Other qualifications ASDAN CoPE: nominally the course that is followed, but is actually one of the least valuable parts! Edexcel ALAN – E3, L1, L2 BTEC Interactive Use of Media (Award, Certificate or Diploma) NCFE Certificate in Interactive Media Edexcel Adult ICT – E1-3 Edexcel AiDA (in place of L1 or L2 ICT) GNVQ Sports Studies

14. Quick break! How’s your maths?: Look back through the presentation; how many points will a student get if they complete a ‘clever’ CoPE, then pass the 2-part Edexcel ALAN? Entry 3Level 1Level 2 CoPE-2546 Key Skill-18.834.5 Basic Skill3.512.523

15. Things to note… CLCs or students’ own schools provide ASDAN registration for students CLC/schools’ ASDAN verifiers sign off evidence from time to time Students must remain linked to school or CLC, otherwise the qualifications cannot be arranged Parents/carers need to be involved, either by direct help or supporting students’ efforts as they work on practical tasks

16. Things to note… Course is web-based, so basic reading and writing skills are needed to access the work Some things on the course are designed with groups in mind Some things involve costs and organisation, so need sorting by schools or CLCs Most things are easily able to do at home

17. Where E-Inclusion works well: CoPE is not seen as a 'dumb' option Students 'own’ their participation Course material used flexibly, students can switch to maintain their level of interest Don’t just start at page 1 in the CoPE workbook Small groups, up to 6 seems right to begin with, with a member of staff supervising Good group dynamics – including staff!

18. Successes in Leeds NCBA Complete Crew Course, May 2006 – students gained an OCN with three Level 2 credits in one weekend, equivalent to ¼ GCSE The Frag – students gained two Wider Key Skills over ten-week modules, using computer gaming Schools running E-Inclusion across Leeds Students accessing the system from home Students successfully rejoining education

19. Successes elsewhere Used as basis for Wider Key Skills course Literacy/Numeracy section used as a revision course for ALAN Moodle continues to ‘win’ in student voice over other platforms Disengaged students readily using online resources, often without prompting

20. Web links These web links may prove useful! These offer a good of resources to get you started… www.asdan.co.ukwww.keyskills4u.com www.qca.org.uk/14-19www.move-on.org.uk www.accreditedqualifications.org.uk www.thindownload.comwww.openoffice.org http://moodle.org/www.birchfield.co.uk

21. Contact details Ian Thompson Assistant Head Teacher, ICT & ICTAC Tanfield School Specialist College of Science and Engineering Stanley, County Durham I.Thompson101 at durhamlearning.net www.leedsschools.org/south/ks4 Choose the ‘E-Inclusion Information’ section Click on the ‘Login as a guest’ button if asked