1. Foundation Learning An Introduction

2. Qualifications and Credit Framework (QCF) Painting the Picture 2 14-19 Reform Programme 14-16 16-19 Secondary Curriculum GCSE A level Ext Project App’ships UK Vocational Qualification Reform Programme Foundation learning tier Functional skills in English, mathematics and ICT

3. Who is FL for? Students with SEN Students in Pupil Referral Units Students with LLDD Young offenders Students in mainstream school …all learners at entry level or level 1

4. 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

5. Overview of Foundation Learning  FL is used to describe the range of provision and learning at entry level and level 1  Specifically it refers to units and qualifications at entry and level 1 of the QCF  By 2010 it is intended that all vocational qualifications and other appropriate units will be accredited to the QCF to support the implementation of FL  ‘Pre-entry’ will become part of an inclusive entry level 1 which will have no lower limit

6. Approximately 30% of young people have not achieved a level 2 qualification by age 19 There are presently 8 million adults without a qualification at all Despite much good practice, too much provision is limited and fails to meet the needs of learners leading to any progress or progression At present:

7. Foundation Learning aims to:  Support improved engagement, participation, achievement and progression through entry level and level 1 towards level 2 or other appropriate destinations  Bring coherence to programmes of study at Entry and level 1 to support progression for young people and adults  Ensure learners gain a minimum level and range of skills providing a sound foundation for further learning and employment  Support the delivery of quality learning programmes that are personalised and appropriate to the learner’s needs

8. Overview of Foundation Learning FL learning programmes must include three distinct strands:  Subject or vocational knowledge, skills and understanding  Functional Skills in English, mathematics and ICT  Personal and social development learning Component qualifications must be aligned to the learner’s destination The learning programme is supported by a ‘wrap-around’ of support; information; advice and guidance; effective initial assessment, comprehensive ongoing review and provider collaboration The personalised learning programme is – A destination-led programme of flexible content and duration to support individual progression through the achievement of an appropriate combination of qualifications from entry level and level 1 of the QCF

9. Level 1 Entry 3 Entry 2 Entry 1 (Bottomless Approach – QCF Level Descriptors) QCF Level Descriptors Core Areas Units/and or Qualifications Personal and Social Development (PSD) Vocational Knowledge, Skills and Understanding Functional Skills (will replace Key and Basic skills from2010) Qualification design at Entry and Level 1 Incorporating PLTS-type skills All qualifications and progression pathways will contain an appropriate mix of the 3 core areas All qualifications approved for use pre -16 at Entry – Level 1 are eligible for AT Points. Measures and equivalencies and will be flagged on NDAQ after accreditation

10.  The Qualifications and Credit Framework is a framework that organises qualifications by level of difficulty and size  It indicates a level of difficulty by placing each qualification at one of 9 levels, from Entry level though to Level 8  Foundation Learning – Entry and Level 1  The size of a qualification is indicated by a credit value where 1 credit equals 10 hours of learning time.  3 sizes of qualification: Award, Certificate and Diploma  All qualifications are consistently titled to indicate size and difficulty e.g. Level 1 Certificate in Retail  Replaces the National Qualification Framework (NQF)  Learners’ achievements are recorded on their Learner Record – accessed with their ULN What is the QCF?

11. The QCF and FL Size Level 1 – 12 credits 13 – 36 creditsAbove 37 credits Foundation Learning

12. Nesting of units Award Certificate Diploma The nesting of units within qualifications allows for different sizes of programme

13. ASDAN Entry Level 2 Award in PSD ASDAN Entry Level Certificate In Employability Entry 3 ASDAN Entry Level Award Functional Mathematics Entry VTCT Entry Level Award Functional ICT Entry WJEC Entry Level Award Functional English Entry 2 and 3 A learning framework facilitating the progression potential of the learner 14 -16 Progression Pathway Using example qualifications from the FLT Qualifications Catalogue: Example: for illustrative purposes only KS4 learner at E1,E2,E3 with progression potential

14. EDI Level 1 Certificate in Healthy Living Foundation Diploma OCR Entry 2 Functional Maths KS4 learner at Entry with progression potential ready for a framework of learning offered by one of the FLT progression pathway specifications OCR Level 1 Functional ICT OCR Entry 3 Functional English GCSE and onto A Levels Other appropriate destinations? NOCN ‘Step Up’ Certificate (Entry 3) -Vocational ‘taster’ units Example: for illustrative purposes only Personalised Learning programme designed and delivered based on 10 Effective Practice Principles, Prospectus and Provider Requirements e.g.: Initial/formative assessment Target setting and ongoing review Learner support etc Apprenticeships Other work-based learning or Employment FE

15. The National Database of Accredited Qualifications (NDAQ)

16. Delivery to 14-19 learners

17. Timelines for implementation 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 – 2014Full FL entitlement

18. The way forward Start from what you currently offer Identify a pilot group of learners Get Functional Skills off the ground Choose a flexible QCF qualification

19. Useful websites LSC http://qfr.lsc.gov.uk/flt / http://qfr.lsc.gov.uk/flt / LSC Funding: http://www.lsc.gov.uk/providers/fundingpolicy/demand- led-funding/fefundingpolicydocuments0809.htm. http://www.lsc.gov.uk/providers/fundingpolicy/demand- led-funding/fefundingpolicydocuments0809.htm DCSF  Policy updates www.dcsf.gov.uk/14-19/ www.dcsf.gov.uk/14-19/ QCA  Policy updates www.qca.org.uk/qca_18128.aspx www.qca.org.uk/qca_18128.aspx  FLT qualifications catalogue http://www.qca.org.uk/qca_20536.aspx. http://www.qca.org.uk/qca_20536.aspx Foundation Learning Support Programme:  Key documents, publications, case studies www.excellencegateway.org.uk/page.aspx?o=FLT

20. Further information QIA Provider Excellence Gateway: www.excellence.qia.org.uk www.excellence.qia.org.uk Progression Pathway Prospectus: http://qfr.lsc.gov.uk/flt/support/ NDAQ http://www.accreditedqualifications.org.uk

21. A variety of materials and workforce support are available at DCSF http://www.dcsf.gov.uk/14- 19/index.cfm?go=site.home&sid=3&pid=227&ctype=TEXT&pty pe=Singlehttp://www.dcsf.gov.uk/14- 19/index.cfm?go=site.home&sid=3&pid=227&ctype=TEXT&pty pe=Single QCDA http://www.qcda.gov.uk/8153.aspxhttp://www.qcda.gov.uk/8153.aspx LSC http://qfr.lsc.gov.uk/flt/http://qfr.lsc.gov.uk/flt/ QCDA and LSC recently published guidance for providers (available at http://qfr.lsc.gov.uk/flt/support/)http://qfr.lsc.gov.uk/flt/support/ LSIS workforce support programme LSIS provide the workforce support for the FL programme See the LSIS website for further information http://www.excellencegateway.org.uk/page.aspx?o=FLT http://www.excellencegateway.org.uk/page.aspx?o=FLT There will be a range of guidance published in 2009/10, including: DCSF high level FL factsheet published in September QCDA FL factsheet and leaflet published on September 16th 2009 Curriculum Modelling guidance published in January 2010 DCSF is aiming to publish a major set of delivery guidance in January. All of the pilot work, EKOS evaluation and funding analysis from September – December will feed into this.