1. FOUNDATION LEARNING: What is it and how does it benefit our learners? Sue Owen-Evans

2. Session overview FL fundamenta ls FL and the Key Stage 4 Curriculum Implications and next steps

3. Foundation Learning: the fundamentals

4. Who is Foundation Learning for ? Learners working predominantly at entry level or level 1 This could include those; not yet ready to achieve the Level 2 threshold with ‘spiky profiles’ at risk of disengagement who would previously have been on Key Stage 4 Engagement or E2E (Entry to Employment) programmes with learning difficulties and/or disabilities who are returning to learn.

5. How is a Foundation Learning programme structured? Vocational/ subject based learning Functional skills Personal and social development learning Initial engagement Information, advice and guidance Adapted from QDCA Provider Delivery Guidance August 2009 Level 2 learning Apprentice- ships Employment/ supported employment Independent living

6. What are the benefits? Foundation Learning Addressing personalised learning Supporting progression and RPA Creating greater coherence and flexibility 6 Increasing engagement, participation and achievement Improving recruitment on to Level 2 programmes

7. What qualifications can be used? 7 Schools Qualifications included in 2014 Key Stage 4 performance tables. Register of Regulated Qualifications: http://register.ofqual.gov.uk/ Colleges For FL learners working at Level 1 and below providers design programmes using qualifications that are on the Qualifications and Credit Framework (QCF). ‘Schools may offer qualifications that are approved for teaching pre-16 but are not included in the performance tables, and are encouraged to do so where they judge this to be in the best interests of a particular pupil.’

8. How does the Qualifications and Credit Framework (QCF) support delivery? Size 1 – 12 credits 13 – 36 credits37 plus credits Entry,1,2,3 Level 1 Entry1,2,3 Level 1 Entry 1,2,3 Level 1 Challenge

9. Nesting of units within qualifications Award e.g. Level 1 BTEC Award in WorkSkills 3 credits Diploma e.g. Level 1 BTEC Diploma in WorkSkills 37 credits Certificate e.g. Level 1 BTEC Certificate in WorkSkills 13 credits

10. Meeting the needs of learners with spiky profiles LevelUnit Total Credits Level 2 Preparing for work placement 1 credit Learning from work placement 2 credits 3 Level 1 Working in a team 3 credits Career progression 3 credits Searching for a job 1 credit Managing your health at work 1 credit 8* Entry Level 3 Interview skills 1 credit Self assessment 1 credit 2 Total13** Example: Edexcel Level 1 BTEC Certificate in Workskills * A minimum of 8 credits are required at level 1 or above. ** 13 credits are required in total to achieve the BTEC certificate 10

11. Level 1: Preparing for an interview Learning outcomes The learner will Assessment criteria The learner can: 1. Know how to respond to questions they might be asked at the interview 1.1 Prepare answers to questions they might be asked at the interview 2. Be able to prepare appropriate questions to ask the interviewer 2.1 Identify questions to ask which show their interest in the job, placement or course 3. Plan to arrive at the interview on time 3.1 Confirm the time and place where the interview will be held 3.2 Plan a route and means of transport which will allow them to arrive on time

12. FL and the Key Stage 4 Curriculum

13. Approaches to delivery Individual Provider Holistic in-house delivery Lead Provider Some or all aspects sub-contracted Partnership Delivery Complementary approaches and programmes; shared offer

14. Implementing FL within the mainstream curriculum Personal and social development 3 x Functional Skills Vocational/ subject learning PSHE PLTS Citizenship PE RE E3 and L1 part of option system All learners, cross curricular One approach adopted by a group of Manchester schools

15. Implementing FL within an extended Key Stage 4 Year 9Year 10Year 11  Underpinning Functional Skills  Vocational /Subject ‘Tasters’ with evidence of achievement  PSD Units  Functional Skills(at appropriate levels)  Vocational/ Subject qualification (award(s)/ certificate size)  PSD qualification  Functional Skills mop –up  Vocational /Subject qualification continued (diploma size/or new qualification)  Employability qual (supported by work experience/ placement) Aspects delivered as part of the KS4 Curriculum supported by some discrete delivery via option system

16. Meeting the needs of different groups of learners Personal and social development 3 x Functional Skills Vocational/ subject learning Motivating disengaged learners

17. Meeting the needs of different groups of learners Personal and social development 3 x Functional Skills Vocational/ subject learning Overcoming barriers to learning

18. Implications and next steps

19. Some implications to consider Review your current Entry and Level 1 provision, what is appropriate and what needs amending? Consider where the design of personalised programmes at Level 1 and below interface with other provision e.g. delivery of functional skills within English, mathematics and ICT lessons and the PSHE curriculum The need to focus on destination led planning – ‘work backwards’!