1. FOUNDATION LEARNING SUPPORT Hertfordshire Local Authority Training for FL leads 9 December 2010 Sue Owen-Evans

2. 1. Foundation Learning: the fundamentals

3. 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.

4. How is a Foundation Learning programme structured? Vocational/ subject based learning 8-40 credits Functional skills 15 credits Personal and social development learning 3-21 credits Initial engagement Information, advice and guidance Adapted from QDCA Provider Delivery Guidance August 2009 Level 2 learning Apprentice- ships Employment/ supported employment Independent living

5. Four key principles of Foundation Learning Coherence Personalisation Progression Recognition of achievement

6. Personal Progress units and qualifications at Entry 1  Designed to recognise achievements at Entry 1 which includes pre-Entry or P level learning  Highly flexible, learner referenced and context free  Internally assessed and externally moderated or verified  Require a transcript written by the internal assessor (teacher/tutor) to describe actual achievement  Cover main areas of learning including communication, number, ICT, skills for independence, for use in the community and in the workplace

7. Achievement continuum within Entry 1 Encounter and early awareness Interest Supported participation Active involvement Vertical progression Development and exploration Initiation Consolidation Application Horizontal progression

8. Activity: Reviewing your current offer  What are you currently offering to learners at Level 1 and below that broadly aligns to the Foundation Learning framework?  What needs modifying?  What opportunities and challenges does this present?

9. What qualifications can be used? The Foundation Learning Qualifications Catalogue More information relating to FL qualifications is on the Register of Regulated Qualifications: http://register.ofqual.gov.uk/ 9 Lists the following information about FL qualifications: credit value performance points age of learner suitable for (Pre-16,16-18,19+) NDAQ was replaced by Register of Regulated qualifications end of October 2010

10. How does the Qualifications and Credit Framework(QCF) support Foundation Learning 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 Adapted from QCDA

11. Nesting of units within qualifications Award e.g. NOCN Level 1 Award in Skills Towards Enabling Progression (Step Up) 6 credits Diploma e.g. NOCN Level 1 Diploma in Skills Towards Enabling Progression 39 credits Certificate e.g. NOCN Level 1 Certificate in Skills Towards Enabling Progression 21 credits

12. 2. Designing learning programmes

13. Designing personalised programmes 1. Initial assessment 2. Identify skills, knowledge and understanding needed to progress to planned destination 3. Plan personalised programme 4. Select appropriate QCF approved qualifications to recognise relevant achievements LSIS FL Support Programme 2010

14. Developing Personalised programmes Personalisation Learner’s needs, interests and aspirations Individual goals and targets Individual learning plan Length and size of programme Level of QCF units and qualifications Mix and balance of three curriculum components 14

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

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

17. Activity: Learner case studies  Select one of the case studies.  Discuss the skills and knowledge that the learner will require in order to progress on to their chosen destination.  What would a Foundation Learning Programme need to offer as a result?  What implications are emerging?

18. Common PSD Unit: Level 1 Developing Self Learning outcomes The learner will Assessment criteria The learner can: 1. Take an active role on their self-development 1.1 Describe personal strengths or abilities 1.2 Select an area for self development 1.3 Explain why this area is important for their self development 2. Be able to plan for their self development 2.1 Prepare a plan for their identified area of self development 2.2 List activities, targets and timelines for their self development 2.3 Plan how to review progress towards achieving their targets 2.4 Work through the agreed plan 3. Review their self- development and plan for the future 3.1 Review their self development plan 3.2 Suggest improvements and amendments to the plan 3.3 Explain how they will continue with their self development in the future

19. 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 19 LSIS FL Support Programme 2010

20. Activity: Designing a programme  Think of a group of students that would benefit from being placed on a Foundation Learning Programme.  How would you use either the NOCN Step-Up qualification at Entry 3 or the Level 1 BTEC in WorkSkills to design an engaging and appropriate programme that would secure progression for their next steps ?  What key learning points are emerging ?

21. 3.Exploring delivery models

22. Foundation Learning at Key Stage 4 EnglishMathsHumanitySciences OptionsP PSHECitzREPE Model 1 Lang Functional SkillsVocational / SubjectPSD Model 2

23. 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

24. 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

25. 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

26. Working together in partnership Foundation Learning Partners Community and voluntary groups Schools Local authority Youth offending teams WBL Providers FE College Youth service Employers Supported employment agencies 26

27. Activity: Reflection and review  Discuss the opportunities and challenges that each of the approaches to delivery present.  What role can SAPGs play in supporting centres to deliver Foundation Learning?

28. 4. Securing progression

29. Planning for progression One or more functional skills achieved at Level 1 could contribute towards the achievement of functional skills within the Apprenticeship in Retail. Functional skills The achievement of a certificate in employability skills achieved could underpin further learning in the apprenticeship programme. Personal and social development Level 2 units achieved as part of the Level 1 Certificate in Retail Knowledge can contribute to the subsequent achievement of the Level 2 Certificate in Retail Knowledge which forms the knowledge- based (technical certificate) element of the Level 2 Apprenticeship in Retail. Vocational Apprenticeship (e.g. in Retail) Slide adapted from LSIS FL Support Programme

30. Activity: Securing 14-19 coherence On your table discuss the following:  Within your local context what are the primary destination routes for Foundation Learners Post-16 ?  For each destination route you have identified what are the entry requirements ?  What impact will these entry requirements have on the way that you construct Foundation Learning Programmes Pre-16 ?  What will you need to do to secure successful transition and progression Post-16 ? E.g. How will you avoid learners stalling or repeating learning that has already been achieved Record the outcomes of your discussions on the flipchart paper provided.

31. 5. Resources

32. Key documents and websites  LSIS: My development activities, guidance on delivery, key policy documents, information on funding, CPD resources, case studies, videos http://www.excellencegateway.org.uk/foundationlearning  Foundation Learning Qualifications Catalogue http://www.qcda.gov.uk/resources/5612.aspx  QCDA Delivering Foundation Learning: guidance and case studies http://orderline.qcda.gov.uk/gempdf/1849623937.PDF

33. 6. Implications and next steps

34. Some implications to consider  The need to engage with this agenda and to forward plan – start small, think big!  Raise awareness at senior and middle management level of Foundation Learning and where it interfaces with other provision e.g. functional skills.  Review your current Entry and Level 1 provision, what is appropriate and what needs amending ?  Consider how as an SAPG you can work collaboratively, building on existing vocational/alternative education provision to enhance the Foundation Learning offer.  The need to focus on destination led planning; look holistically at progression 14-19 and begin the dialogue early about transition for FL learners post-16.

35. Activity: A final pause for thought  What two immediate, practical steps are you going to take as a result of attending this training today ?  What further support/ information would be helpful?