1. 1 Foundation Learning: Hertfordshire in Action Wednesday 28 March 2012

2. 2 Conference objectives For participants to:  find out more about Foundation Learning post Wolf  develop their knowledge and understanding of how to design and implement flexible learning programmes  explore and contribute to principles that underpin successful transition and progression  gather practical resources and ideas to take and use  build contacts by networking with colleagues from all sectors

3. 3 Where the journey began…………….

4. 4 Core principles CoherencyPersonalisation AchievementProgression

5. 5 The Foundation Learning curriculum framework 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. 6 Foundation Learning at Key Stage 4 EnglishMaths HumanitySciences Options Foundation Learning P PSHE Citz REPE Model 1 Lang Functional Skills Vocational Qualification PSD Model 3 Key Stage 4 Core Subjects Extended work placement Personal development/vocational qualification/functional skills Model 2

7. 7 Post-16 Model Functional Skills Vocational Qualifcation(s) PSD Qualification(s) Tutorial & Enrichment

8. Clear focus on progression = Progression Aspiration AwarenessAttainment ++ Self- esteem Inspiration Motivation Skills Quals Core/generic learning Learning to learn Information Opportunities Financial management Support Garton, Burch and Dent 2011

9. 9 Activity You have one minute to capture:  an example of how your curriculum offer supports one or more of the core principles and has a positive impact on learners  one principle that you would like to develop further. CoherencyPersonalisation AchievementProgression

10. 10............... Where are we now? Wolf report one year on

11. Wolf Review of Vocational Education: March 2011 Perverse incentives - performance indicators and fundingQualifications that lack rigour and progressionBreadth versus depthLack of focus on English and mathematicsNeed for high quality experience of the work place

12. 12 Current context – opportunity or threat?  Autonomy versus accountability and the ‘standards agenda’  Changes to performance measures  Revisions to the Common Inspection Framework  Raising of the Participation Age  Heightened focus on apprenticeships  Developments in funding  Work readiness agenda  Youth contract

13. 13 GCSE English& Maths ( FS, free standing maths) Internship/ experience of workplace Other activity, non qualification based e.g. tutorial, study skills One substantial qualification Coherent programme overseen by named individual Rigorous assessment Strong progression 600 Hours, significant proportion contact time – funded per learner DfE proposal for study programmes 16-19

14. 14 Key websites  Department for Education http://www.education.gov.uk/childrenandyoungpeople/  National Apprenticeship Service http://www.apprenticeships.org.uk/  Ofsted http://www.ofsted.gov.uk/  Youth Contract http://www.dwp.gov.uk/youth-contract/