COLCHESTER AREA PLANNING GROUP: FOUNDATION LEARNING

Sharing our Experience

Michele Myers Assistant Headteacher Philip Morant School and CollegeJoint planning and shared responsibility for delivery:Colchester Area Planning Deputies GroupColchester Institute6 Secondary SchoolsThe Shaw TrustOCN

Our starting point as an APG:The shape of our discussions/decisions • What is Foundation Learning? The definition/ the

concept.• What does it look like? The curriculum / the

assessment model• Who should be involved, i.e. which schools and which

students?• How would we achieve any change in practice?

Context•Recent history amongst key schools of Diplomas and Functional Skills•Partnership work therefore had moved into curriculum delivery in small way•Increased take up of vocational courses at PMS•Limited movement to common timetabling •Key people in APG had strong commitment to delivering alternative pathways in KS4•Commitment to improving appropriateness of curriculum for least able

Our starting point as an APG

• Fundamental: improved progression, thereby Qualification that would be valued

• Flexibility in size, and how to deliver over time-OCN Step Up• “Spikey Profiles”! But what should the ability be?• Work with schools who wanted to join in, different levels of

commitment• Communication: establishing a website to share resources:

http://foundation-learning.com/learning/• Agreement to set up some joint provision• Agreement on separation of students with behavioural

issues: division of resources into 3 courses• Appointment of a coordinator

What Foundation learning should look like in schools

The exam board:•Staff Training: Familiarisation with Credit Based Learning, joint training sessions with all participating schools and specific training for PMS•Some to achieve I.V.Shaw Trust Provision to be shaped up:•Transport of students•Risk assessments staff and venues•Provision of LSAs to support vulnerable students•What to try to offer-Questionnaires revealed 5 favourites: Sport; Health and Social Care; Hair; Vehicle Maintenance; Hospitality/Food•Students selecting modules: •How to tie in with options process and get parents and students to commit

Making it work: Issues for Coordinator to solve

• Commitment to fill half the places on the joint day: 15 PMS students/ 15 other schools

• Choice of taster vocational experiences in joint day• Viability: Need to fit into PMS KS4 curriculum model• Decision to extend concept and provision in PMS KS3• Whole staff training and development in PMS

The Link between success as an APG development and as a Philip Morant project

Indicative KS4 Pathways (with Partnership):Pathway Core Curriculum Partnership Provision Technology College Options Choices PE Provision Entitlement Outcomes Progression Routes

Diploma Level 1 or 2

English MathematicsScience (Core)

Higher Diploma:EngineeringSport & Leisure-Extended Project,- Functional Skills (ICT/En/Ma), - Sector Specific Work Exp- OCR ICT level 2

Option Subject x2

One contributes to Diploma as ‘Additional Learning’

Reduced range owing to timetable days

Core RE Full or Short course in Y10.

It/Cz/Pd

Up to 12 GCSEs(or equivalent courses)

Advanced Diploma BTEC Level 2/3 AS LevelsOCR Nat. Level 2/3HNCs and HNDs

SpecialisedLevel 1

EnglishMathematicsScience (Core/Entry Level)

2 day release to alternative educational opportunity (e.g) - ConstructionHair & BeautyCateringAuto Mechanics

Option subject x2

Reduced range owing to timetable days

Core RE Short course in Y10.

It/Cz/Pd

Level 1 Vocational qualification and up to 5 ½ GCSEs

Level 2 NVQOCR Nat. Level 2/3

Foundation LearningEntry Level

Entry level core subjects inc. Functional Skills

NOCN Modular Vocational units

Option subject x2

Reduced range owing to timetable days

Core RE - leading to no exam

NOCN qualification and up to 2 GCSEs

Level 1 NVQ

 

1. SEP Behaviour Group Year 10 •To take place at Colchester Institute: accredited course, City & Guilds Employability and Personal Development. •Disaffected students.  

2. SEP Behaviour Group Year 11 •Students can continue from year 10 and we will also take in new students. To take place at Colchester Institute: some possible involvement in the City & Guilds Employability and Personal Development, as above. However, the course did not follow this programme last year so there will be a minimal number of units.•Disaffected students. 

Summary of 2010-2011 in Colchester  School Engagement Programme (S.E.P)

The provision will fall into 3 categories:

Selection indicators: students with learning difficultiesstudents who will struggle with following a full GCSE only programmestudents who will struggle to attain beyond F and G grade at GCSEMean CAT score of 80 and below

Timing: Every Thursday throughout year 10

Numbers: 35 students across Colchester

Launch day: The Gilberd School 19th July, 2010. Outdoor pursuits activities

Accreditation: NOCN Step Up at diploma level 1Exam board training : Philip Morant on Tuesday 6th July 1020

Website: to support teachers’ development of modules, and for parent and student information

3. New FL Programme: September 2010 startNote: this programme is not for those with behavioural problems

 TERM 1

 TERM 2

 TERM 3

 Shaw Trust

NOCN CateringOr

NOCN Motor VehicleOr

NOCN Arts(music and graphic art)

Or NOCN Hair and Beauty

 Colchester Institute:

 NOCN Construction

Or NOCN Health and

Social Care 

 Colchester Institute:

NOCN ConstructionOr

NOCN Health and Social Care

OrActivity Based

Learning at The Gilberd School

• 9.05 – 9.20 Welcome briefing – PE Seminar Room • 9.20 – 10.00 Team exercise – All students • 10.00 – 11.00 Activity Rotation• 11.00 – 11.25 Break – Refreshments & Biscuits - PE Seminar Room• 11.25 – 12.25 Activity Rotation• 12.25 -13.25 Activity Rotation• 13.25 – 14.15 Lunch – Students to bring their own packed lunch - PE

Seminar Room• 14.15 – 15.00 Presentations and Review of the day Activities include:• Orienteering• Low Ropes• PE

14-16 Step Up Construction•Constructing a Cavity Wall Using Bricklaying Skills TG2/1/QQ/010•Constructing a Half Brick Wall Using Bricklaying Skills TG2/1/QQ/011•Constructing a One Brick Wide Wall Using Bricklaying Skills TG2/1/QQ/012 14-16 Step Up Health & Care•Understanding the Importance of Play HF1/1/QQ/026•Using Craft Activities with Children and Young People HF1/1/QQ/030•Introduction to General Health and Hygiene Skills HJ1/E3/QQ/026

The cost for 21 sessions based on the AWPU of £3888.53 works out at £430 per student

TERMS 2 AND 3 COLCHESTER INSTITUTE BASED JOINT DAY CHOICES(THURSDAYS)

TERM TEACHER

NOCN UNIT CODE

UNIT TITLE   CREDITS

LEVEL

AUTUMN

DL HB1/1/QQ/043

DEVELOPING PERSONAL CONFIDENCE AND SELF AWARENESS

Mandatory

3 1

AUTUMN

TU CR3/1/QQ/007

USE IT TO EXCHANGE INFORMATION Mandatory

3 1

AUTUMN

TD HB1/1/QQ/049

USING TEAMWORK SKILLS Mandatory

3 1

             SPRING DL NL1/1/QQ/

004PARTICIPATING IN LEISURE ACTIVITIES Optional 3 1

SPRING TU HC6/1/QQ/008

JOB SEEKING SKILLS Mandatory

3 1

SPRING TD SE2/1/QQ/014

DEVELOPING SKILLS IN GARDEN HORTICULTURE Optional 3 1

             SUMME

RDL MA1/1/QQ/

005TAKING PART IN SPORT Optional 3 1

SUMMER

TU HB1/1/QQ/041

DEVELOPING GROUP AND TEAMWORK COMMUNICATION SKILLS

Mandatory

3 1

SUMMER

TD HE4/1/QQ/018

UNDERSTANDING RIGHTS AND RESPONSIBILITIES OF CITIZENSHIP

Mandatory

3 1

Philip Morant School: School Based Day (Fridays)Year 10 Foundation Learning Programme Outline

• Whole year of joint provision planned and delivered.

• A model to build and expand upon i.e. Year 11 programme to plan and a year 10 programme to maintain, both within and across schools.

• Trained staff to deliver courses, challenge new staff to bring into the schools and Colchester Institute teams.

• In Philip Morant, FL concept extended into KS3 with significant changes to curriculum and timetabling for one identified class.

ACHIEVEMENTS

• Funding for student places• Coordinator role• KS4 Curriculum focus is shifting• Wolfe Report recommendations• Willingness to engage in partnership projects• APG working on extending Provision at Key Stage 5,• Further partnership work on altering courses in 2

school based six forms, with involvement from CI

Issues for the future