foundation learning support hertfordshire local authority training for fl leads 9 december 2010 sue...
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FOUNDATION LEARNING SUPPORTHertfordshire Local Authority
Training for FL leads9 December 2010
Sue Owen-Evans
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.
How is a Foundation Learning programme structured?
Initial engagement
Information, advice and guidance
Adapted from QDCA Provider Delivery Guidance August 2009
Level 2 learning
Apprentice-ships
Employment/ supported employment
Independent living
Four key principles of Foundation Learning
Coherence
Personalisation
ProgressionRecognition of
achievement
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
Achievement continuum within Entry 1
Encounter and early awareness
Interest
Supported participation
Active involvement
Vertic
al p
rogre
ssio
nDevelopment and exploration
Initiation
Consolidation
Application
Horizontal progression
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?
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
How does the Qualifications and Credit Framework(QCF) support Foundation
Learning delivery?
Size
1 – 12 credits 13 – 36 credits 37 plus credits
Ch
alle
ng
e
Adapted from QCDA
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
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
Developing Personalised programmes
PersonalisationPersonalisation
Learner’s needs, interestsand
aspirations
Individual goals and targets
Individual learning plan
Length and size of programme
Level of QCF unitsand
qualifications
Mix and balance of three curriculum
components
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Meeting the needs of different groups of learners
Personal and social development
3 x Functional Skills
Vocational/ subject learning
Motivating disengaged learners
Meeting the needs of different groups of learners
Personal and social development
3 x Functional Skills
Vocational/ subject learning
Overcoming barriers to learning
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?
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
Meeting the needs of learners with spiky profiles
Level Unit Unit Unit Unit 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 progression3 credits
Searching for a job1 credit
Managing your health at work 1 credit
8*
Entry Level 3
Interview skills1 credit
Self assessment 1 credit
2
Total 13**
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
19LSIS FL Support Programme 2010
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?
Foundation Learning at Key Stage 4
English MathsHumanitySciences Options P PSHECitzREPE
Model 1
Lang
Functional Skills Vocational / Subject PSD
Model 2
Implementing FL within the mainstream curriculum
Personal and social development
3 x Functional Skills
Vocational/ subject learningPSHE
PLTS
Citizenship
PE
RE
E3 and L1 part of option system
All learners, cross curricular
One approach adopted by a group of Manchester schools
Implementing FL within an extended Key Stage 4
Year 9 Year 10 Year 11Underpinning 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
Approaches to delivery
Individual Provider
Holistic in-house delivery
LeadProvider
Some or all aspects sub-contracted
Partnership Delivery
Complementary approaches and programmes; shared offer
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
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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?
Planning for progression
Apprenticeship
(e.g. in Retail)
Slide adapted from LSIS FL Support Programme
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.
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 studieshttp://orderline.qcda.gov.uk/gempdf/1849623937.PDF
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.
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?