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Foundation Learning An Overview John Seaman Area Relationship Manager / Senior Adviser ERYC School Improvement Service. Why do we need Foundation Learning?. In the East Riding of Yorkshire?. East Riding -Current challenges. Historically top quartile standards

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Foundation LearningAn OverviewJohn SeamanArea Relationship Manager / Senior AdviserERYC School Improvement Service


Why do we need foundation learning

Why do we need Foundation Learning?

In the East Riding of Yorkshire?


East riding current challenges
East Riding -Current challenges

Historically top quartile standards

Big improvement- last 5 years- KS4 & KS5

FSM gap KS2 -44% 149th/150

FSM gap KS4- 30% 108th/150

FSM gap level 3 @19 30%- biggest in Y & H

47% level 3 @19 overall- relatively low

FSM progression to HE- very low

SEN gap data presents a similar picture

Conclusions/hypotheses?


Foundation learning vision
Foundation Learning: Vision

  • Raising the Participation Age means all young people will stay in education or training until age 17 from 2013 and age 18 from 2015

  • Need to offer all students a way of learning that suits them

  • Foundation Learning is one of the learning pathways introduced as part of the 14-19 Reforms


14 19 pathways
14 – 19 Pathways

The qualifications currently available are being brought together into a series of distinct pathways:

Foundation, Higher or Advanced Diploma

Foundation or Higher Diploma

Foundation Learning

Foundation Learning

Apprenticeship post 18

Further education

Higher education

GCSE

GCSE / A-Level

Apprenticeship

Employment

Employment withtraining

Employment with training

CONSIDEROPTIONS

CONSIDEROPTIONS

CONSIDEROPTIONS

18

16

14

CONSIDEROPTIONS

17


Foundation learning who is it for
Foundation Learning: Who is it for?

  • There is a significant Foundation Learning cohort (currently around 25% of all 14-19 year olds)

  • Learners have very different characteristics:

    • Some have ‘spiky profiles’ – their levels of attainment vary in different areas

    • Some are at risk of not engaging

    • About half have some kind/level of learning difficulties and/or disabilities (LDD)

  • Foundation Learning curriculum and qualifications are also available for adults, enabling continuity for learners approaching 19 (or 25 with assessed LDD)


Overall size of the fl cohort
Overall size of the FL cohort

Out of a total of nearly three million 14-19 learners, around 500,000 – 800,000 (roughly 25%) are expected to be suitable for FL

Total FL cohort:

480-800,000

Source: DCSF analysis, June 2009, based on admin data for each age-group in 2007/8


Foundation learning what is it
Foundation Learning: What is it?

FL is used to describe the range of provision and learning at entry level and level 1

Specifically it refers to units and qualifications at entry and level 1 of the QCF

By 2010 it is intended that all vocational qualifications and other appropriate units will be accredited to the QCF to support the implementation of FL

‘Pre-entry’ will become part of an inclusive entry level 1 which will have no lower limit


Approximately 30% of young people have not achieved a level 2 qualification by age 19 (22.6% 08 ER)

There are presently 8 million adults without a qualification at all

Despite much good practice, too much provision is limited and fails to meet the needs of learners leading to any progress or progression

At Present


Foundation learning aims to
Foundation Learning aims to: 2 qualification by age 19

Support improved engagement, participation, achievement and progression through entry level and level 1 towards level 2 or other appropriate destinations

Bring coherence to programmes of study at Entry and level 1 to support progression for young people and adults

Ensure learners gain a minimum level and range of skills providing a sound foundation for further learning and employment

Support the delivery of quality learning programmes that are personalised and appropriate to the learner’s needs


Foundation learning benefits to learners
Foundation Learning: 2 qualification by age 19 Benefits to Learners

  • Small manageable chunks of learning help build confidence and engagement

  • Learning achievements captured in combinations of flexible, recognised qualifications

  • Personalisation means programmes reflect learners’ aims and interests

  • Focus on progression results in improved life chances


Foundation learning how does it work
Foundation Learning: 2 qualification by age 19 How does it work?

FL learning programmes must include three distinct strands:

Subject or vocational knowledge, skills and understanding

Functional Skills in English, mathematics and ICT

Personal and social development learning

The balance between each element will depend on the individual learner

The learning programme is supported by a ‘wrap-around’ of support; information; advice and guidance; effective initial assessment, comprehensive ongoing review and provider collaboration


Delivery to 14 19 learners
Delivery to 14-19 learners 2 qualification by age 19


Foundation learning progression
Foundation Learning: Progression 2 qualification by age 19

  • Learners work towards an agreed ‘destination’

  • Wherever possible the destination will be :

    - GCSEs

    - Diploma

    - Apprenticeships

  • Some learners will progress to skilled work / jobs with accredited training

  • Where appropriate, for some learners with LLDD, the destination will be:

    - Supported employment

    - Independent living


Foundation learning qualifications
Foundation Learning: Qualifications 2 qualification by age 19

  • Drawn mainly from the Qualifications and Credit Framework (QCF)

  • All qualifications are unit-based to allow for gradual achievement

  • Bite-sized progression, for example, taking some Level 2 units in a Level 1 qualification


Qualification design at Entry and Level 1 2 qualification by age 19

  • All qualifications and progression pathways will contain an appropriate mix of the 3 core areas

  • All qualifications approved for use pre -16 at Entry – Level 1 are eligible for AT Points. Measures and equivalencies and will be flagged on NDAQ after accreditation

Core Areas Units/and or Qualifications

QCF Level Descriptors

  • Level 1

  • Entry 3

  • Entry 2

  • Entry 1

  • (Bottomless

  • Approach –

  • QCF Level Descriptors)

Vocational Knowledge, Skills and Understanding

Incorporating PLTS-type skills

Personal and Social Development (PSD)

Functional Skills

(will replace Key and Basic skills from2010)


What is the QCF? 2 qualification by age 19

The Qualifications and Credit Framework is a framework that organises qualifications by level of difficulty and size

It indicates a level of difficulty by placing each qualification at one of 9 levels, from Entry level though to Level 8

Foundation Learning – Entry and Level 1

The size of a qualification is indicated by a credit value where 1 credit equals 10 hours of learning time.

3 sizes of qualification: Award, Certificate and Diploma

All qualifications are consistently titled to indicate size and difficulty e.g. Level 1 Certificate in Retail

Replaces the National Qualification Framework (NQF)

Learners’ achievements are recorded on their Learner Record – accessed with their ULN


The qcf and fl
The QCF and FL 2 qualification by age 19

8

7

6

5

4

3

2

1

Entry

Level

Diploma

Award

Certificate

13 – 36 credits

Above 37 credits

1 – 12 credits

Foundation Learning

Size


Nesting of units
Nesting of units 2 qualification by age 19

The nesting of units within qualifications allows for different sizes of programmes

Diploma

Certificate

Award


The foundation learning qualification catalogue
The Foundation Learning Qualification Catalogue 2 qualification by age 19

The Catalogue contains information around:

Qualification Title and Size

Level

Sector

Awarding Body

Age range approved for use

Achievement and Attainment Table points

Each of the three components of the FL offer Functional Skills, Subject and Vocational learning and personal/social development are colour coded to allow

you to identify which qualifications will allow learners to meet the minimum credit requirements for each of the

components

Find out more about Foundation Learning on the QCDA Website: www.qcda.org.uk/flt


Timelines for implementation
Timelines for implementation 2 qualification by age 19


Questions
Questions 2 qualification by age 19


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