Who is Foundation Learning for ?

1. FOUNDATION LEARNING SUPPORTHertfordshire Local AuthorityTraining for FL leads9 December 2010 Sue Owen-Evans

3. Who is Foundation Learning for ? 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. Learners working predominantly at entry level or level 1

4. How is a Foundation Learning programme structured? Initial engagement Level 2 learning Apprentice- ships Employment/ supported employment Independent living Information, advice and guidance Adapted from QDCA Provider Delivery Guidance August 2009

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

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 Application Consolidation Initiation Development and exploration Active involvement Supportedparticipation Vertical progression Interest Encounter and early awareness 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 Lists the following information about FL qualifications: • credit value • performance points • age of learner suitable for (Pre-16,16-18,19+) More information relating to FL qualifications is on the Register of Regulated Qualifications: http://register.ofqual.gov.uk/ NDAQ was replaced by Register of Regulated qualifications end of October 2010 9

10. How does the Qualifications and Credit Framework(QCF) support Foundation Learning delivery? 8 7 6 5 4 3 2 Level 1 Level 1 Level 1 1 Entry1,2,3 Entry 1,2,3 Entry,1,2,3 Entry 1-3 Diploma Award Certificate 13 – 36 credits 37 plus credits 1 – 12 credits Challenge Adapted from QCDA Size

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

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

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

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

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

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

19. Meeting the needs of learners with spiky profiles 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 LSIS FL Support Programme 2010 19

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?

22. Foundation Learning at Key Stage 4 English Maths Humanity Sciences Options Lang PE RE Citz P PSHE Model 1 Functional Skills Vocational / Subject PSD Model 2

23. Implementing FL within the mainstream curriculum One approach adopted by a group of Manchester schools E3 and L1 part of option system Vocational/ subject learning PSHE PLTS Citizenship PE RE Personal and social development 3 x Functional Skills All learners, cross curricular

24. Implementing FL within an extended Key Stage 4 Aspects delivered as part of the KS4 Curriculum supported by some discrete delivery via option system

25. Approaches to delivery LeadProvider Some or all aspects sub-contracted Individual Provider Holistic in-house delivery Partnership Delivery Complementary approaches and programmes; shared offer

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

29. Planning for progression 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.

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

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?