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Foundation Learning

Foundation Learning. An Introduction. GCSE A level Ext Project. App’ships. Foundation learning tier. UK Vocational Qualification Reform Programme. 14-19 Reform Programme. 16-19. 14-16. Secondary Curriculum. Qualifications and Credit Framework (QCF). Painting the Picture.

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Foundation Learning

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  1. Foundation Learning An Introduction

  2. GCSE A level Ext Project App’ships Foundation learning tier UK Vocational Qualification Reform Programme 14-19 Reform Programme 16-19 14-16 Secondary Curriculum Qualifications and Credit Framework (QCF) Painting the Picture Functional skills in English, mathematics and ICT 2

  3. Who is FL for? • Students with SEN • Students in Pupil Referral Units • Students with LLDD • Young offenders • Students in mainstream school …all learners at entry level or level 1

  4. 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

  5. Overview of Foundation Learning • 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

  6. At present: • Approximately 30% of young people have not achieved a level 2 qualification by age 19 • 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

  7. Foundation Learning aims to: • 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

  8. Overview of Foundation Learning 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 Component qualifications must be aligned to the learner’s destination The learning programme is supported by a ‘wrap-around’ of support; information; advice and guidance; effective initial assessment, comprehensive ongoing review and provider collaboration The personalised learning programme is – A destination-led programme of flexible content and duration to support individual progression through the achievement of an appropriate combination of qualifications from entry level and level 1 of the QCF

  9. Qualification design at Entry and Level 1 • 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)

  10. What is the QCF? • 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

  11. The QCF and FL 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

  12. Nesting of units The nesting of units within qualifications allows for different sizes of programme Diploma Certificate Award

  13. 14 -16 Progression Pathway Using example qualifications from the FLT Qualifications Catalogue: ASDAN Entry Level Certificate In Employability Entry 3 WJEC Entry Level Award Functional English Entry 2 and 3 Example: for illustrative purposes only VTCT Entry Level Award Functional ICT Entry A learning framework facilitating the progression potential of the learner ASDAN Entry Level 2 Award in PSD ASDAN Entry Level Award Functional Mathematics Entry KS4 learner at E1,E2,E3 with progression potential

  14. Foundation Diploma GCSE and onto A Levels Apprenticeships Other work-based learning or Employment FE Other appropriate destinations? • Personalised Learning programme designed and delivered based on 10 Effective Practice Principles, Prospectus and Provider Requirements e.g.: • Initial/formative assessment • Target setting and ongoing review • Learner support • etc OCR Entry 3 Functional English Example: for illustrative purposes only • NOCN ‘Step Up’ Certificate • (Entry 3) • Vocational ‘taster’ • units OCR Level 1 Functional ICT EDI Level 1 Certificate in Healthy Living OCR Entry 2 Functional Maths KS4 learner at Entry with progression potential ready for a framework of learning offered by one of the FLT progression pathway specifications

  15. The National Database of Accredited Qualifications (NDAQ)

  16. Delivery to 14-19 learners

  17. Timelines for implementation

  18. The way forward • Start from what you currently offer • Identify a pilot group of learners • Get Functional Skills off the ground • Choose a flexible QCF qualification

  19. Useful websites LSChttp://qfr.lsc.gov.uk/flt/ LSC Funding:http://www.lsc.gov.uk/providers/fundingpolicy/demand-led-funding/fefundingpolicydocuments0809.htm. DCSF • Policy updateswww.dcsf.gov.uk/14-19/ QCA • Policy updateswww.qca.org.uk/qca_18128.aspx • FLT qualifications cataloguehttp://www.qca.org.uk/qca_20536.aspx. Foundation Learning Support Programme: • Key documents, publications, case studieswww.excellencegateway.org.uk/page.aspx?o=FLT

  20. Further information • QIA Provider Excellence Gateway: www.excellence.qia.org.uk Progression Pathway Prospectus: http://qfr.lsc.gov.uk/flt/support/ • NDAQ http://www.accreditedqualifications.org.uk

  21. A variety of materials and workforce support are available at • DCSF http://www.dcsf.gov.uk/14-19/index.cfm?go=site.home&sid=3&pid=227&ctype=TEXT&ptype=Single • QCDA http://www.qcda.gov.uk/8153.aspx • LSC http://qfr.lsc.gov.uk/flt/ • QCDA and LSC recently published guidance for providers (available at http://qfr.lsc.gov.uk/flt/support/) • LSIS workforce support programme • LSIS provide the workforce support for the FL programme • See the LSIS website for further information http://www.excellencegateway.org.uk/page.aspx?o=FLT • There will be a range of guidance published in 2009/10, including: • DCSF high level FL factsheet published in September • QCDA FL factsheet and leaflet published on September 16th 2009 • Curriculum Modelling guidance published in January 2010 • DCSF is aiming to publish a major set of delivery guidance in January. All of the pilot work, EKOS evaluation and funding analysis from September – December will feed into this.

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