Foundation Learning

An Introduction

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Painting the Picture

2

14-19 Reform Programme

14-1616-19

SecondaryCurriculum

GCSEA level

Ext Project

App’ships

UK Vocational Qualification

Reform Programme

Foundation learning tier

Functional skills in English, mathematics and ICT

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

Overall size of the FL cohort

Total FL cohort: 480-800,000

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

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

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

• 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

At present:

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

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

• Level 1

• Entry 3

• Entry 2

• Entry 1(Bottomless Approach –QCF Level

Descriptors)

QCF Level Descriptors Core Areas Units/and or Qualifications

Personal and Social Development (PSD)

Vocational Knowledge, Skills and Understanding

Functional Skills (will replace Key and Basic skills from2010)

Qualification design at Entry and Level 1

Incorporating PLTS-type

skills

• 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

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 1The 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 DiplomaAll qualifications are consistently titled to indicate size

and difficulty e.g. Level 1 Certificate in RetailReplaces the National Qualification Framework (NQF)Learners’ achievements are recorded on their Learner

Record – accessed with their ULN

What is the QCF?

The QCF and FL

Size

Level

1 – 12 credits 13 – 36 credits Above 37 credits

Foundation Learning

Nesting of units

Award

Certificate

Diploma

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

ASDAN Entry Level 2 Award

in PSD

ASDANEntry Level Certificate

In Employability Entry 3

ASDANEntry Level Award

Functional Mathematics

Entry

VTCTEntry Level Award

Functional ICT Entry

WJEC Entry Level AwardFunctional English

Entry 2 and 3

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14 -16 Progression Pathway

Using example qualifications from the FLT Qualifications Catalogue:

Example: for ill

ustrative purposes only

KS4 learner at E1,E2,E3 with progression potential

EDI Level 1 Certificate in Healthy Living

Foundation Diploma

OCR Entry 2Functional Maths

KS4 learner at Entry with progression potential ready for a framework of learning offered by one of the FLT progression pathway specifications

OCR Level 1 Functional ICT

OCR Entry 3 Functional English

GCSE and onto A Levels

Other appropriate destinations?

NOCN ‘Step Up’ Certificate(Entry 3)

-Vocational ‘taster’ units

Example: for il

lustrative purposes only

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

ApprenticeshipsOther work-based

learning or Employment

FE

The National Database of Accredited

Qualifications (NDAQ)

Delivery to 14-19 learners

Timelines for implementationYear Timeline

2009 – 2010 Extended pilot delivery, evaluation and readiness

2010 – 2011 Delivery in all LAs with 14-19 partnerships

2011 – 2012 Majority of schools, colleges and other relevant providers delivering FL

2012 – 2013 Focus on remaining schools, colleges and other relevant providers not yet delivering FL

2013 – 2014 Full FL entitlement

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

Useful websitesLSC http://qfr.lsc.gov.uk/flt/

LSC Funding: http://www.lsc.gov.uk/providers/fundingpolicy/demand-led-funding/fefundingpolicydocuments0809.htm.

DCSF Policy updates www.dcsf.gov.uk/14-19/

QCA Policy updates www.qca.org.uk/qca_18128.aspx FLT qualifications catalogue

http://www.qca.org.uk/qca_20536.aspx.

Foundation Learning Support Programme: Key documents, publications, case studies

www.excellencegateway.org.uk/page.aspx?o=FLT

Further information

•QIA Provider Excellence Gateway: www.excellence.qia.org.uk

Progression Pathway Prospectus: http://qfr.lsc.gov.uk/flt/support/

•NDAQhttp://www.accreditedqualifications.org.uk

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 2009Curriculum 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.