FOUNDATION LEARNING: What is it and how does it benefit our

learners?

Sue Owen-Evans

Session overview

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

What are the benefits?

Foundation Learning

Addressing personalised

learning

Supporting progression

and RPA

Creating greater

coherence and flexibility

6

Increasing engagement, participation

and achievement

Improving recruitment on to Level 2 programmes

What qualifications can be used?

7

Schools Qualifications included in 2014 Key Stage 4 performance tables.

Register of Regulated Qualifications: http://register.ofqual.gov.uk/

CollegesFor FL learners working at Level 1 and below providers design programmes using qualifications that are on the Qualifications and Credit Framework (QCF).

‘Schools may offer qualifications that are approved for teaching pre-16 but are not included in the performance tables, and are encouraged to do so where they judge this to be in the best interests of a particular pupil.’

How does the Qualifications and Credit Framework (QCF) support delivery?

Size

1 – 12 credits 13 – 36 credits 37 plus credits

Ch

alle

ng

e

Nesting of units within qualifications

Award

e.g. Level 1 BTEC Award in WorkSkills

3 credits

Diploma

e.g. Level 1 BTEC Diploma in WorkSkills

37 credits

Certificate

e.g. Level 1 BTEC Certificate in WorkSkills

13 credits

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

10

Level 1: Preparing for an interview

Learning outcomes

The learner will

Assessment criteria

The learner can:

1. Know how to respond to questions they might be asked at the interview

1.1 Prepare answers to questions they might be asked at the interview

2. Be able to prepare appropriate questions to ask the interviewer

2.1 Identify questions to ask which show their interest in the job, placement or course

3. Plan to arrive at the interview on time

3.1 Confirm the time and place where the interview will be held

3.2 Plan a route and means of transport which will allow them to arrive on time

Approaches to delivery

Individual Provider

Holistic in-house delivery

LeadProvider

Some or all aspects sub-contracted

Partnership Delivery

Complementary approaches and programmes; shared offer

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

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

Some implications to consider• Review your current Entry and Level 1 provision, what

is appropriate and what needs amending?

• Consider where the design of personalised programmes at Level 1 and below interface with other provision e.g. delivery of functional skills within English, mathematics and ICT lessons and the PSHE curriculum

• The need to focus on destination led planning – ‘work backwards’!