hyphop – final day aims of the day: 12.30 lunch 1.00 assignments – last orders 1.15 review of...
TRANSCRIPT
HYPHOP – Final Day
Aims of the day:
12.30 Lunch
1.00 Assignments – last orders
1.15 Review of FL
2.00 CAF – overview
3.45 Reflective Evaluation & CPD
Keeping in touch
Goodbyes
14-19 Workforce Support is delivered on behalf of LSIS by the Specialist Schools and Academies Trust, LSN,
The Workshop and Pearson Education.
Foundation Learning
Suffolk
Information Advice and Guidance
Personalised Learning Programme
14-19 destinations
14-19 nation
al suites
GCSEs /A levels
Diplomas
Apprenticeships
Supportedemployment
Independentliving
Initialengagement
Selection and induction of appropriate
learners
Foundation Learning
Qualifications and credit frameworkQualifications and credit framework
14-19 reform14-19 reform
Secondary curriculumSecondary curriculum
A level
GCSE
A level
GCSE
DiplomaDiploma ApprenticeshipApprenticeship Foundation Learning
Foundation Learning
Vocational qualifications
reform
Vocational qualifications
reform
Functional SkillsFunctional Skills
Foundation Learning is one of the four national suites
Learners working predominantly at entry level or level 1
This could include learners:
• within school who will not achieve the current level 2 threshold
• at Key Stage 4 who are unsuited to GCSEs
• on Key Stage 4 Engagement Programmes
• who are at risk of disengagement
• engaged in alternative provision
• E2E learners
• on entry level and level 1 programmes at FE
• with learning difficulties and or disabilities
Which learners benefit from Foundation Learning?
Overall size of the Foundation Learning 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 Foundation Learning
Source: DCSF analysis, June 2009, based on admin data for each age-group in 2007/8
Supportpersonalised
learning
Supportpersonalised
learning
Improveprogression
Improveprogression
Facilitate flexibleaccreditation and
delivery
Facilitate flexibleaccreditation and
delivery
Enhanceengagement,
participation andachievement
Enhanceengagement,
participation andachievement
Foundation Learning
Support coherentprogrammes
Support coherentprogrammes
What does Foundation Learning aim to do?
What is happening in Suffolk?
2009 -10
Extended Pilot delivery, evaluation and readiness timeline
2010-11
Delivery in all areas, all LAs with 14-19 Partnerships expected
2011-12
Bring in majority of schools, colleges and
other providers
2013-14
Diploma/ Apprenticeship
entitlement, RPA starts for 17 year olds
•County FL lead appointed•Area FL leads seconded•FL Project Broad Established•FL Gateway for SEP and E2E for September 2010 delivery•FL Pilots applications for Sept 2011 delivery in each area
•All Alternative Provision under Suffolk FL framework
•All provision commissioned must be on QCF
•All Provision commissioned will be reviewed under QA protocols
2012-13 Focus on remaining schools and other providers not yet
delivering
All LAs will deliver some FLT on a 14-19 basis in 2010 and will focus on increasing capacity, quality and access by bringing in all schools and other providers, to align with Diploma/ Apprenticeship entitlement and the Raising of
Participation Age (RPA) milestones 2013
Building a personalisedlearning programme
Information Advice and Guidance
Personalised Learning Programme
14-19 destinations
14-19 nation
al suites
GCSEs /A levels
Diplomas
Apprenticeships
Supportedemployment
Independentliving
Initialengagement
Selection and induction of appropriate
learners
18-70 credits in total
The Architecture of the Qualifications and Credit Framework
Size
1 – 12 credits 13 – 36 credits 37 plus credits
The Foundation Learning catalogue
The Catalogue contains information around:
• Qualification Title and Size• Level• Sector• Awarding Organisation• 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
You can find out more information relating to Foundation Learning qualifications on NDAQ:
www.accreditedqualifications.org.uk/index.aspx
Find out more about Foundation Learning on the QCDA Website: www.qcda.gov.uk/flt
Funding
Funding for 16-18aFunding for 16-18a
Funding for 14-16Funding for 14-16
• From 2010/11, funding is mainstreamed into the Dedicated Schools Grant (DSG)
– The DSG includes an element earmarked for practical and applied learning at Key Stage 4
• Where appropriate, there are also specific grants such as the Specialist Schools Grant, School Standards Grant and School Development Grant
• From 2010/11, funding is mainstreamed into the Dedicated Schools Grant (DSG)
– The DSG includes an element earmarked for practical and applied learning at Key Stage 4
• Where appropriate, there are also specific grants such as the Specialist Schools Grant, School Standards Grant and School Development Grant
• In school sixth forms, colleges and other 16-18 providers, funding comes through the LSC Learner Responsive funding stream
– Funding is essentially based on GLH
– The funding stream also includes 16-18 Entitlement Curriculum funding and Additional Learning Support where appropriate
• In school sixth forms, colleges and other 16-18 providers, funding comes through the LSC Learner Responsive funding stream
– Funding is essentially based on GLH
– The funding stream also includes 16-18 Entitlement Curriculum funding and Additional Learning Support where appropriate
OverallOverall
• The mainstreaming of FL funding reflects the FL position as an integral part of mainstream 14-19 delivery rather than something separate or different– Eg. in schools, FL should be
delivered as a integral part of a school’s overall curriculum and provision
• 14-19 partnerships are encouraged to align their planning and commissioning for FL with Diploma and other elements of 14-19 delivery
– This will help to realise efficiencies and economies of scale
• The mainstreaming of FL funding reflects the FL position as an integral part of mainstream 14-19 delivery rather than something separate or different– Eg. in schools, FL should be
delivered as a integral part of a school’s overall curriculum and provision
• 14-19 partnerships are encouraged to align their planning and commissioning for FL with Diploma and other elements of 14-19 delivery
– This will help to realise efficiencies and economies of scale
Notes: (a) For further detailed information, see http://www.lsc.gov.uk/providers/funding-policy/fundingtheflt/
Developing current
provision
• What are the specific needs of the target audience?
• How will you make this an engaging experience?
• What support will be required?
• Opportunities for collaboration / partnerships?
• What are the progress destinations?
• What requirement for staff development / CPD?
• What’s your business/curriculum planning cycle?
………
Some key questions
Support
Foundation Learning Support
Website and resources • Guidance publications including: ‘Getting started with Foundation
Learning’; A Guide to Foundation Learning for 14-19 managers and teams in Local Authorities’ which includes a Foundation Learning action planner for managers
• Case studies (website and CD-rom); video segments and supporting materials
• On-line CPD training activities (‘My Development ‘) from early November
• Foundation Learning in Action newsletter (November and March)• Online forums to facilitate the sharing of practice http://www.excellencegateway.org.uk/foundation learning
Excellence Gateway
LSIS: http://www.excellencegateway.org.uk/flt
Action planning
Action planning
• engage with this agenda and the Suffolk plan
• explore the links between foundation learning and other provision e.g. functional skills, Key Stage 4 Engagement programmes, level 2 progression opportunities
• review current entry and level 1 provision – what is appropriate and meets foundation learning requirements and what needs amending?
• grow the Foundation Learning offer through partnership working
• focus on destination led planning; look holistically at where learners will progress to and the skills and knowledge they will need to achieve their end goal