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