Foundation Learning

An Overview

John SeamanArea Relationship Manager

/ Senior AdviserERYC School Improvement Service

In the East Riding of Yorkshire?

• Historically top quartile standards• Big improvement- last 5 years- KS4 & KS5• FSM gap KS2 -44% 149th/150• FSM gap KS4- 30% 108th/150• FSM gap level 3 @19 30%- biggest in Y & H• 47% level 3 @19 overall- relatively low• FSM progression to HE- very low• SEN gap data presents a similar picture• Conclusions/hypotheses?

Foundation Learning: Vision

• Raising the Participation Age means all young people will stay in education or training until age 17 from 2013 and age 18 from 2015

• Need to offer all students a way of learning that suits them

• Foundation Learning is one of the learning pathways introduced as part of the 14-19 Reforms

14 – 19 Pathways

The qualifications currently available are being brought together into a series of distinct pathways:

CONSIDEROPTIONS

17

GCSE

Foundation Learning

Apprenticeship

Foundation or Higher Diploma

Foundation Learning

Foundation, Higher or Advanced Diploma

GCSE / A-Level

Employment withtraining

CONSIDEROPTIONS

16

CONSIDEROPTIONS

14

Further education

Higher education

Employment

Employment with training

Apprenticeship post 18CONSIDEROPTIONS

18

Foundation Learning: Who is it for?

• There is a significant Foundation Learning cohort (currently around 25% of all 14-19 year olds)

• Learners have very different characteristics:Some have ‘spiky profiles’ – their levels of

attainment vary in different areasSome are at risk of not engagingAbout half have some kind/level of learning

difficulties and/or disabilities (LDD)• Foundation Learning curriculum and qualifications are

also available for adults, enabling continuity for learners approaching 19 (or 25 with assessed LDD)

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

Foundation Learning: What is it?

• 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 (22.6% 08 ER)

• 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

Foundation Learning:Benefits to Learners

• Small manageable chunks of learning help build confidence and engagement

• Learning achievements captured in combinations of flexible, recognised qualifications

• Personalisation means programmes reflect learners’ aims and interests

• Focus on progression results in improved life chances

Foundation Learning: How does it work?

FL learning programmes must include three distinct strands:Subject or vocational knowledge, skills and

understandingFunctional Skills in English, mathematics and ICTPersonal and social development learning

The balance between each element will depend on the individual learner

The learning programme is supported by a ‘wrap-around’ of support; information; advice and guidance; effective initial assessment, comprehensive ongoing review and provider collaboration

Delivery to 14-19 learners

Foundation Learning: Progression

• Learners work towards an agreed ‘destination’ • Wherever possible the destination will be :

- GCSEs- Diploma- Apprenticeships

• Some learners will progress to skilled work / jobs with accredited training

• Where appropriate, for some learners with LLDD, the destination will be:

- Supported employment- Independent living

Foundation Learning: Qualifications

• Drawn mainly from the Qualifications and Credit Framework (QCF)

• All qualifications are unit-based to allow for gradual achievement

• Bite-sized progression, for example, taking some Level 2 units in a Level 1 qualification

• 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 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

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 programmes

The Foundation Learning Qualification Catalogue

The Catalogue contains information around:

• Qualification Title and Size• Level• Sector• Awarding Body• 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

Find out more about Foundation Learning on the QCDA Website: www.qcda.org.uk/flt

Timelines for implementation

Year 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

Questions