foundation learning an introduction. qualifications and credit framework (qcf) painting the picture...
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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.