Foundation Learning

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Qualifications and Curriculum Development Agency is the non-regulatory part of the Qualifications and Curriculum Authority. © QCA 2009

Reform priorities…

“… a greater focus on the basics – locking into all qualification routes the functional skills needed for everyday life, demonstrated through real application”

“… better curriculum choice, with young people able to achieve valued qualifications through following routes which combine general education with practical experience to give them a broad education for further progression in learning as well as into employment”

“… more stretching options and activities which extend young people, backed by greater flexibility for young people to accelerate through the system, or to take longer to achieve higher standards”

“… new ways to tackle disengagement and to ensure that those in danger of dropping out can be motivated to stay in learning”

What is Foundation learning?

One of the four national suites of learning Offers personalised programmes that engage and motivate learners accessing Entry and Level 1 Composed of three integrated curriculum components

Vocational or subject learningPersonal and Social DevelopmentFunctional Skills

Supported by credit based qualifications in the new Qualification and Credit Framework Offers a flexible structure that enables learners to “top up” their programmes Includes learners on Key Stage 4 Engagement programme and E2E

Curriculum

QCF

Qualifications

Progression Diploma

Level 2Independent living

Supported Employment

Functional Skills Subject / Vocational PSD

Apprenticeships

Who is FL for?

Students in mainstream school, colleges and WBL

Students with SEN

Students in Pupil Referral Units

Students with LLDD

Young offenders

…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

FL is one of the four national suites

Foundation Learning

Qualifications and credit framework

14-19 reform

Secondary curriculum

A level

GCSE

Diploma Apprenticeship

Foundation Learning

Vocational qualifications

reform

Functional Skills

Learning Programme

Employability skills

Functional Skills

• English• Maths• ICT

Vocational/Subject

• Construction• Hair and Beauty• Engineering• Performing Arts• ICT

PSD

• Personal wellbeing• Economic wellbeing• Citizenship

Qualifications

Functional Skills (English, Maths & ICT) • Entry 1• Entry 2• Entry 3• Level 1•(Level 2)

Vocational/Subject• CSkills Certificate in building crafts (Construction) (14 credits)• Edexcel Award in an introduction to the Hair and Beauty sector (9 credits)• ABC Award in motor vehicle (24 credits)• Edexcel Diploma in Performing Arts (37 credits)• ITQ Award in IT user skills(9 credits)

PSD

• Edexcel Certificate in skills for independent living (13 credits)• City & Guilds Certificate in Employability and Personal Development (15 credits)• ASDAN Certificate in community volunteering (13 credits)

NCFE Certificate in exploring employability skills (13 credits)

The average FL programme size is 45 credits or 450 glh

FL Qualifications are in the QCFC

hal

len

ge

Size

1 – 12 credits 13 – 36 credits 37 plus credits

Functional skills in English/ Maths/ ICT pilot began in September 2007

11 awarding bodies engaged in piloting activity across all types of centres

Over 4000 centres currently involved in pilot including Diploma Gateway Consortia and Foundation Learning pilots

Key skills and basic skills qualifications remain at least until the functional skills qualifications are fully available

Consultation on the draft qualification and skills criteria for the new functional skills qualifications ended August 2009

Criteria will be finalised November 2009

Specifications will be available April 2010

National implementation in September 2010

Functional Skills and FL

Wrap around and support

Characteristics of effective delivery

Information, Advice and Guidance

Diagnostic and Summative Initial

Assessment supported by continual ongoing

reviews

Mentoring

FL in the wider school curriculum

English Maths ICT Science Options PSHECitizen-ship

REPE

Pat

hway

English Maths ICT Science Diplomas PSHECitizen-ship

REPE

Pat

hway

Functional Skills Vocational / Subject PSD

Pat

hway

FL and Foundation Diploma

Foundation Diploma Foundation Learning

Level 1

Holistic programme Individual recipe

Entry Level

Level 1

KS4E and Foundation Learning

Essential English, Maths and ICT

2 Days work focused learning

Personal Development

KS4E

Functional SkillsVocational /

Subject Learning

Personal and Social

Development

Foundation Learning

FL is part of Diploma Gateway 4 process

FL section in the documentation

Readiness rating used to identify support and monitoring

Information required on organisational and structural infrastructure

Should show an integrated approach to FL – SEN, LLDD, PRU, Special schools, NEET, E2E, KS4E,

Inclusion in the progress checks and tool kit

The Foundation Learning Qualification 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

You can access the qualification catalogues on the QCDA Website: www.qcda.gov.uk/flqcatalogue

If a qualification satisfies these criteria it will receive FL Support in Principle

Qualifications for Foundation Learning are reviewed against the following criteria:

Is the qualification part of suite of qualifications at different levels?Have progression route/destinations been identified?Does the qualification use units that are already in the databank and are already being used within other qualifications?Does the qualification including units at different levels?Is it proposed for ASL of Diploma?Does it have support from the relevant SSC or other appropriate organisations?Is the level correct based on a sample of units?Has the unit been written in accordance with the guidance on writing units for the QCF?Do the assessment criteria align with the learning outcomes?Is a proposed age range included?

How to manage achievement

Unique Learner Number (ULN) and Managing Information Across Partners (MIAP)

Each student gets a ULN or Unique Learner Number. The ULN is a 10 digit identifier code (issued once for life…similar to NI number)

• Enables accumulation and/or transfer of

credits of achievement • Learner achievement is electronically

stored against their unique ULN for life and enables achievement history to be viewed electronically

• Information can be securely shared between education providers, employers, parents and the learner

http://www.miap.gov.uk/

Implementation timeline

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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 Reaching entitlement

What is national-roll out?

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 Reaching entitlement

Diploma/ Apprenticeship

entitlement; learners required to participate

to 17 as RPA starts

• Extended pilot on 14-19 basis in 22 LAs with some developmental delivery by 16+ providers in most areas

• LSIS workforce support, a ’draw down’ programme to work intensively with pilot areas (including 16+ providers); and supporting other LAs to facilitate delivery by 2010 including by engaging and training schools and other providers

• FLT integrated into Gateway Guidance to LAs on strategic planning for Diplomas and FLT

• Evaluation to draw out evidence from pilots and through the establishment of a wider provider FLT network (for non-pilot providers)

•Ensure some delivery of FLT on a 14-19 basis

•Have a plan/ schedule for when other schools and providers will start to deliver

•Use available levers and drivers to implement this including workforce support and training on a ‘cascade’ model

Timescale for Foundation Learning Implementation:

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

2012-13 Focus on remaining schools and other providers not yet

delivering

FL Pilots

The FL pilot commenced in September 2008 with 16 Local Authorities coordinating the delivery of FL to around 600 14-16 learners

The second year of the pilot sees an increase in the size of the pilot The pilot includes an additional 6 Local Authorities (a total of 22 LAs)

Pilot LAs will be delivering across the 14-19 spectrum

Overall we expect there to be around 6000 learners on the FL pilot

The pilot Local Authorities are involved in:Termly pilot events

Consultative support via the LSIS workforce support programme

Regular evaluation activities including LSIS healthchecks, termly interim reports, and overall evaluation of the FL programme (conducted by EKOSGEN)

In addition, all providers on the FL pilot should be involved in the Functional Skills pilot

The FL extended network

The extended network includes 33 Local Authorities

The purpose of the network is to support preparation for the national roll out of FL from September 2010

The Local Authorities will be involved in

The Local Authorities will also have access to the FL LSIS support programme

Extended network events (termly) provide an opportunity for LAs to network with one another, and share their knowledge and experience

Learning visits will allow LAs in the extended network to visit (and buddy with) an LA on the 14-19 FL pilot*. Through this relationship LAs will gain an insight into FL provision, and be able to learn from other LAs experience and knowledge in delivering FL

The extended network will be measured, monitored and evaluated on a termly basis as part of the learner tracking process

Lessons learnt….

FL is not just for special schools

You can deliver FL more effectively if you work

collaboratively

Small units of achievement are an effective motivator

Many young people in special educational

settings have been able to access qualifications for

the first time

Many students’ achievements exceeded expectations at the

start of the course

Parents and employers need quality information about FL

What are the benefits of FL

Motivates and engages learnersRewards programmes focused on progression Accredits achievement through credit based qualificationsMaintains and builds on good practice of KS4EKeeps more people engaged with education Will support raising the participation ageLearners and practitioners jointly agree destination and personalised learning programmeQualifications attract Achievement and Attainment Tables points

Example Foundation Learning Programme

Mason is 15. He goes to a specialist technology college but he has not been successful in mainstream learning programmes and wants to get to work as soon as possible. He really likes computers and to get a job which would allow him to work towards a level 1 qualification in IT on day release to his local college.

Mason's FL programme:

Functional skills in English Entry 2, 5 creditsCertificate in employability and personal development Entry 3, 15 creditsBTEC Award for IT users Level 1, 9 creditsFunctional skills in mathematics Level 1, 5 credits Functional skills in ICT Level 1, 5 creditsAward in Business Administration Entry 3 6 credits

Full programme 45 credits

Michaela is 19. She has moderate learning difficulties and attends a special unit at her local college. She lives at home with her parents and would like to learn how to be more independent. She likes more practical learning and enjoys spending time at her local stables where she helps groom and feed the animals.

Michaela's FL programme:

Functional skills in English Entry 3, 5 creditsCertificate in personal and social development 13 creditsEntry level certificate in skills for working life – land based Entry 3, 22 creditsFunctional skills in Maths Entry 1 5 creditsFunctional skills in ICT Entry 2 5 credits

Full programme 50 credits

Example Foundation Learning Programme

Example Foundation Learning Programme

Aneel was bored by school which meant his attendance was sporadic. He left his local comprehensive at age 16 with a GCSE in art and design and level 1 functional skills in mathematics and ICT, but failed his other courses because he didn't attend for examinations. He has a part time job in a local garage and really enjoys it but now realises he will need more qualifications in order to become an engineer.

Aneel's FL programme:

Certificate in personal and social development Entry 3, 13 creditsCertificate  in  Vehicle  Maintenance, Level 1, 26 creditsFunctional skills in English Level 1, 5 creditsFunctional skills in ICT Level 2, 5 credits

Full programme 49 credits

Subject Qualifications

Discussions are ongoing with awarding organisations aimed at:

Working collaboratively to develop units for entry onto the QCF Agreeing common learning outcomes

Entry level subject qualifications will be redeveloped in the core subjects including:

Mathematics Science and technology Creative English and humanities

Support for FL

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

Questions?