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Transcript of Learners and Providers: School, College and Work-based learning
Learners and Providers: School, College and Work-based learning
WELCOME
A Network for Lifelong Learning:
an initiative of the Institute of Education
A Network for Lifelong Learning:
A LONDON REGION POST-14 NETWORK CONFERENCE
New opportunities and benefits of partnership working in the context 14-19 education and training
Lynn Thackway
Vice Principal for Curriculum Standards and Performance, Barnfield College
A Network for Lifelong Learning:
an initiative of the Institute of Education
A Network for Lifelong Learning:
A LONDON REGION POST-14 NETWORK CONFERENCE
Opportunities and benefits of partnership working in the 14-19 education and training context
Lynn Thackway Vice Principal Barnfield Federation
“Benefits of working in a Federation ”
Barnfield FE College
• Incorporated in 1993
• Beacon College graded “Outstanding”
• IiP Champion
• 1st FE College Academy Sponsor
• 1st FE College/Academy Federation
• 1st FE College to set up Studio Enterprise Academy
• 1st FE College to establish an “in-house” PMC
• Highest performing Academy Sponsor (07/08/09)
• 950 FT staff, 22,000 students, 6 campuses
• £60 million Academy builds underway
• Circa £42 million turnover with healthy reserves
Our Vision
“To build Britain’s highest performing Federation, where customer and
community needs are met, students are happy, successful, and reach their full
potential”
GCSE Results - Barnfield South Academy
• In 3 years GCSE grades increased by 45% - best results ever• In 2008/9 named as one of most improved secondary
schools • Jan 2010 Ofsted graded Governance, L & M and Capacity to
Improve as Outstanding (Good overall) – never been better than “Satisfactory”
0%10%20%30%40%50%60%70%80%90%
100%
5+ A* - C grades (inc E&M)
2007
2010 (Interim)
2011 (Projected)
0%10%20%30%40%50%60%70%80%90%
100%
5+A* - C grades
2007
2010 (Interim)
2011 (Projected)
GCSE Results - Barnfield West Academy
• In 3 years GCSE grades increased by 52% - the best results ever• Named as the most improved secondary school in 2008/9/10• Jan 2010 Ofsted graded “Outstanding” – never been better
than “Satisfactory “
0%10%20%30%40%50%60%70%80%90%
100%
5+ A* - C grades (inc E&M)
2007
2010 (Interim)
2011 (Projected)
0%10%20%30%40%50%60%70%80%90%
100%
5+ A* - C grades
2007
2010 (Interim)
2011 (Projected)
Barnfield Federal Structure & Vision for Success
Federal Benefits
Students First
• Broader curriculum offer (academic & vocational)
• Smoother transition to 18 years & beyond
Staffing
• Working across the Federation
• Sharing excellent practice
Financial Muscle
• Shared services (human/physical)
• Discounted purchasing/joint bids
Federal Benefits
Community
• Regeneration
• Cohesion
Brand Impact
• Students
• Staff/community
Future
• Progression to further study & RPA
• Apprenticeships & work related careers
New Structure
Barnfield College
Barnfield Sponsor
Trust
Barnfield Academy
Trust -Luton
Studio School Trust
Project Manageme
nt Company
University Technical College
Happy Successful Students
To conclude, we believe
“Great things happen when the right parts come together”
“Challenging times – innovative solutions “
Thank you
The Strategy in London for Young People
Mary Vine-Morris
Director - London CouncilsA Network for Lifelong Learning:
an initiative of the Institute of Education
A Network for Lifelong Learning:
A LONDON REGION POST-14 NETWORK CONFERENCE
The Strategy in London for Young People
Mary Vine-MorrisDirector London Regional Planning Group
The evidence base
• Jointly produced by YPLA and 14-19 RPG
• Regional level analysis with links to local authority and national figures
• Draft report released to local authorities in May for feedback. Formal release September 2010
• Key themes of Employer Skills Needs, Participation and Achievement.
London infrastructure overview
£915m allocated to FE and school Sixth Form provision in 2010/11
376 providers funded to deliver 16-18 provision in 2010/11
Just over two thirds of 16-18 providers are School Sixth Forms and 15% are FE institutions
35 Academies funded in 2010
Pre-16 attainment
• GCSE attainment (5 or more GCSEs at grade A*-C or equivalent including English and Maths) in London has risen from 54% in 2008/09 to 58% in 2009/10, which is 4.6 percentile points higher than the national average
• However, there is variation by both: • Borough performance which ranges between 48% to 71%; and• Types of learners
010203040506070
%
2008
2009
London’s economyExpansive economy
Approx 4.68 million workers 600,000 people self-employed
High correlation between qualifications and employability
88% employment rate for those qualified to degree, but
65% rate for those without Level 2
Employers and Young People London employers less likely
to recruit a school or college leaver and to say young people are less well prepared for work.
Poor attitude/personality or lack of motivation is a key issue
Who is in learning?
• 86% of 17 year olds in learning compared to 94% 16 year olds indicating a high dropout rate
• School censuses indicate increase in Year 12 and 13 numbers - in contrast to decrease projected by GLA and ONS
• Reduction in the number of 16-18 year olds in employment
• Majority of learners on Level 3 courses
Who is not in learning?
Significant fall in participation at 17
• Especially for maintained schools from 16 to 17
• 9% gap in London: above national average and since 2002
• Scale of fall varies across London, ranging from 13% to 2%, with over half of outer London boroughs exceeding the regional average.
• Further exploration needed on reasons for why learners leave participation at 17
Proportion of NEET Oct 08 – Oct 10
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Proportion of 16-18 year olds who are NEET (%)
London England
Source: DfE NCCIS and Connexions
NEET by borough October 2010
Strong NEET % Performance
• 5.5% NEET average in London compared to 6.6% nationally (Oct 2010)
Specific challenges:
• 11,577 16-18 year olds are NEET in London
• 14 boroughs have NEET levels above the London average (Oct 2010)
• Significant borough by borough variation in both NEET levels and the groups of those who are NEET
GCE A Level achievement• The average QCDA points score per candidate is the lowest in the country:
• 698.8 points compared to 744.8 nationally (2009/10)• There is also significant variation between outer and inner London
QCDA Level 3 Point Scores Per Candidate
0.0
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& Dag
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et
Bexley
Brent
Bromley
Camde
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Croydo
nEali
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Enfield
Greenw
ich
Hackn
ey
Hammers
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Fulham
Haring
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Harrow
Haveri
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Hillingd
on
Houns
low
Isling
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Kensin
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Kingsto
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Lambe
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Lewish
amMert
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Newha
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2007/082008/092009/10
London Average
England Average
choice, support, success
priorities for 16-19 education and learning in London 2011/12
Strategic Priorities
We are determined to get the best deal for Londoners and to make the system work for them to secure:
• Choice – high-quality learning for all young people
• Support – help, where it is needed most, to take full advantage of the opportunities available to young Londoners
• Success – outcomes that give young Londoners the edge in higher education and the job market, increasing social mobility
Why:• Learners needs paramount
• Institutions have greater freedom to meet needs
• Local authorities have more responsibility to join up services
What does this mean for providers:• Developing a curriculum informed by a strong evidence base
• Working with other providers to deliver an appropriate curriculum offer – particularly to address drop out at 17
Priority 1: All young people on the education and training programme of their choice
Why:• Need to better meet the needs of vulnerable learners, particularly
learners with learning difficulties and disabilities
• Need to develop a more inclusive and comprehensive London offer - because full participation by 2015 means a change in what is on offer
What does this mean for providers:• Working with Local Authorities to understand and predict needs
• Working with other providers to deliver a local curriculum offer –particularly to meet the needs of vulnerable learners
Priority 2: All vulnerable young people will benefit from the local leadership of post-16 learning
Why:• Unemployment at 18-24 is increasing – and is costly
• The take-up of apprenticeships, although improving, still falls well short of our aspirations
What does this mean for providers:• Ensuring learners have a genuine mix of high quality academic,
vocational and applied courses available to them
• Working with local authorities to establish the unmet needs of NEET young people and helping to secure full participation and increased achievement
Priority 3: All young people to have great opportunities for work and moving on
Why:• Many young people will not make the most of a rich and diverse
offer without impartial CEIAG
• Pressures on budgets means cost-effective solutions are critical
What does this mean for providers:• Ensuring that learners are on the most appropriate course
• Providing the support which enables young people to achieve and reach their full potential – track leaver destinations
Priority 4: All young people get the best support and guidance
Why:• The gap between the highest and lowest achievers is still too
great
• We still need to drive up the ambition to deliver high quality provision that significantly exceeds minimum standards
What does this mean for providers:• Self-regulation - taking responsibility for learner achievements
and value for money
• 14-19 Partnerships need to form a view of the overall effectiveness of provision in the area – and the ability to challenge poor performance
Priority 5: All young people to reach their full potential
More information
London Strategic Analysis ’14-19 in London: an evidence base’
http://www.londoncouncils.gov.uk/policylobbying/children/publications/14-19andLondonanevidencebase.htm
Regional Statement of Priorities ‘choice, support, success’
http://www.londoncouncils.gov.uk/policylobbying/children/education14to19/statementofpriorities.htm
Data and MI: Looking forward
Mike PettiferYPLA Director (external commissioning),
Young People's Learning AgencyA Network for Lifelong Learning:
an initiative of the Institute of Education
A Network for Lifelong Learning:
A LONDON REGION POST-14 NETWORK CONFERENCE
Championing Young People’s Learning
Data & MI – Looking Forward
Mike PettiferRegional Director - LondonYoung People’s Learning Agency
Championing Young People’s Learning
Championing Young People’s Learning
“When nothing is sure, everything is possible.”
- Margaret Drabble
Championing Young People’s Learning
The importance of teaching
Championing Young People’s Learning
Policy - three simple principles
Freedom – trusting professionals, academies programme, free schools, studio schools, reducing bureaucracy, light touch inspection.
Fairness – attainment gap, social mobility, focus on teaching & learning, choice, restore confidence in exams system, open up qualifications.
Responsibility – high quality education system, powers back to the teacher, strong leadership, rigorous standards, talented teachers, good behaviour.
Message from the Ministers
Championing Young People’s Learning
Message from the Treasury
Spending Review - three simple principles
Fairness – Achieve comparable funding by 2014/15.
Economic growth – Achieve full participation for 16/17s by 2015.
Reform – Decisively narrowing the attainment gap.
Championing Young People’s Learning
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“Making the simple complicated is commonplace; making the complicated simple, awesomely simple, that’s creativity.” -
Charles Mingus
Simplification – what does it actually mean?
Championing Young People’s Learning
The first rule of chess, exchange and simplify…
Championing Young People’s Learning
The secret life of data…
“In god we trust, all others mustbring data.”
Edward Deming
Championing Young People’s Learning
DCSF
Learning & Skills Council
BECTA
GTC JACQA QCDA GOs
Audit Commission
TDA
Schools Food Trust
Performance Curriculum QualitySystems
Capital Allocations
Funding
Process
RDAs
Regional Priorities
Sub-regional offices
National Priorities
Partnership Teams
Regional Planning Groups
OFSTED
Local Priorities
Local Authorities
PROVIDERS
BIS
Championing Young People’s Learning
Skills Funding AgencyDFE BISEFAOFSTED
Funding Statement Skills Investment Strategy
TRANSPARENT DATA ACCESSIBLE DATA
data derived automated funding system
Accountability
CUSTOMERS - CHOICE - CUSTOMERS PROVIDERS – PROVIDERS - PROVIDERS
PERFORMANCE – RESULTS – PERFORMANCE - RESULTS
LAs
Championing Young People’s Learning
• Collect your data well.• Use your data intelligently.• Submit accurate data.• Data = funding.• Data measures results.• Get used to other people seeing
it.• Evidence progression.
“An unsophisticated forecaster uses statistics as a drunken man uses lamp posts – for support rather than for illumination.” - Andrew Lang
Championing Young People’s Learning
Sail your own ship
Don’t wait for detailed guidance.Don’t expect a proposed structure.Don’t expect all the answers.
Do expect a clear vision with a clear set of expected outcomes.Do expect clarity where it’s necessary. Do take the initiative.
Championing Young People’s Learning
Technology - Idle Speculation and hopefully food for thought
“When speculation has done its worst, two and two still make four”
Samuel Johnson
“In practical life the wisest and soundest people avoid speculation.”
George Earle Buckle
Championing Young People’s Learning
Oranges are not the only fruit –technology and the future of education
Have you had your five a day?
Championing Young People’s Learning
www.education Private, public or both?
Secure Data Cloud
Government data released
Ed.App Ed.App Ed.App Ed.App Ed.App Ed.App Ed.App
Championing Young People’s Learning
The way young people, parents and carers make decisions as consumers is coming to an educational establishment
near you…be ready.
Voices from across the state and independent sectors – learners talking about their 14-19
experiences
Ann Hodgson and Ken SpoursInstitute of Education
A Network for Lifelong Learning:
an initiative of the Institute of Education
A Network for Lifelong Learning:
A LONDON REGION POST-14 NETWORK CONFERENCE
Voices from across the sector: learners talking about their 14-19 experiences
Ann Hodgson and Ken SpoursCentre for Post-14 Research and Innovation
53
Why research learner perspectives?
• Important to talk with people who actually experience education
• They are grounded, reflective and pragmatic and have good ideas about teaching, learning and assessment
• It provides a counter-balance to the views of policy-makers and education professionals
• It is part of reflective practice for professionals
• Researching their views is educational for learners and shows respect (but it is very important to act on the findings from research)
• Student perspectives are a powerful tool for change with staff
Four research projects
• Kingswood Area Progression Project (KAPP)
• Development of the Sixth Form Baccalaureate (SFBac)
• Reviewing the 13-19 curriculum in independent schools
• North East Lincolnshire 14-19 Progression Project
54
Different angles on learner perspectives
•KAPP - individual advice and guidance (IAG), course choices at Key Stage 4 (including the Diplomas) and post-16, views on study at Key Stage 4 and post-16, institutional choices post-16, HE and career intentions and the recession
•SFBac - 16-19 sixth form college experience of A Levels, BTEC and enrichment programmes and SFBac proposals for a broader and more holistic curriculum
•HMC 13-19 curriculum – the independent school curriculum and how it prepares them for GCSE, A Levels and higher education
•North East Lincs – the 14-19 curriculum, progression opportunities linked to wider economic regeneration of the area
55
The curriculum at Key Stage 4• GCSE has cachet with learners and there are concerns about the
currency of other Key Stage 4 qualifications“I’m not sure about the Diplomas – they’re new. I’d rather stick
with the safer options”“BTEC is learn, copy and forget”
• GCSE is seen as a good preparation for post-16 study –particularly in terms of examination techniques
• Learners echo teachers’ concerns about spoon-feeding to pass examinations at KS4
• Modularity is popular with most learners• The importance of choice, practical and active learning, a mix of
theory and practice, interest in and being good at the subject, a variety of learning and teaching styles
• ‘Vocational/applied subjects’ are often not as practical as learners have been led to believe – “too much writing”
56
Information, advice and guidance for progression• The most highly rated IAG activities were:
• Options evenings• Institutional information booklets/prospectuses• Taster sessions• Work experience• Assemblies• Individual interviews (but the majority of learners did not experience these)
• The least highly rated were:• Nationally produced leaflets and booklets• Websites and on-line planning tools (e.g. Plan it)
• The importance of families and individual teachers in making choices
• A minority of students are aware of institutional self-interest in post-16 staying-on - others collude with it - ‘familiarity factor’
57
16-19 learning
• Students on mixed programmes at KS4 likely to opt for A Levels• Big step up from GCSEs to A Levels because of spoon-feeding in Years 10
and 11• Support for modular assessment• Teachers important for success at A Level – in particular those who
encourage independent learning and a ‘seminar approach’• Enjoyment of the subject/course – a major motivator• Extra curricular activities are prevalent and very important to learners in the
independent sector and sixth form colleges• The value of undertaking independent research (e.g. EPQ) – seen as good
preparation for university• The importance of choice and being treated like an adult• The importance of hands-on experience for learners on vocational
programmes• The work-based route and apprenticeships in demand, but relatively few
opportunities 58
59
Conclusions (1)
• Learners will not be agents of radical change – they are likely to make traditional qualifications choices (e.g. the A Level route)
• Many also likely to make safe institutional choices based on familiarity (e.g. sixth form)
• Learners prioritise the ‘exchange value’ of qualifications, but can be won over to ‘use value’
• In all sectors they are aware of the importance of gaining qualifications and the need to do well in a competitive HE and labour market
• Nevertheless there is a desire for a more innovative curriculum approach – more active and practical learning and a chance for independent study in depth
60
Conclusions (2)
• Learners across the sectors have many common messages about qualifications, teaching, learning and assessment
• However, learners in the state sector are much more likely to take mixed general/applied programmes both in Key Stage 4 and post-16 – the independent sector overwhelmingly offers GCSEs and A Levels
• Aspirations for the future that differ on an attainment and class basis
• A significant minority of learners want to be in the labour market/Apprenticeship – problems of the lack of a strong work-based route
• 14-19 learners potentially have multiple identities – exam achiever, researcher, worker, consumer, volunteer, friend, family member - but the current system does not actively harness, develop or recognise these
• The importance, therefore, of a more holistic curriculum and accreditation system that is both meaningful and challenging
61
Web addresses
The Kingswood Area 14-19 Progression Project (2008-2013)http://www.ioe.ac.uk/research/32731.html
Developing and Piloting a Sixth Form Baccalaureate (2009-2011)http://www.ioe.ac.uk/research/33699.html
13-19 Education in HMC Schools (2009-10)http://www.ioe.ac.uk/research/36430.html
Reviewing transition and progression at 14+ in North East Lincolnshire (2010-11)
http://www.ioe.ac.uk/research/49007.html
Workshops
Workshop A: The LA role in the new contextLinda McPhee – London Borough of Richmond upon Thames
A Network for Lifelong Learning:
an initiative of the Institute of Education
A Network for Lifelong Learning:
A LONDON REGION POST-14 NETWORK CONFERENCE
The LA role in the new context
Where are we now and where are we going
Aims of the session
An overview from the Richmond upon Thames partnership perspective Opportunities and challenges Workshop discussions to share other LA
perspectives
Leadership and management of 14-19 partnership Responsibilities include regional, local
networks Key partnership groups Education and business links Effective quality assurance arrangements Training and advisory support
Where are we now?
Schools all considering Academy status LA will become a commissioner of
services Actively identifying gaps for support Promotion of services
through SLA
Changing landscape for Richmond Partnership Currently strong level of support for core
curriculum but… Active Partnership continues to exist:
Headteachers working collaboratively on post-16 provision; Deputy Headteachers committed to good quality shared provision opportunities
Shared Diploma and vocational course options opportunities
Successful shared courses
Hair & Beauty Construction Engineering Food preparation Diploma in IT AS Critical Thinking
Collaborative provision for Foundation Learners Recognition of establishing right kind of
provision within Richmond upon Thames Collaboration essential to ensure richer
and engaging offer and environment for all young people Transition arrangements must be smooth Progression partners needed to ensure
whole range of routes available
New shared provision for Foundation Learners Bicycle maintenance Carousel course offering a range of units
from City & Guilds Award in skills – Home maintenance Diploma – Caring for children Diploma –Travel and tourism
Richmond Education Business Partnership Keeping a balance between direct
experience of work, understanding work and enterprise and skill building Streamline work experience service Build a portfolio of work related
learning activities Service survival – funding likely
to disappear
Challenges
If not Diploma, then what? Continuing to offer central college
courses at 14+ IAG – ongoing need to find better ways of
supporting those in danger of NEET and those for whom uni will be financially daunting!
Apprenticeships opportunities
Creating local apprenticeship opportunities and ensuring the route is accessible to young people
Emerging picture 2011 onwards
Ongoing negotiations with internal & external partners Positive trend towards local team
mergers Working together on Quality Assurance
arrangements
Think global, present a local face
Workshop B: Foundation LearningSharon Grainger – London Borough of
Newham
A Network for Lifelong Learning:
an initiative of the Institute of Education
A Network for Lifelong Learning:
A LONDON REGION POST-14 NETWORK CONFERENCE
THE PERFECT SCHOOL SYSTEM…???
EVERY ‘ROUND’ PEG FITTING NEATLY INTO
A ‘ROUND’ HOLE
WHY SCHOOLS MAY NEED NAP 2011
The expectation is that all will be assessed at 16
using GCSEs.
A*-Cs = Level 2
D-Gs = Level 1
60 %
A* - C
Level 2
40 %
D - G
Level 1
THE PERFECT ASSESSMENT SYSTEM…???
THE PERFECT KS4 CURRICULUM…???
IN REALITY…EVERY SCHOOL HAS ‘SQUARE’ PEGS THAT DON’T FIT INTO THOSE ‘ROUND’ HOLES
Entry Level and Low Level 1 Learners whose needs are not best met by GCSEs
Those who are disaffected and disengaged from the KS4 curriculum becoming truant.
Those whose behaviour is difficult to manage in a formal education context and require alternative provision.
Entry 3 to Entry 1
LEVEL LEARNER
Level 1 LEARNER
DISENGAGING SCHOOL
REFUSER
CHALLENGING BEHAVIOUR at
Risk of Exclusion
Entry 1 to Entry 3
LEVEL LEARNER
The number of learners for Foundation Learning
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
PERSONALISED LEARNING
FOCUS ON PROGRESSION
ENGAGEMENT & PARTICIPATION
COHERENCE & FLEXIBILITY
SKILLS ATTAINMENT & QUALIFICATIONS
RAISED ASPIRATIONS
FURTHER LEARNING & EMPLOYMENT
SPORTS LEADERSHIP
CHILD DEVELOPMENT
RETAIL
CREATIVE MEDIA
CONSTRUCTION
MOTOR VEHICLE ENG.
HAIR & BEAUTY
Work skills
Work skills
Work skills
Work skills
Work skills
Work skills
Work skills
The Foundation Learning curriculum model
Vocational/ subject based
learning8-40 credits
Functional skills
15 credits
Personal and social
development learning
3-21 credits
14-19 destinations
Initial engagement
18–70 credits in total
Information, advice and guidance
Personalisation Foundation Learning programme for Learner ‘x’ ‘X’
Foundation Learning programme for Learner ‘Y’
Vocational/ subject based
learning
Functional skillsPersonal and
social development
learning
Vocational/ subject based
learning
Functional skills
Personal and social development
3.2
Provider Course Area NOS. Vocational PSDAPE Media Eco Fashion Creative/Media 10 NOCNAPE Media TV/Film Production Creative/Media 10 NOCN
APE MediaRadio Broadcast Sound & Music Creative/Media 10 NOCN
Beckton Activities Engineering (Mot Vehicle) Engineering 12 C &G
METS Engineering (Mot Vehicle) Engineering 10 ASDANMETS Hair & Beauty Hair & Beauty 8 ASDANMETS Trade Skills (Construction) Construction 8 ASDAN
LANDMARK Principle Learning in Retail Retail 10 EDEXCEL
Peacock Academy Sports Leadership Sport & Leisure 10 EDEXCEL Work SkillsPeacock Academy Hair & Beauty Hair & Beauty 10 EDEXCEL Work SkillsPeacock Academy Performing Arts Creative/Media 10 EDEXCEL Work Skills
Pitstop Engineering (Mot Vehicle) Engineering 8 C &G
Newtec Childcare Health & Soc Care 20 CACHE
Building Craft College Construction Construction 16 C &G
John Laing Construction Construction 15 C &G
Docklands Riders Engineering (Motor Cycle) Engineering 6 C & G
Skillshop Trade Skills (Construction) Construction 10 C &G C.o.P.E.
NEWTEC
B. C. C.JOHN LAINGS
METS SKILLSHOP
20
50
APE MEDIATHE PEACOCK ACADEMY
40
THE PEACOCK ACADEMY
LANDMARK
DOCKLANDS RIDERS B.A.C.METS
PITSTOP
THE PEACOCK ACADEMYMETS 18
36
10
10
Ape MediaApple Pie Enterprises Ltd ( Ape Media ) is an
East London based:• Creative Industries Training • Event Management and • Production CompanyIt is a ‘not for profit’ organisation located inthe Crypt of St. John’s Church in Stratford.APE offers professional training courses and produces amazing work, from:• Radio production• Fashion shows• Dance• Music• Drama• TV productionThe APE ethos is ‘ Developing Talent,Revitalising the Industry’
Eco Fashion Design Course
TV/Film Production Course
Radio Broadcastingand Sound and Music Technology
Newtec provides high quality Early Years and Childcare training from Entry Level up to Level 6. Additionally, through classroom-based and outreach programmes they provide ESOL, Literacy and Language support and a Return to Study programme, to meet the needs of the local and ethnically diverse communities.
Running alongside the training programmes, is the provision of affordable, effective, and integrated children's services through the four nurseries, mobile crèches and Children's Centre that are firmly established in the Borough.
Newtec
Peacock AcademyThe Peacock Gym is an east London charity and community club, which strives towards “improving the quality of life through sports”. Our educational programmes are designed for students who learn best in an active and experimental way. We aim to support the social, emotional and learning needs of young people in the 21st Century as well as celebrating what young people CAN do. We currently offer the following courses:
•Sports and fitness award•Sports leadership Award•ABA Boxing certificate•Chess Federation Award•First Aid certificate•Health and Safety Award•Wider Key Skills Qualifications•Hair and Beauty Courses
+++
Participation
Sports Leadership
Engagement
Team Work
+++
Hair & Beauty
Achievement
Progression
Skills
The Course consists largely of understanding andmaintaining the different systems that are necessaryon a motor vehicle and performing standardmaintenance and servicing operations on a car.Behind this there is essential health and safetytraining and key aspects of work training type issuessuch as timekeeping, understanding and followinginstructions, working both on their own and as part ofa team.
Training will take place at the Pitstop Training Centreworkshops at Upton Avenue, E7. Pitstop is a workinggarage, working on real customers’ cars to obtain realwork place training opportunities. In most cases, thestudents will be doing their training and assessmentson real road-going vehicles. Near the end of thecourse, students will get the chance to observe firsthand the working of all the vehicle systems by takingpart in an off-road driving session.
Beckton Activities Centre
The Beckton Activities Centre is a centre where young people can learn new things, socialise and have fun! Currently we run projects in building PCs from scratch, I.T. support, maintaining and repairing motorbikes, building a kit car, as well as a Technical Music Project (making music on computers). Children and young people can also play table tennis or just come to meet in a safe and friendly environment.
The College was founded in 1893. For over 100 years we operated from the site of the original Building Crafts Training School, located in central London, before moving in 2001 to a brand new, and much larger building in Stratford, East London. Demand for our courses has grown so rapidly that already a further extension has been planned.
More locally, the College provides craft training options for local schools and courses in basic skills for construction for adults changing career or returning to work. Taken together, these courses open up opportunities for residents in East London who wish to learn the skills needed to gain employment in the large number of major construction projects in the Thames Gateway, including the 2012 Games.
John Laing Training provides a working partnership with local schools. They promote active engagement of young learners through the Foundation Learning Pathway, supporting the development of their life skills and vocational options
Docklands Riders is a Community Interest Company established in 2007 to address the issues and problems of illegal motorcycle riding and to provide a controlled environment for the riding of off-road motorcycles.
In addition to this we also provide accredited courses in motorcycle maintenance.
It was established with the assistance and support of the London Borough of NewhamCouncil
We are METS - a training initiative set up and run by experienced, professional educators. METS stands for Manor Education and Training Solutions, and we run The Techshop, Studio E12 and Trade Skills E12.
We aim to…
• increase, through innovative learning programmes, skills, confidence and achievement levels in young people who are disengaged and disaffected from mainstream education and falling short of academic attainment.
• support Young People’s entry into mainstream progression routes through entry-level accreditation, offering underpinning knowledge and a practical skills base.
TechshopThe
This course is designed as a pre-Vocational and Work Skills learning programme providing a personalised curriculum to match fit the learner’s ’Spiky’ profile.
Learners will be required to work within small teams and carry out a schedule of workshop based practices leading to - the stripping and the rebuild of team Go-karts & individual mountain bikes. Through this process the participants will learn about mechanical engineering principals & practices and gain an understanding of the various metallic and non-metallic materials used in the design of a Go-Kart and a Mountain Bike. Hence, enabling the learners to work towards possible progression pathway – Engineering Diploma.
Introduction to Mechanical Engineering (Karting& Bikes)
Studio E12 is a training facility developed by Manor Education & Training Solutions Ltd. (METS). Learners at entry Level with an interest/ability in the filed/s Hair & Beauty. More importantly, an interest in pursuing personal development through a vocational based learning programme within a team setting.
This course is offered with two distinct parts to encourage personal and group development within a team setting - vocational and employability skills. Learners will be required to work within small groups and follow an individual learning plan covering workshop based practices and Certificate in Employability (ASDAN) to help raise their vocational & employability skills.
Introduction to Hair Dressing and Beauty
Landmark Training is a registered charity and company limited by guarantee and is based in Stratford, East London. It was founded in 1978 as Newham Community Employment Projects Ltd. It offers training and educational courses to young people aged 14-25 living in East London.
Landmark has a contract to offer Foundation Learning and apprenticeships in administration and customer service. Landmark is part of the East London Training Alliance (ELTA) and is involved with several European Social Fund (ESF) projects.
Principal learning in Retail Business
Performance figures for GCSEs and examples of the qualifications usedwithin FLT Progression Pathways, QCF qualifications and functional skills
PERSONALISED LEARNING
COHERENCE & FLEXIBILITY
1 Day
2 Days X 12
=X 12
=
60 GLH per term120 GLH per term
Level 1 Award Guided Learning Hours (GLH): 60-130
Guided Learning Hours (GLH): 130-360Level 1 Certificate
Level 1 Diploma Guided Learning Hours (GLH): 370+
YEAR 10 YEAR 11
ConstructionAward
Construction Foundation Diploma
RetailAward
Sports Lead Award
EngineeringAward
Child CareAward
Hair & BeautyAward
Hair & BeautyFoundation Diploma
TV/Film Production
Award
Radio Broad. Sound/ Music Technology
Eco Fashion Design Award
Radio Broadcast. / Sound/ Music Technology Foundation Diploma
WorkSkills
WorkSkills
WorkSkills
ConstructionAward
EngineeringFoundation Diploma
Sports Lead Award
EngineeringAward
WorkSkills
ConstructionAward
Sports LeadershipFoundation Diploma
Sports Lead Award
EngineeringAward
WorkSkills
RetailAward
Child CareAward
Hair & BeautyAward
RetailFoundation Diploma
WorkSkills
RetailAward
Child CareAward
Hair & BeautyAward
Child CareFoundation Diploma
WorkSkills
TV/Film Production
Award
Radio Broad. Sound/ Music Technology
Eco Fashion Design Award
TV / Film ProductionFoundation Diploma
WorkSkills
TV/Film Production
Award
Radio Broad. Sound/ Music Technology
Eco Fashion Design Award
Eco FashionFoundation Diploma
WorkSkills
Carousel model based on 2 days of Vocational FL/PSD….based on I.A.G.
SKILLS ATTAINMENT & QUALIFICATIONS
PERSONALISED LEARNING
Easy-to-assemble BTEC qualifications that stack up to job success and career development across the four skills pathways
WorkSkills
BTEC Award in WorkSkills (Entry Level 3)
BTEC Award in WorkSkills (Level 1)
• Personal Life Skills, •Sustainable Employability Skills, •Work Placement Skills and •Skills for Business.
SKILLS ATTAINMENT & QUALIFICATIONS
NOCN qualifications at Entry Level (Entry 3) - Level 1 (inc: Diploma).
Eco Fashion Design Course
TV/Film Production Course
NOCN qualifications at Entry Level (Entry 3) - Level 1 (inc: Diploma).
Radio Broadcasting and Sound and Music Technology 3 x OCN Level 1/2 and 1 x City & Guilds level 1 certificate in Sound and Music Technology (7603)
SKILLS ATTAINMENT & QUALIFICATIONS
Motor vehicle maintenance & repairs / motorcycle
VRQ Level 1 motor cycle, City & Guilds 4101
SKILLS ATTAINMENT & QUALIFICATIONS
Motor vehicle repair and maintenance. Entry Level 3
and Level 1
City and Guilds 3902- at award, certificate and diploma level.
SKILLS ATTAINMENT & QUALIFICATIONS
Introduction to Hair & Beauty with Employability Skills
Certificate in Employability L1 / L2 (ASDAN)
Introduction to Mechanical/Automobile Engineering with Employability Skills
Certificate in Employability L1 / L2 (ASDAN
Introduction to Construction with Employability Skills
Certificate in Employability L1 / L2 (ASDAN
SKILLS ATTAINMENT & QUALIFICATIONS
Motorcycle Maintenance, Servicing and Repair
City and Guilds 3902 Entry Level 3
SKILLS ATTAINMENT & QUALIFICATIONS
Peacock Gym Academy
Sport & Active Leisure.
BTEC Entry Level 3 & BTEC Level 1
Hair & Beauty
BTEC Level 1, BTEC Level 2
SKILLS ATTAINMENT & QUALIFICATIONS
Basic Construction Skills
City & Guilds 6218 – 1 Multi Skills Programmecovering two areas; Carpentry; Plumbing
SKILLS ATTAINMENT & QUALIFICATIONS
Basic Construction Skills Qualification
City & Guilds 6218 Level 1 Qualification pathways to an Award, a Certificate or a Diploma based on the number of credits achieved.
SKILLS ATTAINMENT & QUALIFICATIONS
Principal learning in Retail BusinessEdexcel Level 1 Foundation Award / Certificate/ Diploma
SKILLS ATTAINMENT & QUALIFICATIONS
CACHE Level 1 Foundation Award / Certificate/ Diploma
Caring for Children
KS4 CORE ( 15 Hrs.)
English (+1) + (F.S)
Mathematics + (F.S.)
Science
ICT + (F.S.)
Physical Education
Religious Studies
Personal Dev. Ed.
Award in Work SkillsEntry Level 3 / Level 1
City & GuildsDiploma in
EngineeringLevel 1
Introduction to Construction
with Employability Skills Certificate in Employability L1
KS4 CORE ( 15 Hrs.)
English (+1) + (F.S)
Mathematics + (F.S.)
Science
ICT + (F.S.)
Physical Education
Religious Studies
Personal Dev. Ed.
Award in Work SkillsEntry Level 3 / Level 1
InCACHE
Looking After Children
NVQDiploma in
Hair & BeautyLevel 1
Award
KS4 CORE ( 15 Hrs.)
English (+1) + (F.S)
Mathematics + (F.S.)
Science
ICT + (F.S.)
Physical Education
Religious Studies
Personal Dev. Ed.
Award in Work SkillsEntry Level 3 / Level 1
NOCONDiploma in
Level 1
Award inTV/Film Production
Radio Broadcasting and Sound and Music Technology
Entry 3 to Entry 1
LEVEL LEARNER
Level 1 LEARNER
DISENGAGING SCHOOL
REFUSER
CHALLENGING BEHAVIOUR at
Risk of Exclusion
Entry 1 to Entry 3
LEVEL LEARNER
Engaged
Participating
Skilled
Qualified
Aspiring
Progressing
Learning
Employable
The evolving role of work-based learning
Ali KayeDirector, Work Based Learning Alliance
A Network for Lifelong Learning:
an initiative of the Institute of Education
A Network for Lifelong Learning:
A LONDON REGION POST-14 NETWORK CONFERENCE
London Work Based Learning Alliance
Ali Kaye – Director
The Evolving Role of Work Based Learning
London Region Post-14 Network Conference
Tuesday 1st February 2011
London Work Based Learning Alliance
• Network of work based learning providers
• 125 Independent and FE College members
• Apprenticeship and Foundation Learning
• Membership services
• Research and Development
• Funding and Contract updates
• Information and Intelligence
London Work Based Learning Alliance
The Evolving Role of Work Based Learning: Influencing factors
• Policy Drivers
• The Learner Offer
London Work Based Learning Alliance
The Evolving Role of Work Based Learning: Policy Drivers
• 16-18 offer
• Apprenticeships
• Level 3 Apprenticeship offer
• Raising of the Participation Age
• EMA
• 14-19 local agendas
London Work Based Learning Alliance
The Evolving Role of Work Based Learning: Learner Offer
• Level 3 – the Apprenticeship offer
• Functional Skills deferred to 2012
• SASE – Specification of Apprenticeship Standards for England
London Work Based Learning Alliance
The Evolving Role of Work Based Learning: Learner Offer
Foundation Learning
• Up to five qualifications entry to level 1
• Success = qualifications
• Loss of EMA
• Learner Impact
• Provider Impact
London Work Based Learning Alliance
The Evolving Role of Work Based Learning: FL Learner Impact
• Turned off by qualifications
• Walking away from exams
• Lack of vocational work experience
• The emerging learning environment?
London Work Based Learning Alliance
The Evolving Role of Work Based Learning: FL Provider Impact
• Where is the wbl focus?
• Funding imperatives – the golden five
• Selective recruitment
• Progression or qualifications driver
• The emerging learning environment?
London Work Based Learning Alliance
The Evolving Role of Work Based Learning: diverse offers
• Increasingly strong Apprenticeship offer at level 3 and beyond
• Entry to level 2 wbl offer - how far does FL meet the need?
• Youth unemployment will drive an offer?
The developing role of apprenticeships
Graham HoyleCEO, Association of Learning Providers
A Network for Lifelong Learning:
an initiative of the Institute of Education
A Network for Lifelong Learning:
A LONDON REGION POST-14 NETWORK CONFERENCE
Skills and Young People: A Different Approach?
Ken WarmanPrincipal and students, BSix College
A Network for Lifelong Learning:
an initiative of the Institute of Education
A Network for Lifelong Learning:
A LONDON REGION POST-14 NETWORK CONFERENCE
SF BAC: SKILLS FOR YOUNG PEOPLE
A comprehensive sixth form college
The East End Context
National Policy and Skills
BSeven Extended College brings together:
BSix Sixth Form Bac
Opportunities for students
Credits
• Sports • Societies ••50 credits
• Leaders, Reps, Ambassadors•100 credits
• Super Reps and Mentors• Pem-Brooke & QMUL••200 credits• Student Union Executive• Learning Advocates• Work Skills
•••
400 credits
Levels of achievement
• 150 creditsBAC
• 200 creditsBRONZE
• 500 creditsSILVER
• 800 creditsGOLD
• 1,000 credits PLATINUM
Providing the evidence
• Attendance Records, ILPs, ReportsCore
• Handouts, World of Work recordsTutorial
• Records, Output, Witness Statements.Activity
• Skills, values, breadthReflection
• An account of aboveValidation Presentation
Implementing the Bac
Target = 50 student applicants
Outcome = 74 and still growing
Students aiming higher
Friends joining in
Existing Bac students will…
Conference conclusions: a plenary discussion
A Network for Lifelong Learning:
an initiative of the Institute of Education
A Network for Lifelong Learning:
A LONDON REGION POST-14 NETWORK CONFERENCE
Thank you for attendingWe hope you have a safe journey home
Please complete your feedback form in the back of the booklet and leave it with your
badge on the registration tableA Network for Lifelong Learning:
an initiative of the Institute of Education
A Network for Lifelong Learning:
A LONDON REGION POST-14 NETWORK CONFERENCE