1 / 14

Foundation Learning 2010-11 Regional Briefing David Sangster Policy Manager (FL)

Foundation Learning 2010-11 Regional Briefing David Sangster Policy Manager (FL). Championing Young People’s Learning. What is Foundation Learning?. Championing Young People’s Learning. What is Foundation Learning ? (i). Latest developments.

anika
Download Presentation

Foundation Learning 2010-11 Regional Briefing David Sangster Policy Manager (FL)

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Foundation Learning2010-11Regional Briefing David SangsterPolicy Manager (FL) Championing Young People’s Learning

  2. What is Foundation Learning? Championing Young People’s Learning

  3. WhatisFoundationLearning ? (i) Latest developments • The Wolf Review – an independent review of vocational education – ‘focusing on the effectiveness of the overall structure of the vocational offer’ • 4 key considerations • How to improve the 14-19 vocational offer? • Who are the appropriate target audience? • Principles underpinning content, structure and teaching methods • How to improve positive destinations? • To begin as we speak and to report by the spring of 2011

  4. WhatisFoundationLearning ? (ii) Key facts about FL • Foundation Learning (FL) is a national programme of learning for 14 to 19 year old learners working predominantly at entry level or level 1 • Data analysis suggests the potential FLcohort could be up to 20% of 14-19 year olds • Learners follow personalised programmes with qualifications drawn off the Qualifications and Credit Framework (QCF) • Learning programmes will include components of vocational/subject learning; Functional Skills and Personal and Social Development • There is a strong focus on supporting the learner to progress and reach their full learning potential • FL will be crucial in supporting the overall aims of increasing participation, attainment and progression for all young people

  5. Key components of a Foundation Learning programme 14-19 destinations: Initial engagement Further Education Personalised learning programme Vocational/subject based learning Apprentice ships Employment Personaland SocialDevelopmentlearning FunctionalSkills Supported employment Independentliving Information, Advice and Guidance

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

  7. Characteristics of effective delivery (see LSC/QCDA Delivery Guidance issued Aug 2009) • Personalised Learning • Learning should be tailored to the needs and aspirations of individuals. • Effective Initial Assessment and Ongoing Review • Rigorous systems should be in place to profile (and regularly review) individual learners’ skills and abilities, and to plan personalised learning programmes and support. • Coherent delivery of Learning Programmes • Each personalised programme should be delivered in a coherent and integrated manner. The lead provider for each learner should maintain an active overview of all the learning that the individual is undertaking. • Recognition of Achievement and Progression • Learning programmes must be designed to support learners to progress to Level 2 or to achieve at the highest level appropriate. For a minority of learners with SEN or LDD, progression will be about consolidating learning already achieved and/or transferring that learning into different contexts. • Support for Learners • Learners should be positively supported throughout their learning programme. Providers should identify any support requirements during the initial assessment and keep these under review throughout the learning programme. • Partnerships • Providers will need to work in partnership with their LA, other providers and related stakeholders such as Connexions. Successful partnership working is expected to include joint planning; staff development activities; sharing expertise, resources, facilities; and developing common processes. • Leadership and Management • Effective FL practice is based on a strong commitment from management and a whole organisation approach to delivery. Workforce development is also essential, and management information, with systematic collection of learner information and data, should inform provision and support for learners.

  8. How are we doing it? Championing Young People’s Learning

  9. What support is available • The main source of support for LAs and providers, either already delivering or preparing to deliver FL, has been the LSIS (Learning and Skills Improvement Service) support programme • A range of online resources, including guidance, case studies can be found at the following link:- • http://www.excellencegateway.org.uk/FL • Further sources of support and guidance include: • QCDA • Local authorities • YPLA regional points of contact

  10. What are the benefits? Championing Young People’s Learning

  11. Learner benefits Young people will be able to build confidence through the positive achievement of qualifications which are nationally recognised at a pace appropriate to them The FL curriculum is specifically designed to facilitate progression to further learning and employment including Apprenticeships. The chance to secure bite size achievements to learners who traditionally tune out the qualification culture

  12. Provider benefits The FL model offers a framework for local collaboration and opportunities to drive up overall demand for learning. Used correctly by ensuring learners are on the right programme of the right size, with the right degree of stretch will improve retention and increase success which in turn will generate more funding, better reputation and higher inspection grades.

  13. Further informationand questions Championing Young People’s Learning

  14. Further sources of information.. LSIS support programme website: includes guidance, case studies and information on other support activities such as events and consultancy support www.excellencegateway.org.uk/foundationlearning DfE have updated their website and the link to Foundation Learning is here - http://www.education.gov.uk/schools/teachingandlearning/qualifications/foundationlearning YPLA website: list of key documents to download via the publications tab http://www.ypla.gov.uk/ QCDA website: includes the FL qualifications catalogue and a practically oriented factsheet for providers: http://www.qcda.gov.uk/8153.aspx

More Related