Getting Started Briefing - Post-16 FLT Diana Muallem

1. Foundation Learning Tier support programme Getting Started Briefing - Post-16 FLTDiana Muallem

2. What does the Foundation Learning Tier ( FLT) aim to do ? What is the relationship between the FLT and the Qualifications and Credit Framework (QCF)? What do coherent, balanced FLT programmes look like? What implications does this present for post-16 providers? How do we build our first FLT offer? Where do we go for additional information? FLT Briefing

3. What does the Foundation Learning Tier ( FLT) aim to do ?

4. Support personalised learning Support coherent programmes What does the Foundation Learning Tier aim to do? Improve progression FLT Enhance engagement, participation and achievement Facilitate flexible accreditation and delivery

5. FLT programmes support progression to a variety of destinations App’ships GCSE A-level Ext Project Level 2 and higher vocational qualifications Qualifications and Credit Framework (QCF) 14-19 Reform Programme Supported employment Independent living Employment with training Secondary curriculum Functional skills in English, mathematics and ICT Foundation Learning Tier

6. 2. What is the relationship between the FLT and the Qualifications and Credit Framework (QCF)?

7. 8 7 6 5 4 3 2 1 Entry 1-3 Diploma Award Certificate 13 – 36 credits 37 plus credits 1 – 12 credits The FLT makes use of Qualifications and Credit Framework (QCF) qualifications Size

8. Learners previously at ‘pre-entry level’ now able to access nationally recognised accreditation QCA pilot, involving FE and specialist colleges and schools, has developed 30 common units at entry level 1 These are inclusive units, learning is accredited on a ten stage achievement continuum The continuum spans encounter and early awareness of experiences to consolidation and application of skills This makes Entry Level 1 ‘inclusive’ or ‘bottomless’ Transcript system used to record achievement Awarding organisations will be releasing qualifications based on these units during summer 2009 These qualifications are likely to be titled Personal Progress qualifications An Inclusive QCF

9. 3. What do coherent or balanced FLT programmes look like?

10. GCSEs/ A levels Vocational/ subject learning Initial engagement Selection and induction of appropriate learners Coherent or balanced FLT programmes 14-19 14-19 Diplomas Personal and social development learning Functional skills App’ships Supported employment Independent living Information Advice and Guidance

11. Coherent or balanced FLT programmes 19+ Employment Vocational/ subject learning Initial engagement Selection and induction of appropriate learners First full Level 2 Personal and social development learning Functional skills Adult App’ships or T2G Supported employment Independent living Information Advice and Guidance

12. Why are functional skills so important to FLT learners? Functional skills provide a common currency for accrediting English, mathematics and ICT from entry level 1 through to level 2 For 14-19 learners they will replace Key Skills and adult literacy and numeracy qualifications They are a mandatory element of the new 14-19 Diplomas, Apprenticeships and FLT For a limited period adults will be able to use Skills for Life qualifications as an alternative For some, Entry Level 1 common units can provide an alternative to functional skills for learners working at the level previously termed ‘pre-entry’ These include Developing Communication Skills; Developing Reading Skills; Developing Writing Skills; Developing ICT Skills; and Early Mathematics

13. An example of an FLT programme that might support progression to Apprenticeship Vocational/ subject learning Diploma in Introduction to Professional Cookery (L1) Functional skills English (L1) Maths (L1) ICT (E3) Personal and social development learning Award in Employability and Personal Development (L1)

14. Example of a personalised learning programme supportingprogression to independent living Entry 1 common units Getting on with other people Communication skills Developing independent living skills: having your say Introducing money designed to develop learner’s self confidence in order to enhance her opportunities for greater independence within her own community when she leaves college

15. 4. What implications does this present for post-16 providers?

16. FLT is likely to have a significant impact on all your entry and level 1 programme, particularly for 16-19 learners E2E programmes will require greater use of qualifications and this is likely to impact on the length of programmes you offer Providers who currently use no external accreditation within their LLDD provision will need to work out how qualifications can be used to support highly individualised learning programmes Learning from 08/09 experiences - What implications does this present for post-16 providers?

17. 5. How do we build our first FLT offer?

18. Learning from 08/09 experiences - How do we build our first FLT offer? (1) Identify which programmes you will target in working towards your 30% of new starts, at entry and level 1, on FLT based programmes Gain access to the functional skills pilot so that you are able to offer entry and level 1 functional skills instead of Key Skills or Skills for Life Identify appropriate QCF qualifications for inclusion in FLT based programmes, using the FLT Qualification Catalogue Use the National Database of Accredited Qualifications to explore the units available and the ones you plan to offer from your preferred qualifications Brief IAG teams so that they understand nature of your FLT based programmes

19. Learning from 08/09 experiences - How do we build our first FLT offer? (2) Establish a cross-organisation FLT implementation group Produce an FLT implementation plan and CPD programme for staff

20. Familiarise yourself with the Entry 1 common units and the Entry 1 achievement continuum Find out which awarding bodies plan to offer Personal Progress qualifications and what training they might offer Explore other Entry level qualifications to see which will be flexible enough to underpin highly personalised programmes Consider what partnerships you might need to help more learners achieve supported employment Determine what sort of positive outcomes learners on independent living programmes could be achieving Specific LLDD preparations

21. The FLT qualifications catalogue hyperlinks to the National Database of Accredited Qualifications (NDAQ)

22. 2009/10 Year 2 of the pre-16 test and trial Phased implementation post-16 LSC statement of Priorities aim for 30% of LSC-funded Entry/level 1, 2009/10 new starts to be on FLT programmes Further information later in 2009 regarding the nature and parameters of the FLT offer for adult learners 2010/11 Mainstream roll-out post-16 Likely to be further phased implementation pre-16 Timelines for implementation

23. 6. Where do we go for additional information?

24. Key documents

25. LSC http://qfr.lsc.gov.uk/flt/ LSC Provider Requirements for post-16 providers http://qfr.lsc.gov.uk/flt/support/ 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 Key websites: