HLTA: Secondary food technology briefing

1. HLTA: Secondary food technology briefing

2. The purpose of this session By the end of the briefing you will: Have a better understanding of HLTA Be more familiar with the national food technology initiative Have explored key areas Have identified next steps and areas of support needed

3. Introductions: Best Practice Network The Regional Provider of Assessment for HLTA in West Midlands and South West An HLTA training provider in WM, SW, South East and Yorkshire & The Humber Experienced and knowledgeable about HLTA specialisms such as secondary maths, science, English and DT Worked closely with the School Food Trust to write the guidance document on behalf of TDA

4. Introductions – in 3s Discuss: Your name Where you work Your job role A recent success at work: something you helped to happen How many HLTAs you think there are in the UK in total How many HLTAs you think there are in secondary schools

5. HLTA: update on national picture 2004 – March 2009 Total registrations: 30,877 Achieved HLTA Status: 27,102 Female: 26,532 Male: 744 Declined to provide data: 68

6. HLTAs from start of programme 2004 until September 2008 Primary: 17706 Secondary: 5600 Special: 1487 Other: 2466

7. HLTA Impact: TDA website nfer 74% of HLTAs associated the status with increased confidence and self esteem 54% related the status to greater job satisfaction 53% related it to increased pay 91% of senior leaders and 80% of HLTAs (who responded to an open ended question) identified positive impacts on pupil performance resulting from the HLTA role 73% of senior leaders said that HLTA had reduced teacher workload to some extent www.tda.gov.uk/hlta

8. HLTA Standard 10area(s) of expertise ‘This standard is about using an area(s) of expertise to support the development, learning and progress of children and young people.’ Since January 2008, HLTA candidates select one or two areas of expertise to demonstrate in their tasks and assessment for HLTA status. What is the current picture?

9. Area of expertise: secondary registrations SEN 2284 Art/design 121 KS3 1477 History 114 Maths 1211 Geography 107 English 1043 RE 72 KS4 885 EAL 64 Science 705 PSHE 47 ICT 277 Drama 47 D&T 211 Music 43 Behaviour 206 Voc. Learning 40 PE 165 Pastoral 22 MFL 134 Food technology 15

10. DCSF Aim To increase the number of young people aged 11-16 who have the opportunity to learn to cook simple nutritious dishes from basic ingredients between September 2008 and August 2011 building towards all 11-14 year olds having the opportunity to learn to cook within the school curriculum from September 2011.

11. What needs to be done - DCSF Before September 2011, ensure all secondary schools in England have access to, and are encouraged to offer the Licence to Cook entitlement to all 11-16 year From September 2011 ensure all Key Stage 3 students have the opportunity to learn practical cooking skills. This will include ensuring that pupils learn about the Food Competences, which include diet and nutrition, food safety and wise food shopping. Communicate with schools to ensure that schools are aware of the requirement to teach cooking from September 2011 and have plans in place to be able to do so.

12. Schools will need to: Ensure that there are sufficient staff qualified to teach cooking as part of the statutory curriculum And have at least one food technology area including a practical cooking space

13. DCSF - Work is underway to: recruit and train 800 newly qualified food technology teachers recruit and train up to 750 specialist food technology HLTAs ensure food technology CPD available from Summer 2009 for existing D&T teachers and other qualified teachers.

14. Food technology as an area of expertise What subject knowledge do you need? What practical skills do you need? What understanding do you need of how to effectively support teaching and learning? Watch the clip, Food technology at Shenfield High from Teachers TV. Consider the three questions above.

15. The subject knowledge and skills review (SKSR) is for: potential HLTA candidates with food technology as an area of expertise HLTAs with food technology as an area of expertise HLTAs who wish to develop food technology as an additional area of expertise teachers or other staff supporting HLTA candidates with food technology as an area of expertise

16. The summary profile To apply for HLTA funding, candidates will need to complete a general HLTA funding application form, available from their local authority. Whilst some LAs may ask to see a copy of the whole of the SKSR, some may request only the summary profile. Training providers may ask candidates for a copy of their summary profile to help inform their planning. Additional copies of the summary profile are available from the TDA website. Candidates can update their summary profiles during and/or at the end of their training programme to provide evidence of professional development.

17. The information provided in this document is relevant to: school leaders responsible for support staff development providers of HLTA training programmes focusing on food technology local authorities when briefing prospective HLTA secondary phase candidates and school leaders HLTA assessors, providers of preparation (PoPs) and regional providers of assessment (RPAs)

18. The information provided in this document is relevant to: staff supporting the teaching and learning of food technology in key stage 3 who wish to achieve HLTA status staff with HLTA status who wish to develop their food technology knowledge and skills food technology teachers, heads of design and technology departments and school-based mentors teachers and other staff who support those interested in gaining HLTA status

19. The HLTA food technology programme All participants in the programme will engage in individual needs-led food technology training to contribute to their professional development. Where training programmes integrate generic HLTA training and preparation with food technology training, those with HLTA status will need only to attend the food technology sessions.

20. Area(s) of expertise Candidates may not be working solely in the food technology or design and technology department and so can provide evidence from their support for teaching and learning in other subjects. Some candidates may work solely to support food technology in which case all their evidence would come from their work in this subject.

21. Standard 10 The food technology knowledge HLTAs require will be based on the key stage 3 food technology programme of study (PoS), as relevant to the curriculum organisation in their school and the age and attainment range of the pupils with whom they work.

22. S31 Advancing the learning of a whole class Headteachers are responsible for deploying staff and allocating resources within the school. Further guidance on the legislative framework governing HLTA candidates working with whole classes and the requirements for HLTA assessment is provided in the HLTA Candidate handbook pp. 90-91. this standard could be met through food technology theory lessons in a non-specialist food technology teaching room this standard could be met through other subjects than food technology

23. Mentors and school leaders Where schools do not currently have teachers or support staff with food technology expertise, it may be that schools can discuss with training providers and/or local authorities how they can support the school management team by providing or signposting external support from other schools, for example from advanced skills teachers or lead practitioners within the Licence to Cook scheme.

24. Health and safety The importance of health and safety in food technology cannot be overstated. All practitioners working in specialist food technology rooms and with food should be able to demonstrate they have sufficient understanding of health and safety issues to keep pupils safe. It is strongly recommended that headteachers ensure that HLTA candidates with a food technology area of expertise have achieved a level two Food Safety and Hygiene certificate within the last three years. Local authorities may be able to support candidates in gaining this award.

25. Minimum requirements for the HLTA food technology training programme Local authorities set their own minimum requirements for candidates beginning any HLTA training or preparation programme In addition, before candidates can be prepared for HLTA status they must demonstrate proof of a level 2 qualification in both numeracy and literacy. Local authorities may also require candidates to demonstrate proof of level 2 in these subjects before entering a training programme

26. Training providers Training providers should use the information contained within the SKSR to inform the content of any food technology training programmes they provide for HLTA candidates. They should ensure that training reflects the knowledge set out in the SKSR, whilst recognising that individual candidates will have different knowledge requirements, as reflected in their summary profiles. The training programmes should also consider the relationship between the food technology skills and knowledge and the HLTA standards.

27. Local authorities Local authorities play a key role in identifying and providing ongoing support for suitable food technology candidates to pursue HLTA. The SKSR should help to inform their initial discussions with candidates to ascertain their suitability for HLTA funding. They should decide whether applicants for funding should submit the whole SKSR or the summary profile. Local authorities may choose to use the guidance as a basis for briefing sessions.

28. Standard 11: level 2 qualifications You need Maths/numeracy and English/ literacy certificates Links to the exam boards are on www.tda.gov.uk if lost certificates If need basic skills tests http://www.dcsf.gov.uk/readwriteplus www.move-on.org.uk is also helpful for test practice and information on where to take tests

29. Discussions What are the real issues for you? On tables, discuss your reactions so far and thoughts on the initiative What other questions have not been answered?

30. Next Steps for HLTAs and HLTA candidates Discuss with school Contact your local authority for application form and/or further information Identify steps for level 2 qualifications if required

31. Next Steps for LAs, existing and potential training providers Consider your interest to be involved, both now and in the future Consider the options for training models, both short term and long term, what you require or what you can offer Consider how best to promote the initiative and recruit participants Send details of chosen model or proposed model to BPN

32. Thank you For your contribution to today We look forward to meeting you again as you work towards HLTA status or support candidates towards HLTA status