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Point Scores within Foundation Learning

Point Scores within Foundation Learning . Thursday 4th February 2010. (Amended) Matthew Glanville (QCDA R&E Team) Matthew Scarf (QCDA FL Team) . Contents. Which Measures Purpose of Achievement and Attainment Tables (AAT) Equivalence and Points

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Point Scores within Foundation Learning

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  1. Point Scores within Foundation Learning Thursday 4th February 2010. (Amended) Matthew Glanville (QCDA R&E Team) Matthew Scarf (QCDA FL Team)

  2. Contents • Which Measures • Purpose of Achievement and Attainment Tables (AAT) • Equivalence and Points • Size, (notional) guided learning hours and credit • Points • Discounting • Examples of Foundation Learning • The numbers….. • Additional questions and discussion • Helpful websites

  3. Which Measures In this presentation we will be looking at the following measures • % of pupils at the end of KS4 achieving Level 2 including English and maths • % achieving English and maths Skills at Level 2 • % achieving English and maths Skills at Level 1 • % achieving Level 2 threshold (the equivalent of 5+A*-C) • % achieving Level 1 threshold (the equivalent of 5+A*-G) • Average total point score per pupil (uncapped) • And the pointselements of CVA

  4. Which Measures We will not cover the following • % of pupils at the end of Key Stage 4 who achieved two GCSEs or equivalent at grades A*-C which cover the Key Stage 4 science programme of study • % achieving A*-C in one full MFL GCSE or equivalent • % achieving A*-G in one short course MFL GCSE or equivalent • % achieving at least one entry level qualification

  5. Purpose of AAT • To measure the contribution a centre makes to their learners • It is not about the learners • Accepted that exam results are an imperfect proxy • Two AAT tables • At age 15 – Entry level, level 1 and level 2* • At age 17 – Level 3 ONLY

  6. Equivalence (GCSE & Otherwise) • What does equivalent to a GCSE mean? • Remembering that GCSEs are across level 1 & 2. • For AAT it is all about size • Banding not multiples of 120 GLH • An average, not what the learner did • Equivalence means different things to different people!

  7. Size, Notional GLH, Credit • AAT points are Size x Achievement (level and grade) • We measure size by guided learning hours (GLH), as given during accreditation. • If a qualification does not have a real GLH we give it a notional figure. 1 credit is 10 GLH. • We use GLH over credit value

  8. Size, Notional GLH, Credit • Older Foundation Learning qualifications had a different methodology! • This was because qualifications did not have GLH, so were matched to “similar” existing qualifications • As new qualifications come in we are assigning to bands according to size. • In 2009 Functional Skills qualifications were allocated a size of 0.5

  9. Size - BANDING A size indicator of 1 (band C) is equivalent to 1 GCSE and is therefore 20% of the threshold (5 GCSEs)

  10. Points for Entry Level So a size indicator 0.5, entry level 3 qualification receives 7 points) for a pass, and a size indicator level 2 entry level 2 qualification would be 24 points for the centre.

  11. Points for Level 1 Qualifications

  12. Points for Level 2 Qualifications

  13. Discounting • Principle is “Teach once, test once.” • Very similar qualifications will not count towards points, only the “best.” • DCSF does not publish the list • QAN Web Services website (QWS) and Awarding Body discounting codes are only indicative. • May change in the future, check with QCDA It is unusual for people to caught out by discounting – think about components

  14. Examples of Foundation Learning Programmes

  15. Examples of Foundation Learning • What follows are some models of Foundation Learning students and the points the centre would receive. • More detail on the handout • Age is important.

  16. Example FL Programme (Mason) Mason is aspiring to progress to university one day. He is 15. He goes to a specialist technology high school and really likes computers. When he finishes Key Stage 4, he would like to work towards a level 2 qualification in IT. Mason's Key Stage 4 FL programme: Certificate in employability and personal development Entry 3, 15 credits BTEC Award for IT users Level 1, 9 credits Functional skills in English Entry 2, 5 credits Functional skills in mathematics Level 1, 5 credits Functional skills in ICT Level 1, 5 credits Award in Business Administration Entry 3 6 credits Full programme 45 credits

  17. Example FL Programme (Mason) • Mason is aged 15 and so will contribute to the KS 4 (Age 15) School Performance Tables. • Mason's centre will get 193 points. This is because only the "best" 8 GCSE equivalents count and there are a total of 9 in the table above. • Mason will contribute to his centre’s "5 or more A* to G GCSE" measure. • He will not contribute to any Maths and English measures, as he only has Maths.

  18. Example FL Programme (Mason) * Function Skills are assigned a size of 0.5 rather than being derived from their GLH ** This qualification is an NVQ and so uses 28 points for a pass

  19. Example FL Programme (Michaela) Michaela is 19. She has Moderate Learning Difficulties (MLD) and attends a local Specialist Inclusive Learning Centre (SILC). 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 horses. Michaela's Key Stage 4/5 FL programme: Certificate in personal and social development 13 credits Entry level certificate in skills for working life – land based Entry 3, 22 credits Functional skills in English Entry 3, 5 credits Functional skills in Maths Entry 1 5 credits Functional skills in ICT Entry 2 5 credits Full programme 50 credits

  20. Example FL Programme (Michaela) • Michaela is aged 19 and so will not contribute to the KS 4 (Age 15) School Performance Tables. She would contribute to the KS 5 (Age 17) but this table only includes level 3 achievement. • If she was aged 15, Michaela's centre will get 74 points. • Michaela will not contribute to her centre’s "5 or more A* to G GCSE" measure. • She will not contribute to any Maths and English measures.

  21. Example FL Programme (Michaela) * Function Skills are assigned a size of 0.5 rather than being derived from their GLH

  22. Example FL Programme (Aneel) Aneel is 17. His attendance at school was sporadic. When he started studying at college one day a week and found that vocational learning suited him, his attendance improved. He was however Not in Employment, Education or Training (NEET) for a time when he left school but now has a part time job in a local garage and really enjoys it. He realises that he will need more qualifications in order to become a motor vehicle engineer. Aneel's Key Stage 4 FL programme: Certificate in personal and social development Entry 3, 13 credits Certificate  in  Vehicle  Maintenance, Level 1, 26 credits Functional skills in English Level 1, 5 credits Functional skills in ICT Level 2, 5 credits Full programme 49 credits

  23. Example FL Programme (Annel) • Annel is aged 17 and so will not contribute to the KS 4 (Age 15) School Performance Tables. He would contribute to the KS 5 (Age 17) but this table only includes level 3 achievement. • If he was aged 15, Aneel's centre will get 188.5 points. • Aneel will contribute to his centres "5 or more A* to G GCSE" measure, but not the "5 or more A* to C GCSE" measure. • He will not contribute to any maths and English measures, as only has English.

  24. Example FL Programme (Annel) * Function Skills are assigned a size of 0.5 rather than being derived from their GLH

  25. Conclusions, questions and Discussion • AAT is about the centre not the learner • Points are size x achievement • Size is banded • Points only at Key Stage 4 (entry, 1 & 2) and Key Stage 5 (level 3). Questions?

  26. Useful Website/Contacts • Foundation Learning catalogue (QCDA Website)www.qcda.gov.uk/flqcatalogue • National data base of Accredited qualifications (NDAQ) www.accreditedqualifications.org.uk/index.aspx • DCSF Performance Tables www.dcsf.gov.uk/performancetables/schools_09/s1.shtml • Email QCDA at info@qcda.gov.uk

  27. 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

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