Foundation Learning in Service Industries

1. This presentation has been produced for a series of workshops running in May and June 2009. Packs should include i) LSC Prospectus for Progression Pathways ii) LSC Provider Requirements for Progression Pathways, iii) LSN Getting Started Guide, iv) City & Guilds FLT FAQs, v) these slides, vi), pens and post-its. The text on some slides is probably too small to be read from the back of a room – the assumption is that every participant will have a copy of the slides to refer to for such cases. This presentation has been produced for a series of workshops running in May and June 2009. Packs should include i) LSC Prospectus for Progression Pathways ii) LSC Provider Requirements for Progression Pathways, iii) LSN Getting Started Guide, iv) City & Guilds FLT FAQs, v) these slides, vi), pens and post-its. The text on some slides is probably too small to be read from the back of a room – the assumption is that every participant will have a copy of the slides to refer to for such cases.

2. Presenters’ names: Name Janet Coates Hair and Beauty Name Tricia Rivers Hospitality Welcome page Welcome page. Complete with a title at the top, and the names of those presenting at the bottom. A red top is our most ‘corporate’ look and should be used for introduction, welcome, agenda, divider and thank you slides, not for all slides. Welcome page. Complete with a title at the top, and the names of those presenting at the bottom. A red top is our most ‘corporate’ look and should be used for introduction, welcome, agenda, divider and thank you slides, not for all slides.

3. Agenda What is Foundation Learning and who is it for? What qualifications are City & Guilds offering for Foundation Learning? How do we put together a Foundation Learning programme? What support can we get for Foundation Learning? What about all the other questions I have?

4. Where are you? In our research on how centres are coping with the FLT, we found centres varied in their level of comprehension and concern. Most centres fitted into one of four boxes. Briefly go through what these mean – relating to the axis. Ask centres to place themselves in the chart, and then compare their position with others on their table/group. In our research on how centres are coping with the FLT, we found centres varied in their level of comprehension and concern. Most centres fitted into one of four boxes. Briefly go through what these mean – relating to the axis. Ask centres to place themselves in the chart, and then compare their position with others on their table/group.

5. Activity If you have any questions and issues that you would like addressed, write them down on a post-it and put them on the wall/board. These will either be addressed during the course of the day, or collected up and addressed in the follow-up. Put Flip chart up titling Questions Issues Ask delegates to record questions and issues on post it notes and add throughout the session to reflect back at the end.Put Flip chart up titling Questions Issues Ask delegates to record questions and issues on post it notes and add throughout the session to reflect back at the end.

6. What is Foundation Learning? Foundation Learning describes the range of provision and learning at entry level and level 1; specifically it refers to units and qualifications at entry level and level 1 of the Qualifications and Credit Framework (QCF) (LSC, 2009) NB – note that the FLT is still in development, and so some questions can’t yet be answered, and some things we believe to be true today may change in the future. Changes: FLT is now known as Foundation Learning (is also being referred to as the Foundation Learning Curriculum)NB – note that the FLT is still in development, and so some questions can’t yet be answered, and some things we believe to be true today may change in the future. Changes: FLT is now known as Foundation Learning (is also being referred to as the Foundation Learning Curriculum)

7. What are the aims of Foundation Learning programmes? Support improved engagement, participation, achievement and progression through entry level and level 1 towards level 2 or, where relevant and appropriate, towards other destinations such as supported employment and independent living Bring coherence to programmes of study at entry level and level 1 to support progression for young people and adults, including supporting the full participation of all young people in learning Ensure learners gain a minimum level and range of skills providing a sound foundation for further learning and employment Support the delivery of quality learning programmes that are personalised and appropriate to the learner’s needs which help to encourage raised aspirations and a culture of lifelong learning. (LSC, 2009)

8. Relationship to similar initiatives 2009-10 will be the last year of the Key Stage 4 Engagement and Entry to Employment programmes with future provision being offered through Foundation Learning. (LSC, 2009) All areas will deliver some Foundation Learning for 14 to 19 year-old learners by 2010 – with local authorities and 14-19 partnerships leading this process, working collaboratively with consortia where appropriate and bring in all schools, colleges and other relevant providers in 2011/12 and 2012/13. (LSC, 2009) Foundation Learning will replace (by 2011): Entry to Employment Foundation Learning in FE Key Stage 4 Engagement Integrated Employment and Skills Some First Steps learning This slide shows which initiatives will eventually be replaced by FLT. The expectation is that these will all be replaced by 2011, though some will happen earlier. There is also a list of three areas which will continue outside FLT.This slide shows which initiatives will eventually be replaced by FLT. The expectation is that these will all be replaced by 2011, though some will happen earlier. There is also a list of three areas which will continue outside FLT.

9. Who are Foundation Learning programmes for? Foundation Learning is the national suite of learning for 14 to 19 year-old learners working predominantly at entry level or level 1. The target group is likely to include adults: with no or few low-level qualifications who have been out of formal learning for some years with learning difficulties and/or disabilities. For some adults who are not in employment, who have recently been made redundant or who are in low skilled jobs, the range of recent government initiatives focussing on redundancy support and up-skilling may be a more appropriate option. (LSC, 2009) No progression pathways any more.No progression pathways any more.

10. 14-19 Destinations

11. Adult Destinations

12. What are the key features of a Foundation Learning programme? Foundation Learning programmes incorporate: Subject or vocational/subject based learning Functional Skills Personal and social development learning (moving towards use of one framework – PLTS) Programmes need to be personalised and destination driven Supported by a ‘wrap-around’ of support; information, advice and guidance, effective initial assessment; comprehensive ongoing review; and provider collaboration. (LSC, 2009) A key point is that learners must be on programmes that fit one of the Progression Pathways. Those pathways are not qualifications but a framework (like an apprenticeship but much more flexible) in which various qualifications can be combined. Changes: Now no progression pathwaysA key point is that learners must be on programmes that fit one of the Progression Pathways. Those pathways are not qualifications but a framework (like an apprenticeship but much more flexible) in which various qualifications can be combined. Changes: Now no progression pathways

13. Programme requirements A level 1 vocational award, certificate or diploma (vocational qualifications will include the potential for learners to achieve some level 2 units within their rules of combination) At least 4 credits of personal and social development Functional skills in ICT at least entry level 2 (5 credits) Functional skills in Maths at least at entry level 2 (5 credits) Functional skills in English at least at Entry Level 3 (5 credits)

14. Possible Foundation Learning programme for an adult learner These diagrammatic slides do not actually add any new info to that on the previous slide – but they make it a bit clearer how it all comes together. Changes: look also at the C&G FL information for models. These diagrammatic slides do not actually add any new info to that on the previous slide – but they make it a bit clearer how it all comes together. Changes: look also at the C&G FL information for models.

15. Possible Foundation Learning programme for an Apprenticeship

16. Possible Foundation Learning programme for a 14-19 learner

18. General development qualifications An overview of the general personal development FLT qualifications. Employability now available up to L2. Useful for progression purposes. Launches taking place in regions from January 2010.An overview of the general personal development FLT qualifications. Employability now available up to L2. Useful for progression purposes. Launches taking place in regions from January 2010.

19. Personal and Social Development (7577) Entry 2, Entry 3 and Level 1 Award in PSD: 4 credits - any combination of units Certificate in PSD: 13 credits Handbook contains guidance on assessment This is a new qualification which will be available very soon. It consists of the common PSD units recently produced by QCA. Some of them overlap significantly with units in the 7546 Employability and Personal Development qualifications. The rules of combination are very flexible – it is designed to allow centres to choose whatever units they need. It is particularly useful as a way of completing the PSD requirements of an FLT programme. However, it will have less recognition as a qualification in its own right than the Employability & PD qualifications. Changes: Now available. If centres are already running 7546 they can continue as they overlap with 7577.This is a new qualification which will be available very soon. It consists of the common PSD units recently produced by QCA. Some of them overlap significantly with units in the 7546 Employability and Personal Development qualifications. The rules of combination are very flexible – it is designed to allow centres to choose whatever units they need. It is particularly useful as a way of completing the PSD requirements of an FLT programme. However, it will have less recognition as a qualification in its own right than the Employability & PD qualifications. Changes: Now available. If centres are already running 7546 they can continue as they overlap with 7577.

20. Personal and Social Development (7577) Taken at appropriate level.Taken at appropriate level.

21. Functional Skills (Pilot) Available from Entry 1-Level 2 in English, Maths and ICT On demand assessments A range of assessment titles to choose from Real life, generic contexts – scenario-based tasks Available on our website to download on demand Sat under supervised conditions Marked internally by the centre, externally verified Feedback to candidate once you have marked the assessment Re-sits as soon as the candidate is ready More info on www.cityandguilds.com/functionalskills Email queries to functionalskills@cityandguilds.com Key advantages of the City & Guilds Functional Skills Qualifications: On-demand assessment - students are able to take assessments when they are ready, not just on fixed dates Range of assessment titles from which to choose Internally marked assessments so you are able to see which areas need improvement for students who need to re sit Quick turn around of results Practical assessments of English, Maths and ICT skills Assessment and certification available all year round Available at Entry1, 2 and 3 and Level 1 and Level 2 in all subjects City & Guilds are recognised and trusted by centres, learners and employers the world Support Available to City & Guilds’ pilot centres Support from experienced City & Guilds external verifiers Training Events Networking Events E-bulletins with key updates on Functional Skills Development Adult strand Bulletins Dedicated email address: functionalskills@cityandguilds.com Launch events of final product from Spring onwards. Changes to assessment at L1 and L2. Some minor changes at entry level. Wider choice of titles. Ofqual regulatory criteria state that L1 & L2 must be externally assessed.  Support information on our website www.cityandguilds.com/functionalskills Sample assessments include detailed assessment packs Bi-monthly Functional Skills Newsletters City & Guilds Functional Skills qualification handbook Frequently Asked Questions about City & Guilds Functional Skills Key advantages of the City & Guilds Functional Skills Qualifications: On-demand assessment - students are able to take assessments when they are ready, not just on fixed dates Range of assessment titles from which to choose Internally marked assessments so you are able to see which areas need improvement for students who need to re sit Quick turn around of results Practical assessments of English, Maths and ICT skills Assessment and certification available all year round Available at Entry1, 2 and 3 and Level 1 and Level 2 in all subjects City & Guilds are recognised and trusted by centres, learners and employers the world Support Available to City & Guilds’ pilot centres Support from experienced City & Guilds external verifiers Training Events Networking Events E-bulletins with key updates on Functional Skills Development Adult strand Bulletins Dedicated email address: functionalskills@cityandguilds.com Launch events of final product from Spring onwards. Changes to assessment at L1 and L2. Some minor changes at entry level. Wider choice of titles. Ofqual regulatory criteria state that L1 & L2 must be externally assessed.

22. Functional Skills (Pilot) City & Guilds Pilot Assessment Models English The Reading section comprises short answer questions to assess understanding and comprehension. The Writing section comprises text production to communicate information, ideas and opinions. There is group-based assessment for Speaking and Listening activity. Mathematics There are two written activities. One with short answer questions and one with a task based question designed to test the candidates’ ability to analyse and interpret mathematical information. ICT There is one practical ICT computer task and a series of short answer questions. The ICT assessment can be a paperless assessment, completed and saved completely on IT systems. City & Guilds Pilot Assessment Models English The Reading section comprises short answer questions to assess understanding and comprehension. The Writing section comprises text production to communicate information, ideas and opinions. There is group-based assessment for Speaking and Listening activity. Mathematics There are two written activities. One with short answer questions and one with a task based question designed to test the candidates’ ability to analyse and interpret mathematical information. ICT There is one practical ICT computer task and a series of short answer questions. The ICT assessment can be a paperless assessment, completed and saved completely on IT systems. GOLA is not currently available as only a small percentage can be assessed through multiple choice, but is being looked into.

24. Hair & Beauty Qualifications Entry 3 Award in an Introduction to the Hair and Beauty Sector Entry 3 Certificate in an Introduction to the Hair and Beauty Sector Level 1 Award in an Introduction to the Hair and Beauty Sector Level 1 Certificate in an Introduction to the Hair and Beauty Sector Level 1 Diploma in an introduction to the Hair and Beauty Sector NVQ Level 1 Hairdressing & Barbering NVQ Level 1 Certificate in Beauty Therapy (from September 2010) * To be agreed by SSB It still is being agreed if NVQ Level 1 Hairdressing & Barbering can be offered as part of the FLT progression pathways, it is expected to be agreed by the end of May 09. Level 1 Diploma is still to be agreed by Habia. It still is being agreed if NVQ Level 1 Hairdressing & Barbering can be offered as part of the FLT progression pathways, it is expected to be agreed by the end of May 09. Level 1 Diploma is still to be agreed by Habia.

25. Entry 3 Award/Certificate in an Introduction to the Hair and Beauty Sector To achieve full Award, candidates must complete 7 credits, comprising of the two mandatory units and one of the optional units. To achieve full Certificate, candidates must complete 13 credits, comprising of the two mandatory units and three of the optional units.

26.  Although these are optional units it is expected that the centre will choose the options not the candidate, therefore a Hair Pathway may be offered, i.e.. Hairdressing Entry 3 can include; Introduction to Shampoo and Conditioning - E3 Introduction to Basic Hair Plaiting – E3 Introduction to Basic Styling for Women – L1 Beauty Entry 3 can include: Introduction to Skin Care – E3 Introduction to Hand Care – E3 Introduction to Nail Art – L1 Introduction to Basic Hair Plaiting* Introduction to Plaiting and Twisting Hair* These can not both be taken as units too similar 50% of the units must be at the level of the qualification.Although these are optional units it is expected that the centre will choose the options not the candidate, therefore a Hair Pathway may be offered, i.e.. Hairdressing Entry 3 can include; Introduction to Shampoo and Conditioning - E3 Introduction to Basic Hair Plaiting – E3 Introduction to Basic Styling for Women – L1 Beauty Entry 3 can include: Introduction to Skin Care – E3 Introduction to Hand Care – E3 Introduction to Nail Art – L1 Introduction to Basic Hair Plaiting* Introduction to Plaiting and Twisting Hair* These can not both be taken as units too similar 50% of the units must be at the level of the qualification.

27. Level 1 Award/Certificate in an Introduction to the Hair and Beauty Sector To achieve full Award, candidates must complete a minimum of 7 credits, comprising of the two mandatory units and one of the optional units. To achieve full Certificate, candidates must complete a minimum of 13 credits, comprising of the two mandatory units and three of the optional units. To achieve full Diploma, candidates must complete a minimum of 37 credits, comprising of the two mandatory units and 33 further credits.

28.  Although these are optional units it is expected that the centre will choose the options not the candidate, therefore a Hair Pathway may be offered, i.e.. Hairdressing Level 1 can include; Introduction to Shampoo and Conditioning - L1 Introduction to Basic Styling for Women – L1 The Art of Dressing Hair – L2 Beauty Level 1 can include: Introduction to Skin Care – L1 Introduction to Hand Care – L1 The Art of Photographic Make-up – L2 Although it must be noted that if Level 2 units are being offered they must be taught and assessed by an occupational expert, unlike E3 and L1, that can be taught and assessed by either a Hairdresser or Beauty Therapist. We will be adding more units to replace Salon Services, by 2010 Salon Services will be no more. Introduction to Basic Hair Plaiting* Introduction to Plaiting and Twisting Hair* These can not both be taken as units too similar Although these are optional units it is expected that the centre will choose the options not the candidate, therefore a Hair Pathway may be offered, i.e.. Hairdressing Level 1 can include; Introduction to Shampoo and Conditioning - L1 Introduction to Basic Styling for Women – L1 The Art of Dressing Hair – L2 Beauty Level 1 can include: Introduction to Skin Care – L1 Introduction to Hand Care – L1 The Art of Photographic Make-up – L2 Although it must be noted that if Level 2 units are being offered they must be taught and assessed by an occupational expert, unlike E3 and L1, that can be taught and assessed by either a Hairdresser or Beauty Therapist. We will be adding more units to replace Salon Services, by 2010 Salon Services will be no more. Introduction to Basic Hair Plaiting* Introduction to Plaiting and Twisting Hair* These can not both be taken as units too similar

29. 7107

30. 7107 Entry Level Award - Introduction in to the Hospitality Industry 8 credits in total Entry Level Certificate –Introduction to the Hospitality Industry 13 credits in total Replaces 3340-03 Certificate in Hospitality and Catering The current 3340-03 has registration until end of 2010 Award 2 mandatory units (2 credits) + optional units of (6 credits) Certificate 2 mandatory units (2 credits) + optional units (11 credits) Highlight L1 & L2 units in an Entry Level qualification, when learners are moving towards a Certificate they will have to access L1 units The current 3340-03 has registration until end of 2010 Award 2 mandatory units (2 credits) + optional units of (6 credits) Certificate 2 mandatory units (2 credits) + optional units (11 credits) Highlight L1 & L2 units in an Entry Level qualification, when learners are moving towards a Certificate they will have to access L1 units

31. 7107 L1 Award-Introduction to the Hospitality Industry 10 credits in total L1 Certificate – Introduction to the Hospitality Industry 14 credits in total L1 Certificate in General Food and Beverage Service 15 credits I total L1 Certificate in General Cookery 14 credits in total L1 Certificate in investigating the Hospitality Industry 26 credits in total Award Intro 2 mandatory units (5 credits) + optional units (5 credits). At least 6 credits must come from L1, this may include the mandatory units Cert Intro 2 mandatory (5 credits) + optional units (9 credits) at least 8 credits must be from L1 Highlight that Cert in General Food & Beverage, General Cookery, Investigating the Hospitality Industry---- All units are mandatory & no Award available for these pathwaysAward Intro 2 mandatory units (5 credits) + optional units (5 credits). At least 6 credits must come from L1, this may include the mandatory units Cert Intro 2 mandatory (5 credits) + optional units (9 credits) at least 8 credits must be from L1 Highlight that Cert in General Food & Beverage, General Cookery, Investigating the Hospitality Industry---- All units are mandatory & no Award available for these pathways

32. 7107 Level 1 Continued L1 Award in General Front Office Operations 8 credits in total L1 Award in General Housekeeping Operations 8 credits Highlight that all units are mandatory in both of these pathways and only Award qualificationsHighlight that all units are mandatory in both of these pathways and only Award qualifications

33. 7107 A full approval will be required for centres wishing to offer the7107 Entry Level 3 and Level 1 Awards/Certificates in Hospitality and Catering

34. 7107 What is happening with current Entry Level 1 & 2 Certificate in Food Studies It is understood that funding is available until the close of registration (end of 2010) New specific Hospitality units may be developed for E1 &E2 towards end of 2010 Important to highlight the uncertainty of L1 & L22 Important to highlight the uncertainty of L1 & L22

36. Characteristics of Effective Delivery Personalised learning Reaching and engaging priority learners Effective initial assessment and ongoing review Coherent delivery of learning programmes Recognition of achievement and progression Support for learners Partnerships Leadership and management For more details see Foundation Learning Tier: 14-19 Delivery Guidance for 2009/10 Document. These are very important for centres. More details are given in the document in the pack. C&G does not monitor that these requirements are met – that is the LSC or LA.These are very important for centres. More details are given in the document in the pack. C&G does not monitor that these requirements are met – that is the LSC or LA.

37. Learning hours Units on the QCF have a credit value. One credit = 10 hours of notional learning time. Notional learning time is the average time it would take a learner to complete a unit. It includes guided learning hours, private study, practical and work-based learning, and assessment. Guided learning hours are the hours in which study is directed by the tutor. This can include tutorials, induction, face-to-face delivery or directed open/distance learning and assessment. For lower levels, i.e. FL, a higher proportion of the Notional Learning Time will be “guided”. An FL progression pathway towards a Full Level 2, for example, requires 32 credits – 320 notional learning hours, most of which will be guided.

38. Embedding Embedding units PSD units can be embedded within a vocational qualification – i.e. they are optional units within the vocational qualification Embedding of assessment Functional Skills must be assessed separately – though in pilot they can choose assessments which are for compatible contexts to the rest of the programme. PSD units can be assessed through an integrated assessment activity that covers both vocational and PSD unit learning outcomes. See qualification handbook for further information. Embedding of learning Centres can embed the learning of PSD and Functional Skills within the vocational learning. This will raise issues of tutor capability. Be aware that FS assessments will still be on demand, but will be externally assessed (Ofqual regulatory criteria). Selection of titles for assessment unlikely at L1/L2.Be aware that FS assessments will still be on demand, but will be externally assessed (Ofqual regulatory criteria). Selection of titles for assessment unlikely at L1/L2.

39. Recognition of Prior Learning - RPL Requirement for centres to have procedures in place to enable recognition of prior learning Need to analyse prior learning at the start of the programme In some cases, a certificated achievement will match a QCF unit and an exemption from re-assessment is possible In other cases, the learning does not need to be repeated, but there is a need to complete the assessment.

40. Registrations Need Unique Learner Numbers for each learner Register with MIAP (Managing Information Across Partners) as a learner registration body Get ULNs from Learner Registration Service Register learners with City & Guilds for qualifications which are part of the Foundation Learning programme.

41. Group activity slide Group activities and discussion: Review and compare units and identify qualification approval procedures for: Foundation Learning Hair and Beauty Qualifications Foundation Learning Units for Hospitality Foundation Learning Units for Photo Imaging Group activity and discussion In your groups discussGroup activity and discussion In your groups discuss

42. Centres’ views on Foundation Learning Positive aspects More learner-centric Improve best practice – generally said by centres who believe that they already meet the requirements but worry about others Keeps learners on a pathway – prevents drifting Unitised approach will help with de-motivated learners Transferability of credit will be helpful Flexibility good for building programmes that will motivate learners Spiky profiles good Not too different to what we already do Can drop this slide if short of time. It is a selection of comments from centres who took part in our market research into what customers felt about the FLT.Can drop this slide if short of time. It is a selection of comments from centres who took part in our market research into what customers felt about the FLT.

43. Centres’ views on Foundation Learning Concerns Not enough information about it All the flexibility – logistical nightmare for timetabling Funding rules not clear – more flexibility can mean more variable funding – now clearer (Funding Guidance Update 4.2 – Annex F) Difficult to track learners and their achievements through all the options Difficult to get info around the college and get buy-in across the departments Some areas – like the Functional Skills bit – will take more teaching than key skills and current E2E programmes Can drop this slide if short of time. It is a selection of comments from centres who took part in our market research into what customers felt about the FLT. Comments in red added recently. FS pilot feedback indicates that FS need to be taught.Can drop this slide if short of time. It is a selection of comments from centres who took part in our market research into what customers felt about the FLT. Comments in red added recently. FS pilot feedback indicates that FS need to be taught.

44. Support from City & Guilds Hair & Beauty Assessment guide, which includes a candidate pack Hair & Beauty Centre guide Monthly Mailing Websites - www.cityandguilds.com/flt FL Information Pack Industry Route Maps FL Market Research Report Also being looked at: SmartScreen Centres should check with the info and links on the C&G website for latest info on FLT developments. Sign up for monthly mailing. Centres should check with the info and links on the C&G website for latest info on FLT developments. Sign up for monthly mailing.

45. Support from other sources FL support programme – LSIS (previously QIA) – but delivered by LSN - http://www.excellencegateway.org.uk/FLT Consultancy support for those on phased implementation In-house briefings for those not yet on phased implementation Getting Started Handbook (in your pack) FL User Community Online Forum LSC - http://qfr.lsc.gov.uk/flt/support Prospectus for Progression Pathways (in your pack) Provider Requirements for Progression Pathways (in your pack) QCA http://www.qca.org.uk/qca_8153.aspx Effective Practice Principles for designing and delivering the FL 14-16 framework of learning. FLTProgression Pathways qualifications catalogue National Database of Accredited Qualifications: http://www.accreditedqualifications.org.uk/index.aspx NIACE – have just finished a series of FL workshops, worth checking their website for any future ones.

46. Questions See FAQs This is an open discussion to raise questions not only around what was included in the presentation, but anything the centres want to ask around credit frameworks. Any question we can’t answer on the day will be taken down and answers circulated post-event.See FAQs This is an open discussion to raise questions not only around what was included in the presentation, but anything the centres want to ask around credit frameworks. Any question we can’t answer on the day will be taken down and answers circulated post-event.

47. Contact details - Hairdressing Product Team - Hairdressing: Diane Mitchell – Product Manager Diane.mitchell@cityandguilds.com 020 7294 4368 Jacky Jones –Hair & Beauty Adviser jacky.jones@cityandguilds.com 020 7294 8146 Bev Harris – Product Administrator bev.harris@cityandguilds.com 020 7294 2757 Gary Cole – Assessment Development Coordinator gary.cole@cityandguilds.com 020 7294 3547 Helpline email; hair@cityandguilds.com

48. Contact details – Beauty Therapy Product Team - Beauty Therapy, Nail services and Complementary Therapies: Anita Crosland – Product Manager anita.crosland@cityandguilds.com 020 7294 2632 Joanna Weatherly – Assessment Development Coordinator joanna.weatherly@cityandguilds.com 020 7294 3547 Paul Moore– product Administrator Paul.moore@cityandguilds.com 020 7294 2647 Helpline email; beauty@cityandguilds.com

49. Contact Details - Hospitality Product Team – Hospitality Darrin Sinclair – Product Manager darrin.sinclair@cityandguilds.com 02072942758 Andrew Newman – Assessment and Development Manager andrew.newman@cityandguilds.com 02072942608 Helpline email; Catering@cityandguilds.com

50. Contact details – Employability Skills Hilary Gwilliam Advisor- Employability Skills hilary.gwilliam@city&guilds.com 020 7294 2701 (Skills for Life qualifications, key skills, functional skills, employability/PSD) functionalskills@cityandguilds.com skillsforlife@cityandguilds.com

51. Goodbye Please contact us if you have any queries Please sign up for monthly mailings Keep an eye out for forthcoming events at the regional office and qualification launch events. Please ensure centres register for monthly mailings to receive up to date information on a monthly basis.Please ensure centres register for monthly mailings to receive up to date information on a monthly basis.