HLTA: Secondary food technology briefing

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HLTA Secondary food technology briefing
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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

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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

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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

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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

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HLTAs from start of programme 2004 until
September 2008

• Primary 17706
• Secondary 5600
• Special 1487
• Other 2466

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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

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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?

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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
• DT 211 Music 43
• Behaviour 206 Voc. Learning 40
• PE 165 Pastoral 22
• MFL 134 Food technology 15

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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.

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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.

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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

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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 DT teachers and other
  qualified teachers.

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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.

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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

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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.

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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)

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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

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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.

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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.

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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.

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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

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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.

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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.

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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

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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.

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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.

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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

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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?

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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

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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

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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