Foundation Learning

1
Foundation Learning

• An Introduction

2
Painting the Picture
Functional skills in English, mathematics and ICT
2
3
Who is FL for?

• Students with SEN
• Students in Pupil Referral Units
• Students with LLDD
• Young offenders
• Students in mainstream school
• all learners at entry level or level 1

4
Overall size of the FL cohort
Out of a total of nearly three million 14-19
learners, around 500,000 800,000 (roughly 25)
are expected to be suitable for FL
Total FL cohort 480-800,000
Source DCSF analysis, June 2009, based on admin
data for each age-group in 2007/8
5
Overview of Foundation Learning

• FL is used to describe the range of provision and
  learning at entry level and level 1
• Specifically it refers to units and
  qualifications at entry and level 1 of the QCF
• By 2010 it is intended that all vocational
  qualifications and other appropriate units will
  be accredited to the QCF to support the
  implementation of FL
• Pre-entry will become part of an inclusive
  entry level 1 which will have no lower limit

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At present

• Approximately 30 of young people have not
  achieved a level 2 qualification by age 19
• There are presently 8 million adults without a
  qualification at all
• Despite much good practice, too much provision is
  limited and fails to meet the needs of learners
  leading to any progress or progression

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Foundation Learning aims to

• Support improved engagement, participation,
  achievement and progression through entry level
  and level 1 towards level 2 or other appropriate
  destinations
• Bring coherence to programmes of study at Entry
  and level 1 to support progression for young
  people and adults
• 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 learners needs

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Overview of Foundation Learning

• FL learning programmes must include three
  distinct strands
• Subject or vocational knowledge, skills and
  understanding
• Functional Skills in English, mathematics and ICT
• Personal and social development learning
• Component qualifications must be aligned to the
  learners destination
• The learning programme is supported by a
  wrap-around of support information advice and
  guidance effective initial assessment,
  comprehensive ongoing review and provider
  collaboration
• The personalised learning programme is
• A destination-led programme of flexible content
  and duration to support individual progression
  through the achievement of an appropriate
  combination of qualifications from entry level
  and level 1 of the QCF

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Qualification design at Entry and Level 1

• All qualifications and progression pathways will
  contain an appropriate mix of the 3 core areas
• All qualifications approved for use pre -16 at
  Entry Level 1 are eligible for AT Points.
  Measures
• and equivalencies and will be flagged on NDAQ
  after accreditation

Core Areas Units/and or Qualifications
QCF Level Descriptors

• Level 1
• Entry 3
• Entry 2
• Entry 1
• (Bottomless
• Approach
• QCF Level Descriptors)

Vocational Knowledge, Skills and Understanding
Incorporating PLTS-type skills
Personal and Social Development (PSD)
Functional Skills (will replace Key and Basic
skills from2010)
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What is the QCF?

• The Qualifications and Credit Framework is a
  framework that organises qualifications by level
  of difficulty and size
• It indicates a level of difficulty by placing
  each qualification at one of 9 levels, from Entry
  level though to Level 8
• Foundation Learning Entry and Level 1
• The size of a qualification is indicated by a
  credit value where 1 credit equals 10 hours of
  learning time.
• 3 sizes of qualification Award, Certificate and
  Diploma
• All qualifications are consistently titled to
  indicate size and difficulty e.g. Level 1
  Certificate in Retail
• Replaces the National Qualification Framework
  (NQF)
• Learners achievements are recorded on their
  Learner Record accessed with their ULN

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The QCF and FL
Foundation Learning
Size
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Nesting of units
The nesting of units within qualifications allows
for different sizes of programme
Diploma
Certificate
Award
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14 -16 Progression Pathway Using example
qualifications from the FLT Qualifications
Catalogue
ASDAN Entry Level Certificate In Employability
Entry 3
WJEC Entry Level Award Functional English Entry
2 and 3
VTCT Entry Level Award Functional ICT Entry
Example for illustrative purposes only
A learning framework facilitating the progression
potential of the learner
ASDAN Entry Level 2 Award in PSD
ASDAN Entry Level Award Functional Mathematics
Entry
KS4 learner at E1,E2,E3 with progression
potential
14
Foundation Diploma
GCSE and onto A Levels
Other appropriate destinations?
Apprenticeships
Other work-based learning or Employment
FE

• Personalised Learning programme designed and
  delivered based on 10 Effective Practice
  Principles, Prospectus and Provider Requirements
  e.g.
• Initial/formative assessment
• Target setting and ongoing review
• Learner support
• etc

OCR Entry 3 Functional English
Example for illustrative purposes only

• NOCN Step Up Certificate
• (Entry 3)
• Vocational taster
• units

OCR Level 1 Functional ICT
EDI Level 1 Certificate in Healthy Living
OCR Entry 2 Functional Maths
KS4 learner at Entry with progression potential
ready for a framework of learning offered by one
of the FLT progression pathway specifications
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The National Database of Accredited
Qualifications (NDAQ)
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Delivery to 14-19 learners
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Timelines for implementation
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The way forward

• Start from what you currently offer
• Identify a pilot group of learners
• Get Functional Skills off the ground
• Choose a flexible QCF qualification

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Useful websites

• LSC http//qfr.lsc.gov.uk/flt/
• LSC Funding http//www.lsc.gov.uk/providers/fundi
  ngpolicy/demand-led-funding/fefundingpolicydocumen
  ts0809.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?oFLT

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Further information

• QIA Provider Excellence Gateway
  www.excellence.qia.org.uk
• Progression Pathway Prospectus
• http//qfr.lsc.gov.uk/flt/support/
• NDAQ
• http//www.accreditedqualifications.org.uk

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A variety of materials and workforce support are
available at DCSF http//www.dcsf.gov.uk/14-19/in
dex.cfm?gosite.homesid3pid227ctypeTEXTptyp
eSingle 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/pa
ge.aspx?oFLT There will be a range of
guidance published in 2009/10, including DCSF
high level FL factsheet published in September
QCDA FL factsheet and leaflet published on
September 16th 2009 Curriculum Modelling guidance
published in January 2010 DCSF is aiming to
publish a major set of delivery guidance in
January. All of the pilot work, EKOS evaluation
and funding analysis from September December
will feed into this.