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Rod Anderson Senior School Improvement Consultant 14-19

14-19 White Paper:DiplomasKey stage 4 re-engagement programmeSkills (2005) White Paper:Credit-based qualifications frameworkEmployability FE White Paper:Validated progression pathwaysAdult learners accessing level 2LLDD. Policy Context. Challenges. Lack of clear progression routesProvision outside the national frameworkPurpose and scope of Entry/level oneWide range of learners Good practice needs to be extendedLack of strategic planning.

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Rod Anderson Senior School Improvement Consultant 14-19

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    1. Rod Anderson Senior School Improvement Consultant 14-19

    2. 14-19 White Paper: Diplomas Key stage 4 re-engagement programme Skills (2005) White Paper: Credit-based qualifications framework Employability FE White Paper: Validated progression pathways Adult learners accessing level 2 LLDD

    3. Challenges Lack of clear progression routes Provision outside the national framework Purpose and scope of Entry/level one Wide range of learners Good practice needs to be extended Lack of strategic planning

    4. Remit Joint QCA and LSC Remit, SSDA also a key partner: Produce a more coherent and personalised system at entry level and level one, underpinned by a credit system and planning/funding infrastructure, with progression pathways to level 2 A simple and rational organising structure Supports a new way of recognising achievement through the award of credit for units and qualifications. Provides flexible routes to gaining full qualification Enables qualifications to be achieved in small steps A simple and rational organising structure Supports a new way of recognising achievement through the award of credit for units and qualifications. Provides flexible routes to gaining full qualification Enables qualifications to be achieved in small steps

    5. Scope Anyone over the age of 14 learning below level 2: Schools (mainstream and special) pupil referral units, alternative settings FE colleges (general and specialist) in discrete provision for learning difficulties/disabilities, or on more general programmes Adult, community or family learning, or voluntary, charitable or other settings (eg offender learning)

    6. Three Key Priorities a personalised approach to learning and achievement aspirations and goals to form the basis of the personalised approach progression to clearly identified destinations

    7. Units, qualifications and learning programmes Strategic direction for unit and qualification developments Three curriculum strands: Key and basic skills (functional skills) Vocational or subject learning (employability and learning skills delivered in a vocational or subject context Personal and Social Development Diploma links Purposes and principles for unit and qualification design Coherent, personalised programmes Evaluation of current/planned provision against the strategy

    8. Progression pathways Packages of units/quals Clear progression routes: To level 2 To supported employment To independent living skills Not just linear progression Validated by: Sector employers Providers Regulators, LSC First roll-out from September 2007

    9. A framework for achievement Recognising qualifications and skills in the 21st century Qualification reform should be underpinned by a unit-based national system of credit and qualifications Use a standard framework for all units Establishment of a unit databank Electronic templates Learning outcomes within a unit that a learner is expected to achieve in 10 learning hours

    10. A framework for achievement Recognising qualifications and skills in the 21st century The electronic unit template Title Learning outcome Assessment criteria Level Credit value A unique code that will enable individual units to be identified within the databank

    14. Action research/trials Draft quality principles for FLT provision produced A number of sites identified to evaluate the principles against existing practice: Pre-16 (QCA) Post -16 (LSC) Guidance on programme structure and delivery Validated progression pathways, agreed with LSC, sector bodies, other partners Outcomes from July 2007, roll-out from September 2007

    15. The EGA (Lincolnshire’s ‘FLT’?) Communication and Application of number ICT Careers Education Vocational unit Work experience Health and Safety Community service

    16. Principles of Learner Programmes for Entry and Level 1 PRINCIPLE 1- FLT programmes support learners in progressing to level 2 where relevant and develop skills and knowledge in the in the three curriculum areas of personal and social development, basic and key skills and vocational/subject based learning

    17. Principles of Learner Programmes for Entry and Level 1 PRINCIPLE 2 - Learners are engaged in the design and delivery of their FLT programme PRINCIPLE 3 – Initial Assessment is undertaken to identify the needs of individuals PRINCIPLE 4 – Learners are set realistic and challenging learning goals which match their, interest and aspirations

    18. Principles of Learner Programmes for Entry and Level 1 PRINCIPLE 5 – Personalised programmes are designed for learners to help them achieve their goals and to progress PRINCIPLE 6 – Learners receive high quality teaching and learning experiences PRINCIPLE 7 – Learners are given appropriate support to help them to achieve their learning goals and complete their FLT programme

    19. Principles of Learner Programmes for Entry and Level 1 PRINCIPLE 8 – Learners progress is formally reviewed and recorded throughout their FLT programme PRINCIPLE 9 – Leadership and management of the FLT programme is effective

    20. Milestones Development of new units and qualifications in line with credit-based system – from February 07 Progression pathways identified and validated – June 07 Roll-out of first few progression pathways – September 07 Full roll-out of credit-based units and qualifications, and validated progression pathways – 2010

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