Welcome to the LSIS North West Learning Fair Markos Tiris Head of Teaching and Learning, LSIS March 16 th 2011

Welcome to your LSIS Learning Fair! An update on LSIS The context of the LSIS learning fairs Who is here today? 70% of delegates here today are managers; and, 20% of providers here today have Advanced Learning Coaches

LSIS update based in Coventry, with a London presence sector-led body - “accountable the sector” 60% sector delivery LSIS accounts New CEO started January 2011 Learning Fairs – delivered by the sector and sector partners including: Newcastle College/ Success North CETT JISC RSCs EMCETT SUNCETT SWCETT/Learning SW and of course IfL

Setting the LSIS Learning Fair in context Increased sector involvement Driving improvement in teaching and learning and high quality CPD Ongoing development and training of change agents Funding opportunities to the sector

LSIS Learning Fair Update on the Teaching and Learning programme How the teaching and learning programme can: facilitate a refreshed approach to teaching and learning provide a sustainable model for in-house training Consider current Teaching and learning issues – the Wolf Report.

Vision of the Teaching and Learning Programme … a programme that: excites participants and produces a refreshed approach to teaching and learning supports the quality improvement strategy within an organisation embeds sustainable practice equips providers to develop their own programmes 7

LSIS Teaching and Learning programme Change Agents Subject Learning Coaches and Advanced Learning Coaches eCPD PDAs and Advanced PDAs eCPD E-Guides and Advanced E-Guides Regional STEM Centres for (Science Technology Engineering and Mathematics) In partnership with: The Institute for Learning (IfL) Centres for Excellence in Teacher Training (CETTs) NSLC, NCETM, RAEng and many more!

Regional Stem Centres RegionLead contractorSector partner(s)Other partner(s) North WestWirral Metropolitan College Fusion partnership; Merseyside Colleges Partnership North East myscience.co ltd (Science Learning Centre) Redcar & Cleveland College National Centre for Excellence in the Teaching of Mathematics (NCETM) Royal Academy of Engineering (RAEng) Yorks & Humber myscience.co ltd (Science Learning Centre) North Lindsey College West Midlands myscience.co ltd (Science Learning Centre) Birmingham Metropolitan College East Midlands myscience.co ltd (Science Learning Centre) Loughborough College East of England myscience.co ltd (Science Learning Centre) College of West Anglia South West myscience.co ltd (Science Learning Centre) Petroc College South East myscience.co ltd (Science Learning Centre) Sussex Downs College Londonmyscience.co ltd (Science Learning Centre) City & Islington College

30 Hr CPD and Professional formation requirements Everything produced as part of the Teaching and Learning Programme will help you to address the 3 elements of CPD set out by IfL: updating a subject specialism refreshing teaching approaches institutional needs and national policy context

The cascade approach provides you with the tools and resources to pass on knowledge and enthusiasm to colleagues, ensuring that a refreshed approach to teaching and cascades throughout your organisation. LSIS cascade model using Advanced Change Agents Advanced Learning Coach Subject Learning Coach Practitioner Advanced PDA PDA Advanced E-guide E-Guide

Funding opportunities TITLEPURPOSEMAXDEADLINENumber of applications T&L regional Cascade training Cascade training for a minimum of 10 change agents£1,000 November to January80+ STEM Cascade training/STEM CPD STEM Cascade training for a minimum of 10 change agents/Improving teaching and learning in 1+ subjects £1, October + phase 2 (TBC)109 [67] Step up in STEM subscriber grants STEM action research projects in various priority areas£5,0005 November44 [49] STEM subscriber grants Wider organisation issues/Collaborative projects£10,000 Ongoing from Dec31 [14] Teaching and Learning Whole Organisation bids to improve teaching and learning- collaboration£10,000 December [10] Teaching and Learning through technology Whole Organisation bids to improve teaching and learning through technology£10,000 December [21]

Current issues in Teaching and Learning Wolf Report - Issues Many 14 to 16 year olds are on courses which the league table systems encourage but which lead children into dead-ends. A quarter to a third (300, ,000) of 16 to 19 year olds are on courses which do not lead to higher education or good jobs. High-quality apprenticeships are too rare and an increasing proportion are being offered to older people not teenagers. There are many good quality courses and institutions but they exist "in spite of” the current funding and regulatory system. Only 45% of the cohort get a C or above’in GCSE English and Maths at 16 and very few (4%) of those who fail then go on to achieve this from 16 to19. There has been a growing crisis in the youth labour market for years.

Wolf Report - Recommendations Emphasis on core learning, especially English and maths for learners. Vocational learning limited to 20%. Colleges can enrol learners age 14. FE staff should be able to work in schools. Greater vocational specialism for learners but still an emphasis on a broad curriculum. Post 16 students without English and maths GCSE should still study for them ( or alternatives?). Greater emphasis on work experience. Funding for employers who offer high-quality, off-the-job training, and an education with broad transferable elements for year olds. Changes to Foundation Learning – focus on English, maths and work experience, not on accreditation

Wolf Report- Recommendations An end to ‘false’ equivalencies. Only certain qualifications will contribute to performance measures. Ofqual should regulate awarding bodies not individual qualifications. Role of SSCs to be revisited. Greater independence for awarding bodies. Greater role for employers in quality assurance and assessment activities at a local level. Schools and colleges can choose any qualification from an approved awarding body qualifications do not have to be accredited to the QCF. Simplification of the apprenticeship system Changes to funding model for learners. Funding should follow the student.

Wolf Report Four recommendations accepted immediately: To allow qualified further education lecturers to teach in school classrooms on the same basis as qualified school teachers To clarify the rules on allowing industry professionals to teach in schools To allow any vocational qualification offered by a regulated awarding body to be taken by 14-to19-year-olds To allow established high-quality vocational qualifications that have not been accredited to be offered in schools and colleges in September 2011

Thank you