Introduction to the Qualifications and Credit Framework (QCF) Terri McComiskey (CCEA Regulation)

Vocational Qualifications (VQs)  2006 – a UK Vocational Qualification Reform Programme established to reform and rationalise vocational qualifications so that they reflect employer and learner needs  Originally developed for adults but now encompassing qualifications for 14 – 19 year olds more and more Outcomes  A new framework in N Ireland, England, and Wales - Qualifications and Credit Framework (QCF)  Unit and credit based qualifications which meet the needs of learners and employers  Informed by Sector Skills Councils (SSCs) expressing their sectors needs in the development of appropriate VQs.

QCF Qualification Structure Challenge Size 1 – 12 credits 13 – 36 credits37 plus credits

What is the QCF? Qualifications are made up of units with a credit value 2 A 3 B 2 C 3 D 10 credit value qualification 1 credit = 10 hours

Unit Based Qualifications Mandatory Units Optional Units Employers’ Own Units Unit BankQualification ‘A’

Credits and Levels Every unit and qualification in the framework will have a credit value and a level Three sizes of qualifications Award / Certificate / Diploma Nine levels The level of a unit/qualification shows you how demanding it is To help understand the levels it is useful to know: GCSEs (A*-C) are level 2, A levels are level 3, PhD is level 8 Credits 1 credit = 10 hours of learning time (the amount of time and effort it takes the average learner to complete)

QCF Qualifications Pathways

QCF process for the learner

Benefits for Learners  Offers more freedom, choice and flexibility  Gives easy access to information about the commitment needed for different routes to achievement  Allows them to build up credits at their own pace and combine them in a way that will help them get where they want to be  Enables them to transfer credits between qualifications to avoid having to repeat their learning

Foundation Learning in England Increasing choice and flexibility for learners working at Entry level and level 1 Lisa McMahon CCEA (Regulation)

What is Foundation learning?  One of the 4 national suites of qualifications  Targets learners working at entry level and level 1  Supported by credit based qualifications in the new QCF  Expectation is that all areas will deliver some FL provision on a basis by 2010/11

Provision at entry level and level 1  Personalised learning programmes helping learners gain credit at entry level and level 1  Supports progression to clearly defined destinations  Progression wherever possible will be to level 2 or can be to independent living or supported employment

Progression routes GCSEsFull level 2 Employment Supported employment Living more independentl y QCF qualifications Foundation Learning Programme

Who is it for?  Students in mainstream schools, colleges and WBL  Students with SEN  Students in pupil referral Units  Students with LLDD  Young offenders applies to both learners and to adults aged 19 and above

What is a programme made up of? FL programmes must include:  subject or vocational knowledge, skills and understanding  functional skills  personal and social development learning Learning in these areas should not be delivered discretely No specified weighting for each component

 An FL programme will also comprise a ‘wrap-around’ of:  Initial engagement and assessment  Information, advice and guidance  Ongoing learner support  Initial assessment vital in order to determine intended destination  Programmes should identify qualifications which accurately reflect relevant providers’ entry criteria for the chosen destination  Encourage a collaborative approach so that schools and colleges can together provide a seamless offer with minimal disruption at transition points

Qualification and Credit framework (QCF)  Providers design programmes for their learners using units and qualifications at Entry level and Level 1 of the QCF.  Programmes do not have a prescribed size, but average programme is around 45 credits – app 450 guided learning hours  No overall FL ‘certificate’ or pass/fail threshold – learner achievements are recognised using the QCF

Example of an FL programme Tim is 17 years old and is a residential learner at an independent specialist college. He has acquired brain injuries and associated learning, sensory and emotional difficulties. Initial assessment identified that in order to develop the skills to progress to supported employment the learning programme should focus on PSD and building basic literacy. It was not considered to be relevant or appropriate for Tim to undertake Functional Skills in maths or ICT. Qualifications and credits: Edexcel Entry Level 1 Award in Personal Progress - 8 credits; GLH Edexcel Entry Level 1 Award in Communication Skills (includes optional units on developing writing skills and developing reading skills) - 6 credits; 60 GLH Overall attainment: 14 credits 140–150 GLH Tim is 17 years old and is a residential learner at an independent specialist college. He has acquired brain injuries and associated learning, sensory and emotional difficulties. Initial assessment identified that in order to develop the skills to progress to supported employment the learning programme should focus on PSD and building basic literacy. It was not considered to be relevant or appropriate for Tim to undertake Functional Skills in maths or ICT. Qualifications and credits: Edexcel Entry Level 1 Award in Personal Progress - 8 credits; GLH Edexcel Entry Level 1 Award in Communication Skills (includes optional units on developing writing skills and developing reading skills) - 6 credits; 60 GLH Overall attainment: 14 credits 140–150 GLH

Example of an FL programme Michaela is 19. She has moderate learning difficulties and attends a special unit at her local college. She lives at home with her parents and would like to learn how to be more independent. She likes more practical learning and enjoys spending time at her local stables. Michaela’s FL programme: Functional skills in English Entry 35 credits Certificate in personal and social development13 credits Entry level cert. in skills for working life – land based Entry 322 credits Functional skills in maths Entry 15 credits Functional skills in ICT Entry 25 credits Overall attainment: 50 credits 500 GLHs Michaela is 19. She has moderate learning difficulties and attends a special unit at her local college. She lives at home with her parents and would like to learn how to be more independent. She likes more practical learning and enjoys spending time at her local stables. Michaela’s FL programme: Functional skills in English Entry 35 credits Certificate in personal and social development13 credits Entry level cert. in skills for working life – land based Entry 322 credits Functional skills in maths Entry 15 credits Functional skills in ICT Entry 25 credits Overall attainment: 50 credits 500 GLHs

The Foundation Learning catalogue  available at  more than 450 new quals on the QCF developed specifically for FL programmes  ongoing discussions around developing units for subject qualifications  Entry level subject quals are being redeveloped in:  Maths  Science and technology  Creative English and humanities

Benefits to the learner  Rewards programmes focused on progression  Accredits achievement through credit based qualifications  More flexible opportunities for learners to achieve and progress; this includes ‘bite-sized’ progression options within qualifications  Learners and practitioners jointly agree destination and personalised programme