Foundation Learning Tier: Briefing Seminar ASDAN Test and Trial the Entry 1 units in Personal Progress

Foundation Learning Tier (FLT) What is the FLT ? Curriculum offer supporting Unit and Credit based learning, supporting a wide group of learners: unlikely to achieve their potential via GCSE route Adults with basic skills gaps Young people / adults with learning difficulties

FLT The curriculum: Personalised 3 main areas: Personal and Social Dev. Functional Skills Vocational / Subject based Assist progression: Progression Pathways

FLT Umbrella term for provision below Level 2 for 14+ learners: Level 1 Entry Level (E2/3) Entry 1 (inclusive of all learners (*PMLD/LLDD) previously termed Pre – entry) * First time in curriculum history that this cohort of learner achievement is recognised within a Qualification structure (QCF). At last inclusion?

FLT Entry 1 pilot Testing and trialling the ‘toolkit’ 16 units in Personal Progress Achievement Continuum: recording learner attainment and progress Unit Transcript: detailing what the learner can do; skills / knowledge Quality assurance model

FLT Units Entry 1 Consists of 16 units: 1.Encountering experiences 2.Engaging with the world around you 3.Developing number skills 4.Developing information handling skills 5.Developing writing skills 6.Developing interpersonal communication skills 7.Developing reading skills 8.Developing ICT skills 9.Measure, shape and space

FLT Units cont. 10. Developing problem – solving skills 11. Developing self awareness skills 12. Developing teamwork skills 13. Developing self learning skills 14. Developing independent living skills 15. Developing work skills 16. Developing community participation skills

Unit resources ASDAN has the answer! ASDAN have produced a document mapping the Preparatory award programmes (New Horizons, Literacy and Numeracy in Everyday Life, Transition Challenge, Workright, Towards Independence and Certificate in Life Skills Entry 1) to the 16 units in Personal Progress. These award programmes can provide a context to support the delivery of the units.

Unit Credit Each of the 16 units will have a credit value 1 credit = 10 hours The credit value should reflect the amount of time it might take for a learner on average to make progress (e.g. to move one place along the Achievement Continuum) Unit: Developing self awareness = 2 credits Developing reading skills = 3 credits Developing independent living skills = 5 credits

FLT Entry 1 How will unit achievement be measured? Achievement Continuum: 10 achievement descriptors 1.Encounter 2.Early awareness 3.Interest 4.Supported participation 5.Active involvement 6.Development 7.Exploration 8.Initiation

FLT Achievement Continuum cont. 9. Consolidation 10. Application

Qualification outcomes Certification 8 credits = award 14 credits = certificate Diploma outcome not part of the pilot. Is there a place for a Diploma outcome for learners working across Entry 1?

Unit Design Example: Unit Encountering experiences Credit value: 2 Learning Outcomes The learner will: 1.Encounter activities 2.Respond with reflex to experiences Assessment Criteria The learner can: 1.1 Experience activities and situations The degree of achievement relates to Encounter 2.1 Give reflex responses to Encounter

Example: Unit Developing information handling skills Credit value: 3 Learning Outcomes The learner will: 1.Have an understanding of sequence 2. Be able to sort data Assessment Criteria The learner can: 1.1 Recognise aspects of a sequence The degree of recognition might range from: Supported participation to Consolidation 2.2 Engage in sorting data by a single criterion The degree of engagement might range from: Supported participation to Consolidation

Unit Transcript Example: Unit Developing team work skills DETAILS OF LEARNER’S ACHIEVEMENT AC 1.1 Listen and respond to others Assessor statement: Joe can listen to brief explanations or conversations where these are clearly directed at him. He finds it easier to listen to tutors and support workers than to his peers. He responds with single word replies or by nodding or shaking his head. Active involvement 1.2 Communicate with others Assessor statement: Joe is confident about communicating with familiar people. He will bang his tray to attract people’s attention but also uses some words, combined with some picture cards to communicate simple ideas or requests, such as choosing a group activity. Development 2.1 Follow instructions from others Assessor statement: Joe can follow instructions where there are just one or two clearly linked steps to follow. He can do as instructed with minimal prompting where the instructions relate to familiar tasks (such as packing things away before lunch). Active involvement 2.2 Accept, ask for or offer help Assessor statement: Joe is reluctant to ask for help as he likes to work as independently as possible. On occasions, he will reject help offered. He will ask a particular support worker for help with personal care using single words or a simple signing system they have devised in order to be discrete. Supported participation 2.3 Engage in an activity involving 2 or more people Assessor statement: Joe needs to be supported in a group situation as he finds it difficult to tolerate other people being physically near him. With a trusted support worker, he will take part in activities such as group collage- making or simple food preparation, if the other people in the group are familiar to him. Supported participation

2.4 Take account of other group members Assessor statement: Joe has learned to share his personal space with familiar staff and peers and will listen briefly to the person speaking in a group situation without interrupting or moving away. Supported participation Assessor summary statement Joe is reasonably confident in group situations where he knows the members of the group and there is a support worker whom he can turn to if he needs to. He is just starting to make positive contributions once he feels settled. He does not disrupt others and is beginning to listen to their contributions where he has a particular interest in the outcome. Assessor signature: Date:

Unit Transcript The key to doing this correctly is to write what the learner has done against each of the assessment criteria and then decide where on the Achievement Continuum best reflects (‘best fit’) the learner’s attainment.

Quality Assurance Model Sampling Portfolio evidence (inclusive of DVD, CD evidence) Unit Transcript: statement is qualitative and stage on the Achievement Continuum reflects the assessor statement External moderation undertaken by ASDAN External Moderator (s)

QCF - FLT qualifications ASDAN Employability award: Entry 2, Entry 3 and Level 1 (also available at Levels 2 + 3) 2 qualification outcomes: 8 credits = award 13 credits = cert PSD: Entry 2, 3, Level 1 (also available at Level 2) Functional Skills: Entry 1, 2, 3, Level 1 (also available at Level 2)