1. Foundation Learning Tier Getting Started Briefing - Post-16 FLT Success North Conference June 2006 Foundation Learning Tier support programme

2. 2 FLT Briefing 1.What does the Foundation Learning Tier ( FLT) aim to do ? 2.What is the relationship between the FLT and the Qualifications and Credit Framework (QCF)? 3.What do coherent or balanced FLT programmes look like? 4.What implications does this present for post-16 providers? 5.How do we build our first FLT offer? 6.Where do we go for additional information?

3. 3 What does the Foundation Learning Tier aim to do? Enhance engagement, participation and achievement Facilitate flexible accreditation and delivery Support coherent programmes Support personalised learning Improve progression FLT

4. 4 Qualifications and Credit Framework (QCF) 14 - 19 Reform Programme Secondary curriculum Level 2 and higher vocational qualifications FLT programmes support progression to a variety of destinations App’ships GCSE A-level Ext Project Functional skills in English, mathematics and ICT Foundation Learning Tier Employment with training Supported employment Independent living

5. 5 The FLT makes use of Qualifications and Credit Framework (QCF) qualifications Size 1 – 12 credits 13 – 36 credits37 plus credits

6. 6 The nesting of units within qualifications allows for different sizes of programme Award Certificate Diploma

7. 7 QCF Qualifications can include units at the level above, or below the level of the qualification Entry level 2 Entry level 3 Level 1 Unit 6 Unit 1 Unit 7 Unit 2Unit 3Unit 4Unit 5 Entry Level 3 Qualification

8. 8 An Inclusive QCF Learners previously at ‘pre-entry level’ now able to access nationally recognised accreditation QCA pilot, involving FE and specialist colleges, has developed 30 common units at entry level 1 These are inclusive units, learning is accredited on a ten point achievement continuum against the learner’s own starting point The continuum spans encounter and early awareness of experiences to consolidation and application of skills This makes Entry Level 1 ‘inclusive’ or ‘bottomless’ Transcript system used to assess progress Awarding bodies will be releasing qualifications based on these units during summer 2009 These qualifications are likely to be titled Personal Progress qualifications

9. 9 Developing communication skills Developing reading skills Developing writing skills Developing ICT skills Early mathematics (5 units) Developing independent living skills (4 units) Developing skills for the workplace (4 units) Rights and responsibilities Using local health services Developing community participation skills Travel within the community Getting on with other people Developing learning skills Dealing with problems Introducing money Engaging with the world around you (3 units) Encountering experiences Developing self awareness Rights and responsibilities Entry 1 common units (30 units)

10. 10 Coherent or balanced FLT programmes 14-19 Initial engagement Selection and induction of appropriate learners Vocational/ subject learning Personal and social development learning Functional skills GCSEs/ A levels 14-19 Diplomas App’ships Supported employment Independent living Information Advice and Guidance

11. 11 Coherent or balanced FLT programmes 19+ Initial engagement Selection and induction of appropriate learners Vocational/ subject learning Personal and social development learning Functional skills Employment First full Level 2 Adult App’ships or T2G Supported employment Independent living Information Advice and Guidance

12. 12 Why are functional skills so important to FLT learners? Functional skills provide a common currency for accrediting English, mathematics and ICT from entry level 1 through to level 2 For 14-19 learners they will replace Key Skills and adult literacy and numeracy qualifications They will be taught as part of Key Stages 3 and 4 in schools They are a mandatory element of the new 14-19 Diplomas, Apprenticeships and FLT

13. 13 Why are functional skills so important to FLT learners? They will provide a single, incremental framework for accrediting these skills, in small steps, from entry level 1 through to level 2 For adults, the LSC’s Interim Statement refers to accepting Skills for Life qualifications in place of functional skills qualifications within the FLT offer for adults during 2009/10 For LLDD, when entry level 1 functional skills would be inappropriate, providers may consider delivering the newly developed common units. These include: Developing Communication Skills, Developing Reading Skills, Developing Writing Skills, Developing ICT Skills; and Early Mathematics

14. 14 Learning from 08/09 experiences - What implications does this present for post-16 providers? The policy picture for 14-19 learners is further developed than for adult learners FLT is likely to have a significant impact on all your entry and level 1 programme, particularly for 16-19 learners Aspects of existing level 1 vocational programmes may need redesigning to facilitate the inclusion of functional skills and accredited personal and social development learning E2E programmes will require greater use of qualifications and this is likely to impact on the length of programmes you offer Consider your entry criteria for level 2 programmes. How could these be made clearer, more explicit and also be stated in terms of FLT qualification outcomes? Qualification success rates are vitally important and will need to be managed carefully as you introduce new qualifications

15. 15 Learning from 08/09 experiences - What implications arise working with learners aged 14-16? Many post-16 providers are involved in the delivery of engagement and vocational programmes for learners aged 14-16 Post-16 providers often deliver part of a learner’s programme with the remainder being delivered in school QCF qualifications should be used with these learners as they become available The status of FLT preparations on local 14-19 Partnership groups has been raised Some caution has been applied to using vocationally titled level 1 qualifications with Key stage 4 pupils The importance of planning routes from pre-16 FLT programmes to post-16 learning, including level 2 and FLT has been acknowledged Providers are reporting that some learners will require further FLT based learning post-16, often to improve functional skill levels

16. 16 Learning from 08/09 experiences - How do we build our first FLT offer? (1) Identify which programmes you will target in working towards your 30% of new starts, at entry and level 1, on FLT based programmes Gain access to the functional skills pilot so that you are able to offer entry and level 1 functional skills Identify appropriate QCF vocational qualifications for inclusion in FLT based programmes Brief IAG teams to identify learners suited to your first FLT based programmes

17. 17 Learning from 08/09 experiences - How do we build our first FLT offer? (2) Bring together an FLT implementation group Produce an FLT implementation plan and CPD programme for staff Use the FLT qualifications catalogue to identify appropriate QCF qualifications for accrediting vocational and PSD learning Use the National Database of Accredited Qualifications to explore the units available and the ones you plan to offer from your preferred qualifications

18. 18 Learning from 08/09 experiences - How do we build our first FLT offer? (3) Where possible replace Key Skills and adult literacy and numeracy qualifications with functional skills for 16-19 learners Consider the flexibility offered by some of the employability type qualifications that can accredit PSD and vocational taster type learning Consider the benefits of a cross-centre approach to accrediting PSD Ensure your FLT offer reflects the entry criteria for your level 2 programmes, these may need to be revised

19. 19 The FLT qualifications catalogue hyperlinks to the National Database of Accredited Qualifications (NDAQ)

20. 20 Timelines for implementation 2009/10 Year 2 of the pre-16 test and trial Phased implementation post-16 LSC statement of Priorities aim for 30% of LSC-funded Entry/level 1, 2009/10 new starts to be on FLT programmes Further information later in 2009 regarding the nature and parameters of the FLT offer for adult learners 2010/11 Mainstream roll-out post-16 Likely to be further phased implementation pre-16

21. 21 Key documents

22. 22 Key documents www.excellencegateway.org.uk/FLT www.excellencegateway.org.uk/FLT

23. 23 Key websites: LSC http://qfr.lsc.gov.uk/flt/http://qfr.lsc.gov.uk/flt/ LSC Provider Requirements for post-16 providers http://qfr.lsc.gov.uk/flt/support/ http://qfr.lsc.gov.uk/flt/support/ LSC Funding: http://www.lsc.gov.uk/providers/fundingpolicy/demand- led-funding/fefundingpolicydocuments0809.htm.http://www.lsc.gov.uk/providers/fundingpolicy/demand- led-funding/fefundingpolicydocuments0809.htm DCSF Policy updates www.dcsf.gov.uk/14-19/www.dcsf.gov.uk/14-19/ QCA Policy updates www.qca.org.uk/qca_18128.aspxwww.qca.org.uk/qca_18128.aspx FLT qualifications catalogue http://www.qca.org.uk/qca_20536.aspx.http://www.qca.org.uk/qca_20536.aspx Foundation Learning Support Programme: Key documents, publications, case studies www.excellencegateway.org.uk/page.aspx?o=FLT