1. Building a Foundation Learning Curriculum
Patricia Coates-Walker
Curriculum and Validity Manager - AIM Awards
Mobile:
with
Sheila Hughes Head of Curriculum
Alison Monet Programme Coordinator
Pete Johnson Tutor
Buxton and Leek College
(University of Derby)

2. Objectives Information on the AIM Awards foundation level offer
Suggestions for inclusion in curriculum plans - differentiation
Considering how to reduce the assessment burden for tutors and learners
A case study of best practice Buxton and Leek College University of Derby
- presenting ideas for how to innovate and expand your foundation learning curriculum

3. Diagnostic Assessment and Skills Checks

4. Initial assessment tools provide information about learners’ current levels of skills, measured against national standards. They are useful in helping to match learners to an appropriate learning programme and in directing further, more in-depth, assessment.
Diagnostic assessment
Materials that can be used to explore whether learners would benefit from further assessment for specific learning difficulties (such as dyslexia).
Specific diagnostic tasks should be selected and used at the start of a learning programme but also regularly throughout the programme to assess particular skills as further needs are identified.
Diagnostic materials help you to discuss and agree with individual learners:
learning targets for both consolidating existing skills and developing new ones;
recommendations about how the learner will tackle new learning;
their own priorities: for example, skills needed at work.

5. Differentiation and Personalisation:
Personalised teaching and learning should be at the heart of any foundation learning programme.
Teaching and learning should be based on an assessment of each
learner’s starting-points (identified through initial/diagnostic assessment) and should aim to develop and promote each learner’s incremental achievement.
Teachers should expect to adapt the level of demand of the activities
to meet the needs of particular learners and particular contexts,
and learners should be made aware of the skills that they are developing.
The activities should be presented as flexibly as possible, with suggestions as to how they can be adapted for different levels

6. An important part of assessment is its flexibility which ensures that evidence may be generate through different methods and that learners are not always classroom based. It is crucial that learning modes and learning styles are taken into consideration at the planning stage.
Detailed schemes of learning structured focused around each series of units.
For example: Differentiation: Independent Living Units:
Making Choices E1/E2/E3
Personal Relationships E1/E2/E3

7. Why choose AIM Awards? flexible wide-ranging
Suites of qualifications
flexible
wide-ranging
adaptable to institutional circumstances
provide progression opportunities

8. Why choose AIM Awards? Quality assigned external verifier
assigned quality reviewer
clear supporting documentation
support and guidance at visits
training and professional development opportunities
the award of Direct Claims Status

9. AIM Awards Foundation Learning Offer
209 qualifications at Level 1 and below:
Literacy Sports
Numeracy
Engagement Pre-Entry
Employability Induction
Offender Learning
ICT
Functional Skills

10. Entry Level Exploring work Work focus meets SFA funding requirements
Award (3 credits)
Extended Award (9 credits)
Certificate (15 credits)
Extended Certificate (credits)
Diploma (37 credits)
Work focus meets SFA funding requirements

11. Entry Level Developing Work Skills (E1 – E3)
Award in Work Skills Awareness includes pre-Entry
Awards and Certificates at other levels
Independent Living (E1 – E3)
Award/Certificate/Diploma

12. Entry 3 and Beyond!!!
Skills for Employment and Further Learning (SEFL)
Entry 3 – Level 3
Award (E3 - 3 credits Other Levels 6 credits)
Extended Award (9 credits)
Certificate (15 credits)
Extended Certificate (27 credits)
Diploma (37 credits)
Vocational pathways
900+ units
Resources available