1. 1 1 Wolverhampton 14-19 An area infrastructure to facilitate collaborative delivery Becta 24 TH November 2008 Paul Bellamy & Laura Birch Presentation 4: My Iplan

2. 2 2 The National Background The Children Act and the 5 Outcomes The Reforms: qualifications; funding; management Machinery of Government: national; regional; local

3. 3 3 The Task in Each Area Transform attainment, inclusion, participation and skills CAP by 2010 Deliver the Entitlement (2013) Raise the age of participation to 17 (2013) and 18 (2015) How?

4. 4 4 How? - Collaboration The Reforms can only be delivered by area-wide collaboration Areas require considerable capacity Capacity is created by empowering the whole learning community to operate area-wide ‘ It takes a whole village to raise a child’ proverb

5. 5 5 Wolverhampton’s History An established culture of partnership A City infrastructure Beacon Council September ’08 5 Diploma lines –OFSTED – “Outstanding” September ’09 5 Diploma lines

6. 6 6 Underlying Concepts The primacy of learning: there are new solutions Experiential learning Demand and personalisation Specialist providers, for the area Bottom up partnership The partnership dividend

7. 7 7 The City Infrastructure Area-wide Curriculum Framework Area-wide Curriculum Models ILP: www.my-iplan.com www.my-iplan.com Area Prospectus: www.areaprospectus.com www.areaprospectus.com CARD (Choose a Real Deal) Underpinning Systems eLearning platform These interlock to create a holistic approach which is fundamental to our work

8. 8 8 Diploma Management Integrated and holistic approach The City is the consortium A/SL Citywide for all Diplomas Generic management systems and processes

9. 9 9 Operational Management Depnet- Timetabling - Planning cycles - Guidance Diploma Management Networks - Line specific - Elective participation - Partnership commitment

10. 10 Learning – KS4 timetabling alignment 3 DAYS2 DAYS CORE:English Maths Science PE RE PDC GCSE Options: 4 choices e.g. Tech, Human, ICT,MFL, Creative BTEC: Introductory, First (Cert/Dipl) GCSE Options: 2 Choices BTECWBL Diplomas REACH Programme (entry/level1) Progression depends on alignment

11. 11 Key Stage 4, Foundation = 600glh Principal learning: 240glh Generic Learning: 240glh Additional/Specialist Learning: 120glh Day 1 Day 2 Year 10 Year 11 Year 11 / Day 1: This will enhance learning and progression in a variety of ways, such as: w.b.l placement (accredited);transition to level 2; additional/specialist modules (level 1 or level 2) PL + GL A/S L PL + GL *

12. 12 Key Stage 4, Higher : 800glh Principal Learning (PL): 420 glh Generic Learning (GL): 200 glh Additional/Specialist (A/S L): 180 glh Overview diagram: Day 1 Day 2 Year 10 Year 11 PL + GL PL + GL PL + GL A/S L

13. 13 Delivering the Curriculum Framework The current post 16 structure. E Tues am: PSHE, Guidance, Key Skills etc E Wed pm: Enrichment T 1 T 2 T 1 T 2 A D E B C B C E A D am pm Twilight

14. 14 Post 16, Advanced: 1080 glh Principal Learning: 540glh Generic Learning: 180glh Additional Specialist Learning: 360glh Day 1 Day 2Day 3 Year 12 Year 13 Delivery built up from current ½ day learning blocks PL + GL PL + GL PL + GL PL + GL A/S L A/S L

15. 15 September ‘09 MonTueWedThurFri Yr 10 PL+GL REAch PL+GL REAch Yr 11 PL+GL REAch A/SL REAch Yr 12 - Higher - Advanced PL+GL A/SLPL+GL Yr 13 PL+GL -------------------------------------------------------------------------------------------

16. 16 Creating access to the Diploma Where does a learner apply? When delivery is collaborative who decides if a learner is accepted? How do we ensure right learner right course?

17. 17 Empowering Access through the Infrastructure CARD (Choose A Real Deal) –As a Promise of future progression –As a Process of guidance through experience and linked to learning choices –Responsibility of the learner Area-prospectus.com –To promote the area learning offer my-iPlan.com –To record, review and develop the learning journey Underpinning Systems –Procedures and protocols to facilitate collaboration

18. 18 CARD A Promise of 19+ progression to HE, FE or Training based on individual FFT value added data CARD Process empowers: –Learners to test and redefine their aspirations –Schools as managers of learners in the area context by providing access to the right opportunities

19. 19 September 2009 Year 8 CARD – summer term DCSF Diploma Roadshow Line of learning CARD OPP deadline February ½ term

20. 20 Will support learners engaged in multi-provider curriculum provision Cracks the issues of accessing and exchanging information between providers in support of the learner Provides for the development and review of a coherent and holistic strategy for the learner which describes: “This is me, this is where I would like to go in the future and this is what I am doing to get there.” The key tool for the learner The key tool for parent, teacher and guidance professional The key tool for managers of institutions and areas

21. 21 www.areaprospectus.com Holds the area learning offer and details of wider activities and experiences (CARD) – updated constantly – includes informal learning e.g. from Youth Services Has full browse and search facilities Pass through with my-iPlan creates a formative basis for OPP Tracking & Reporting Quality and demand intelligence from learners Personalising access

22. 22 Guidance routed in home institution Appropriateness and Readiness Criteria (ARC) - City wide agreement through DMN’s my-iPlan & Prospectus pass through Personal Statement Evidence of active research (CARD) Impartial validation by Connexions Online Progression Preference (OPP)

23. 23 Questions? Contact Information Paul Bellamy, Education Manager, Progression – Paul.Bellamy@wolverhampton.gov.uk Paul.Bellamy@wolverhampton.gov.uk Laura Birch, Senior Systems Support Assistant – Laura.Birch@wolverhampton.gov.uk Laura.Birch@wolverhampton.gov.uk