1. 14-19 Workforce Support is delivered on behalf of LSIS by the Specialist Schools and Academies Trust, LSN, The Workshop and Pearson Education. Supporting the progression and achievement of learners with learning difficulties and/or disabilities An Introduction Will Fletcher and Paul Smith 1

2. Objectives of the session By the end of the session participants will be able to: understand how Foundation Learning will work for learners with learning difficulties and/or disabilities understand how the key principles of personalisation, coherence, progression and recognising achievement should be applied in Foundation Learning programmes for learners with learning difficulties and/or disabilities identify key opportunities and challenges (and ways to overcome them) 2

3. Core concepts of Foundation Learning 3

4. CC Slide 1: Foundation Learning is one of the four national suites 14-19 reforms Qualifications and Credit Framework (QCF) A level GCSE Diploma Apprentice- ship Foundation Learning Functional Skills Secondary curriculum 4

5. CC Slide 2: The Foundation Learning curriculum model Vocational/ subject based learning 8-40 credits Functional skills 15 credits Personal and social development learning 3-21 credits 14-19 destinations Initial engagement 18–70 credits in total Information, advice and guidance 5

6. The Qualifications and Credit Framework (QCF) 1 – 12 credits 13 – 36 credits37 plus credits Size 6

7. CC Slide 3: What does Foundation Learning aim to do? Enhance engagement, participation and achievement Encourage collaborative delivery Create coherency and flexibility Support personalised learning Provide a clear focus on progression Foundation Learning 7

8. CC Slide 4: Which learners benefit from Foundation Learning? Learners working predominantly at entry level or level 1 This could include learners: within school who will not achieve the current level 2 threshold at Key Stage 4 who are unsuited to GCSEs on Key Stage 4 Engagement Programmes with ‘spiky profiles’ at risk of disengagement engaged in alternative provision on E2E (Entry to Employment) programmes on entry level and level 1 programmes at FE with learning difficulties and/or disabilities. 8

9. Who is Foundation Learning for? Learners working predominantly at entry level and/or level 1 Entry level 1 is now an inclusive level encompassing what we currently call pre-entry, P levels or milestones. Entry level 1 does include learners with special needs, or learning difficulties and/or disabilities, even learners with the most complex needs. 9

10. Four key principles of Foundation Learning 10 Coherence Personalisation Progression Recognition of achievement

11. Coherent programmes What should be in a coherent Foundation Learning programme for learners with special educational needs or a learning difficulty and/or disability? Vocational learning (where employment is a realistic, if long-term, goal) Personal and social skills Communication, number and ICT 11

12. Achieving coherence Opportunity to take a holistic approach Embedding, integrating, linking All aspects contributing to progression Learners, teachers/tutors, support staff understanding relevance of each component 12

13. Personalised programmes Learner’s needs, interests and aspirations Individual goals and targets Individual learning plan Length and size of programme Level of QCF units and qualifications Mix and balance of three curriculum components 13 Personalisation

14. Progression The primary purpose of a Foundation Learning programme is to take the learner from their own individual starting point to an appropriate destination of their choice. 14

15. Appropriate destinations Different destinations for different learners at different stages: Further focused learning Independent living or increased personal autonomy Employment Supported employment A learner’s destination should be what they want to achieve. It should be realistic and something to strive towards. 15

16. Progression-led planning 16 Supported employment in a local café?

17. Recognising achievement QCF qualifications are the primary means of recognising achievements in Foundation Learning programmes. Other forms of recognition will also have an important place: In-house certificates Celebrations Rewards Feedback during reviews Comments within IEPs or ILPs  Take a look at the on-line Foundation Learning Qualifications Catalogue to see what is available.  Click through from the catalogue to the National Database of Accredited Qualifications to look at individual qualifications in more detail. 17

27. LSIS: http://www.excellencegateway.org.uk/foundationlearning http://www.excellencegateway.org.uk/foundationlearning Guidance on delivery, key policy documents, information on funding, CPD resources, case studies, forums, videos –Take a look at the Surrey project on SLD learners and Improving progression for learners with learning difficulties and/or disabilities QCDA: http://www.qcda.gov.uk/26859.aspxhttp://www.qcda.gov.uk/26859.aspx Foundation Learning Qualifications Catalogue LSC: http://qfr.lsc.gov.uk/flt/support/http://qfr.lsc.gov.uk/flt/support/ 16-19 Statement of Priorities and Investment Strategy 2010-11 (Published 19 January 2010) Foundation Learning Tier: Delivery Guidance 2009/10 (Published 7 August 2009) Foundation Learning Tier Interim Guidance (Published 12 May 2009) Key documents and websites 27