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Natspec – The Association of National Specialist Colleges Transforming the curriculum:

01. Natspec – The Association of National Specialist Colleges Transforming the curriculum: meeting the needs of learners in ISCs 12 November 2008 Foundation Learning Tier: A guide to the Progression Pathways Andrew Lambe Senior Policy Manager LSC National Office. 02.

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Natspec – The Association of National Specialist Colleges Transforming the curriculum:

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  2. Natspec – The Association of National Specialist Colleges Transforming the curriculum: meeting the needs of learners in ISCs 12 November 2008 Foundation Learning Tier: A guide to the Progression Pathways Andrew Lambe Senior Policy Manager LSC National Office 02

  3. The FoundationLearning Tier is… • a programme of work to develop a more focussed and strategic approach to entry level and level 1 for learners aged 14 and over within the Qualifications and Credit Framework (QCF) in order to raise participation, achievement and progression amongst learners at these levels. • Within the Foundation Learning Tier, Progression Pathways will be the main organising structures. Progression Pathways set down the parameters for designing personalised learning programmes to support individual progression through the achievement of an appropriate combination of qualifications from entry level and level 1 of the QCF. 03

  4. Our Ambitions To ensure Progression Pathways are the principal learning offer at entry level and level 1 for both young people and adults. We expect that, over time, all learners working at entry level and level 1 will do so within the context of a Progression Pathway. This is part of the Government’s aspiration to move towards a more comprehensive but also more coherent qualification offer for both young people and adults. 04

  5. Inclusive and coherent programmes which will engage learners Access to accreditation at every stage, at every step which will motivate and reward learners Clear stepping stone progression routes which will ‘propel’ learners Our Objectives 05

  6. Balancing scale, reach, manageability and affordability Balancing engagement with achievement and progression Balancing the needs and aspirations of young people and adults Recognising what is and is not appropriate for who, and where and what the public purse pays for Our Reality 06

  7. Priority ProgressionPathways are… • those Progression Pathways identified for developmental delivery in 2008/09; providing progression to: • a first full level 2 • skilled work or an apprenticeship • supported employment or independent living • a Foundation (level 1) Diploma or GCSEs 07

  8. ProgressionPathways will also… incorporate three curriculum areas: Vocational knowledge skills and understanding Functional skills Personal and Social Development learning be supported by a wrap-around of information, advice and guidance, effective initial assessment, comprehensive ongoing review, and provider collaboration. 08

  9. Progression Pathwayto full level 2… • Requirements: • A level 1 vocational award or certificate (vocational qualifications will include the potential for learners to achieve some level 2 units within their rules of combination) • Four credits of personal and social development skills • Functional Skills in ICT at least at entry level 2 • Functional Skills in Maths at least at entry level 2 • Functional Skills in English at least at entry level 3 09

  10. Progression Pathwayto skilled work… • Requirements: • A single vocational certificate, or a combination of vocational awards which together amount to at least 13 credits (level 1 qualifications will include the potential for learners to achieve some level 2 units within their rules of combination) • Four credits of personal and social development learning • Functional Skills in ICT (5 credits) • Functional Skills in Maths (5 credits) • Functional Skills in English (5 credits) 10

  11. to supported employmentor independent living… • To supported employment, requirements: • One award-sized qualification of at least six credits • Four credits of personal and social development Functional Skills in English • Functional Skills in Maths • Functional Skills in ICT • To independent living, requirements: • One award-sized qualification of at least six credits where the focus is on personal and social development • Where relevant and appropriate, either Functional Skills qualifications or the appropriate common entry level 1 units relating to reading, writing, numeracy or ICT 11

  12. Progression Pathwayto Diploma or GCSEs… • Requirements: • one certificate-sized qualification at entry level 1, 2 or 3 (vocational and/or subject) • four credits of personal and social development learning • Functional Skills in English (5 credits) • Functional Skills in Maths (5 credits) • Functional Skills in ICT (5 credits) 12

  13. The Prospectus forProgression Pathways… • The Prospectus supports the design, planning and delivery of Progression Pathways; it sets out eligibility requirements for qualifications that form part of Progression Pathways and explains expectations of delivery, achievement and progression of learners. • Alongside the Prospectus – as part of the suite of documents to support the development of the FLT and the implementation of Progression Pathways – the LSC and QCA have also published the LSC Provider Requirements; the QCA effective practice principles; and, the Progression Pathways Qualifications Catalogue. 13

  14. Direction of Travel 14

  15. Implementation of a coherent offer for young people (YP) 15

  16. Implementation of a coherent offer for adults 16

  17. Further Information • For further information please see the: • The Foundation Learning Tier Section of the LSC’s Qualifications and Framework Reform site – http://qfr.lsc.gov.uk/flt/ • The Foundation Learning Tier pages on the QCA website – http://www.qca.org.uk/flt • The QIA Excellence Gateway – http://excellence.qia.org.uk/flt 17

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