WBQ INSET DELIVERING THE FOUNDATION AND INTERMEDIATE LEVEL PROGRAMMES

1. WBQ INSETDELIVERING THE FOUNDATION AND INTERMEDIATE LEVEL PROGRAMMES Aims of the day; To Consider the findings of recent work on how schools and colleges are delivering Foundation and Intermediate programmes, 14-19. Receive presentations from a school and college describing and explaining how they are delivering the programmes. Enable colleagues to discuss these inputs in the light of their own delivery plans. Provide an opportunity for colleagues to assess and discuss a sample of learners� work and so gain an idea of relevant �standards�.

2. THE FRAMEWORK FOR THE CURRICULUM The WBQ: Provides a �Core� curriculum that allows learners to draw from and build on their main programmes of study. Includes within the Options approved qualifications like GCSEs and NVQs. Is curriculum led rather than assessment led. Provides breadth and balance. What does the school or college have to do to allow the learner to access these?

3. ALLOWING THE LEARNER TO ACCESS THE CURRICULUM The Delivery Team. The Curriculum � its content. How the curriculum is delivered. How learners are organised. How learners are supported. How programmes are assessed. How the centre responds to pressures. How the learner is assessed.

4. SUMMARY OF WBQ REQUIREMENTS AT EACH LEVEL

5. FOUNDATION AND INTERMEDIATE LEVELSTHE CORE PROGRAMME

6. THE PILOT AFTER TWO TERMS Numbers and courses/programmes: small numbers � averages of 18 and 33. schools are generally using the National Curriculum in a positive way. Some are basing delivery upon pre-existing special programmes. Foundation and Intermediate are rarely taught together. Colleges are generally basing delivery of the Foundation upon pre-existing specific programmes � 13 at Foundation level. The Core has been the source of significant developments allowing �working smarter�: activity-based developments, e.g. PSE, WRE. linking in with National Curriculum/statutory subjects, e.g. WEW. key skills and Options subjects/courses. most important, teachers have developed effective mapping and tracking strategies, often linked to the personal tutorial system.

7. Specific developments, often highlighted in colleges, post-16: Key skills and Core activities. The identification and use of transferable skills and processes. Linking Core components through activities. Innovative assessment strategies. What about the assessment burden? 5. The use made of funding?

8. SO, WHAT MODELS? COLLEGES Delivery largely based upon pre-existing vocational programmes targeting the Foundation cohort, BUT with a glance over the shoulder at the next stage in the learners� education and training � Intermediate. Cross-fertilisation between Options and Core activities. Key skills are used as a �thread� between parts of the learner�s curriculum. SCHOOLS A series of threads from the Core activities and requirements into other activities, i.e. National Curriculum and statutory subjects, �extras� such as Duke of Edinburgh Awards. Use of the �check list� approach � what is the basis of the lists? Various ad hoc approaches based on a laissez faire strategy. The basis of all these has been the specific development of customised mapping and tracking systems.

9. THE WBQ AND LP 14-19 Learning Pathways comprise a blend of 6 key elements. Taken together they can ensure that learners receive an appropriate balance of learning experiences that MEET their needs. The elements also allow learners to receive the support needed to REALISE their potential. The elements are: INDIVIDUAL learning pathways for each learner; greater CHOICE and FLEXIBILITY of COURSES/PROGRAMMES and WAYS of learning; a LEARNING CORE for all young people 14-19, WHEREVER they are learning; tutorial or LEARNING COACH support; access to individual PERSONAL support; CAREERS advice and guidance. QUESTIONS: TO WHAT EXTENT DOES YOUR WBQ FOUNDATION-INTERMEDIATE PROGRAMME FACILITATE THE DELIVERY OF LEARNING PATHWAYS 14-19? HOW ABOUT TEACHING STRATEGIES?

10. ASSESSMENT OF THE WBQ CORE AT FOUNDATION AND INTERMEDIATE LEVELS The WBQ Core at Foundation and Intermediate levels is assessed in 3 ways, by The assessment of the 6 key skills by completion of a portfolio and accompanying log book and, for those key skills for which there has to be only evidence of having followed a key skills programme, completion of the appropriate documentation. The completion and assessment of an Individual Investigation. The completion of a Diary indicating the fulfilment of the curriculum requirements for WEW, PSE (including the Community Participation element) and WRE (including Working with an Employer and Team Enterprise activities). It is clear that schools and colleges are attempting to link as many of these assessment requirements as possible, and to �work smarter�.

11. THE INDIVIDUAL INVESTIGATION

12. THE WBQ DIARY The Diary must show the following: What I did. When I did it. In some activities (Community Participation, Working with an Employer) I need the signature of someone who witnessed I was there and did the work. Someone to sign the whole form - - me, my teachers, an authorised person from outside school or college. Is there any additional evidence required to show that I did something to do with the work?