The Learning and Skills Improvement Service (LSIS) funded a range of action research projects to support post 16 providers who wished to strengthen their capacity to deliver innovative programmes and services for learners within the context of Foundation Learning using the QCF.
Projects explored one or more of the following areas within a Foundation Learning context
- flexible, innovative and creative delivery models to support personalised learning, achievement and progression
- designing flexible and innovative personalised learning programmes which embed functional skills and personal and social development learning within vocational learning using QCF provision
- innovative strategies for information, advice and guidance for learners to promote ownership, autonomy and control of their learning
- learner-centred and personalised approaches to initial assessment and ongoing review
- effective partnership between providers of 14-19 provision, working together to support personalised learning, achievement and progression
Education Leeds produced a common set of business rules (guidance) for all post-16 learning providers in Leeds to help them review and adapt their existing admissions criteria to take account of learners with spiky profiles that have undertaken a Foundation Learning programme during Key Stage 4; moving them away from describing admissions/selection criteria primarily in terms of GCSE results and towards describing them in terms of QCF Foundation Learning qualifications.
The guidelines include:
- Background and context, with reference to the national implementation timeline for Foundation Learning,
- Key recommendations
- Guidelines for structuring and formatting the curriculum offer
- Good practice guidelines
- Useful web links and appendices
- The QCDA presentation on point scores, GCSE equivalencies, contribution to GCSE thresholds and bandings with the QCF
- Models of learners with spiky profiles (within the QCDA presentation)
Admissions Criteria Guidelines for Providers
Isle of Wight College developed a more learner focused approach to enrolment, initial assessment, and information, advice and guidance (IAG) resulting in more flexible online enrolment processes and a longer enrolment phase covering a two week period including the creation of:
- A Functional Skills Advice Centre. Learners will book into the centre to discuss the results of their initial assessment and get guidance on appropriate courses and levels.
- A Triage Centre. Learners can access a series of IAG sessions if their initial assessment results or exam results are not as expected.
Association of National Specialist Colleges (Natspec) is a membership organisation of independent specialist colleges for learners with complex learning difficulties and disabilities whose needs cannot be met at their local college. They questioned local LSCs and FE colleges to gain feedback on the transferable skills developed by such learners as they engage with all stages of their learning – assessment, goal setting, acknowledging and recording progress and celebrating achievement. They identified QCF units which would recognise and accredit these skills and, where gaps were identified, started work with an awarding body to developed units that could be accredited within the QCF.
Open Doors International Language School designed and piloted a course, based on Foundation Learning principles, to better prepare ESOL learners for employment and progression including the improvement of individualised learning planning documentation and initial assessment opportunities. As a result of the pilot, they will be changing their Entry level and at Level 1 curriculum offer in the next academic year to broaden the field of study from that traditionally offered to ESOL learners.
Stockton Riverside College worked through a partnership of learners and staff at a pupil referral unit (PRU), the New Start programme and departments across Stockton Riverside College in a collaborative, learner-centred approach to investigate how Foundation Learning could engage and meet the needs of learners who are at risk of disengaging and address their perceived barriers to learning.
The Robert Ogden School undertook a critical review of their Foundation Learning provision for learners with Autistic Spectrum Disorders and related learning disabilities within their post-16 department. They surveyed parents, Connexions advisors and social service personnel to help inform and develop their future offer and ensure that it would continue to support their learners’ aspirations.
The Robert Ogden School Post-16 Department curriculum outline
Walsall Adult and Community College used an audit of existing practice toinvestigate how they could bring their existing skills for life, English for speakers of other languages (ESOL) and vocational provision together into a holistic Foundation Learning curriculum offer applicable to an adult learner cohort. They also piloted a Community Association partnership approach to Foundation Learning for adults, consulted with adult learners to identify learning barriers and explored a number of Foundation Learning curriculum models before settling on a 2-year programme:
- 'Exploring Careers in…' a preliminary one-year programme of vocational tasters.
- A more focused and vocationally specialised second academic year of 'Pre-Apprenticeship Learning' (PAL) programme to build learner skills and vocational aptitudes in preparation for progression onto an apprenticeship or other Level 2 learning.