A LONDON REGION POST-14 NETWORK CONFERENCE                                              Learners and Providers: School, Co...
A LONDON REGION POST-14 NETWORK CONFERENCE                                              New opportunities and benefits of ...
Opportunities and benefits of partnershipworking in the 14-19 education and training contextLynn ThackwayVice PrincipalBar...
“Benefits of working in a Federation ”
Barnfield FE College•   Incorporated in 1993•   Beacon College graded “Outstanding”•   IiP Champion•   1st FE College Acad...
Our Vision “To build Britain’s highest performing   Federation, where customer andcommunity needs are met, students are ha...
GCSE Results - Barnfield South Academy100%                                 100% 90%                     2007         90%  ...
GCSE Results - Barnfield West Academy100%                                  100% 90%                      2007         90% ...
Barnfield Federal Structure & Vision forSuccess
Federal BenefitsStudents First• Broader curriculum offer (academic & vocational)• Smoother transition to 18 years & beyond...
Federal BenefitsCommunity• Regeneration• CohesionBrand Impact• Students• Staff/communityFuture• Progression to further stu...
New Structure                  Barnfield College                        Barnfield            University  Project          ...
Happy Successful Students
To conclude, we believe  “Great things happen when the right parts               come together” “Challenging times – innov...
A LONDON REGION POST-14 NETWORK CONFERENCE                                              The Strategy in London for Young  ...
The Strategy in London  for Young People               Mary Vine-Morris   Director London Regional Planning Group
The evidence base• Jointly produced by YPLA and 14-19 RPG• Regional level analysis with links to local authority  and nati...
London infrastructure overview                        £915m allocated to FE and                       school Sixth Form p...
Pre-16 attainment•   GCSE attainment (5 or more GCSEs at grade A*-C or equivalent including    English and Maths) in Londo...
London’s economy                   Expansive economy                       Approx 4.68 million workers                   ...
Who is in learning?• 86% of 17 year olds in learning compared to 94% 16  year olds indicating a high dropout rate• School ...
Who is not in learning?Significant fall in participation at 17• Especially for maintained schools from 16 to 17• 9% gap in...
Proportion of NEET Oct 08 – Oct 10                          Proportion of 16-18 year olds who are NEET (%)                ...
NEET by borough October 2010                       Strong NEET % Performance                       •   5.5% NEET average i...
•   B       ar         ki           ng                &                                                                   ...
choice, support, successpriorities for 16-19 education and learning in London 2011/12
Strategic PrioritiesWe are determined to get the best deal for Londonersand to make the system work for them to secure:   ...
Priority 1: All young people on the education and trainingprogramme of their choiceWhy:   • Learners needs paramount   • I...
Priority 2: All vulnerable young people will benefit from thelocal leadership of post-16 learningWhy:   • Need to better m...
Priority 3: All young people to have great opportunities forwork and moving onWhy:   • Unemployment at 18-24 is increasing...
Priority 4: All young people get the best support andguidanceWhy:   • Many young people will not make the most of a rich a...
Priority 5: All young people to reach their full potentialWhy:   • The gap between the highest and lowest achievers is sti...
More information        London Strategic Analysis ’14-19 in            London: an evidence base’       http://www.londonco...
A LONDON REGION POST-14 NETWORK CONFERENCE                                                Data and MI: Looking forward    ...
Data & MI – Looking ForwardMike PettiferRegional Director - LondonYoung People’s Learning Agency                          ...
“When nothing is sure, everything is possible.”                - Margaret Drabble                                     Cham...
The importance of teaching                       Championing Young People’s Learning
Message from the MinistersPolicy - three simple principlesFreedom – trusting professionals, academies  programme, free sch...
Message from the TreasurySpending Review - three simple principlesFairness – Achieve comparable funding by 2014/15.Economi...
Simplification – what does it actually         mean?   DO Z D V F R P H EDF N W R W K H SO HDVDQ W I DF W W K DW W K HU H ...
The first rule of chess, exchange and simplify…                                    Championing Young People’s Learning
The secret life of data…“In god we trust, all others mustbring data.”Edward Deming                             Championing...
DCSF                BIS                Learning & Skills CouncilPerformance    Systems       Curriculum           Quality ...
OFSTED EFA DFE BIS          Skills Funding Agency       Funding Statement    Skills Investment Strategy        data derive...
“An unsophisticated forecaster uses statistics asa drunken man uses lamp posts – for supportrather than for illumination.”...
Sail your own ship             Don’t wait for detailed guidance.             Don’t expect a proposed structure.           ...
Technology - Idle Speculation and        hopefully food for thought“When speculation has done its worst, two and two still...
Oranges are not the only fruit –technology and the future of education                           Have you had your        ...
Government data released                      Secure Data Cloud         www.education Private, public or both?Ed.App Ed.Ap...
The way young people, parents andcarers make decisions as consumers iscoming to an educational establishment         near ...
A LONDON REGION POST-14 NETWORK CONFERENCE                                              Voices from across the state and i...
Voices from across thesector: learners talkingabout their 14-19experiencesAnn Hodgson and Ken SpoursCentre for Post-14 Res...
Why research learner     perspectives?     •   Important to talk with people who actually experience         education    ...
Four research projects•    Kingswood Area Progression Project (KAPP)•    Development of the Sixth Form Baccalaureate     (...
Different angles on learnerperspectives•KAPP - individual advice and guidance (IAG), course choices at KeyStage 4 (includi...
The curriculum at Key Stage 4     •   GCSE has cachet with learners and there are concerns about the         currency of o...
Information, advice andguidance for progression•    The most highly rated IAG activities were:     •   Options evenings   ...
16-19 learning•    Students on mixed programmes at KS4 likely to opt for A Levels•    Big step up from GCSEs to A Levels b...
Conclusions (1)•    Learners will not be agents of radical change – they are likely to make     traditional qualifications...
Conclusions (2)     •   Learners across the sectors have many common messages about         qualifications, teaching, lear...
Web addresses     The Kingswood Area 14-19 Progression Project (2008-2013)     http://www.ioe.ac.uk/research/32731.html   ...
A LONDON REGION POST-14 NETWORK CONFERENCE                                                            Workshops           ...
The LA role in the new contextWhere are we now and where are we going
Aims of the session  An overview from the Richmond upon   Thames partnership perspective  Opportunities and challenges ...
Leadership and management of 14-19partnership  Responsibilities include regional, local   networks  Key partnership grou...
Where are we now?  Schools all considering Academy status  LA will become a commissioner of   services  Actively identi...
Changing landscape for RichmondPartnership Currently strong level of support for core  curriculum but… Active Partnershi...
Shared Diploma and vocational courseoptions opportunities
Successful shared courses    Hair & Beauty    Construction    Engineering    Food preparation    Diploma in IT    AS...
Collaborative provision for FoundationLearners  Recognition of establishing right kind of   provision within Richmond upo...
New shared provision forFoundation Learners  Bicycle maintenance  Carousel course offering a range of units   from City ...
Richmond Education BusinessPartnership  Keeping a balance between direct   experience of work, understanding   work and e...
Challenges  If not Diploma, then what?  Continuing to offer central college   courses at 14+  IAG – ongoing need to fin...
Apprenticeships opportunities  Creating local   apprenticeship   opportunities and ensuring   the route is accessible to ...
Emerging picture 2011 onwards  Ongoing negotiations with internal &   external partners  Positive trend towards local te...
Think global, present a local face
A LONDON REGION POST-14 NETWORK CONFERENCE                                               Workshop B: Foundation Learning  ...
WHY SCHOOLS MAY NEED             NAP 2011        THE PERFECT SCHOOL SYSTEM…???EVERY ‘ROUND’ PEGFITTING NEATLY INTO   A ‘RO...
THE PERFECT ASSESSMENT SYSTEM…???The expectation is that all    60 %      40 %  will be assessed at 16       using GCSEs. ...
THE PERFECT KS4 CURRICULUM…???
IN REALITY…EVERY SCHOOL HAS ‘SQUARE’ PEGS   THAT DON’T FIT INTO THOSE ‘ROUND’ HOLES        Entry Level and Low        Leve...
Entry 1 toEntry 3 to Entry    Entry 3       1              Level 1    LEVEL            LEARNER  LEARNER  LEARNER          ...
The number of learners for Foundation           Learning                               Out of a total of                  ...
PERSONALISED LEARNING  COHERENCE & FLEXIBILITYENGAGEMENT & PARTICIPATIONSKILLS ATTAINMENT & QUALIFICATIONS      RAISED ASP...
Work skills   CHILD DEVELOPMENTWork skills    CONSTRUCTIONWork skills    CREATIVE MEDIAWork skills     HAIR & BEAUTYWork s...
The Foundation Learning           curriculum model                       Vocational/                      subject based   ...
Personalisation      Foundation Learning           Foundation Learning      programme for Learner ‘x’     programme for Le...
Provider                    Course                     Area          NOS. Vocational      PSD     APE Media               ...
NEWTEC          20        B. C. C.     JOHN LAINGS                      50        METS      SKILLSHOP      APE MEDIA      ...
THE PEACOCK ACADEMY        METS                        18DOCKLANDS RIDERS     B.A.C.        36     METS    PITSTOP       L...
Ape MediaApple Pie Enterprises Ltd ( Ape Media ) is an     East London based:• Creative Industries Training•     Event Man...
Eco Fashion Design Course                      TV/Film Production Course               Radio Broadcasting         and Soun...
NewtecNewtec provides high qualityEarly Years and Childcaretraining from Entry Level up toLevel 6. Additionally, throughcl...
Peacock Academy The Peacock Gym is an east London charity and community club, which strives towards “improving the quality...
Sports Leadership     Team WorkEngagement              Participation+
Achievement              Progression                    Skills+    Hair & Beauty
Training will take place at the Pitstop Training Centreworkshops at Upton Avenue, E7. Pitstop is a workinggarage, working ...
Beckton Activities CentreThe Beckton Activities Centre is acentre where young people canlearn new things, socialise andhav...
The College was founded in 1893. For over 100years we operated from the site of the originalBuilding Crafts Training Schoo...
John Laing Training provides a workingpartnership with local schools. Theypromote active engagement of younglearners throu...
Docklands Riders is a Community InterestCompany established in 2007 to addressthe issues and problems of illegalmotorcycle...
We are METS - a training initiative set up andrun by experienced, professionaleducators. METS stands for Manor Educationan...
The                         Introduction to MechanicalTechshop                       Engineering (Karting& Bikes)This cour...
Introduction to Hair Dressing and BeautyStudio E12 is a training facility developed by Manor Education & Training Solution...
Landmark Training is a registered                                        charity and company limited by                   ...
Performance figures for GCSEs and examples of the qualifications usedwithin FLT Progression Pathways, QCF qualifications a...
PERSONALISED LEARNING               COHERENCE & FLEXIBILITY    1 Day          X 12    =    60 GLH per term      2 Days    ...
YEAR 10                                      YEAR 11Sports LeadEngineeringConstruction    Construction                Engi...
SKILLS ATTAINMENT & QUALIFICATIONS    PERSONALISED LEARNING           WorkSkills      Easy-to-assemble BTEC qualifications...
SKILLS ATTAINMENT & QUALIFICATIONSEco Fashion Design CourseNOCN qualifications at Entry Level (Entry 3) - Level 1 (inc: Di...
SKILLS ATTAINMENT & QUALIFICATIONS  Motor vehicle maintenance &  repairs / motorcycleVRQ Level 1 motor cycle, City & Guild...
SKILLS ATTAINMENT & QUALIFICATIONS          Motor vehicle repair and         maintenance. Entry Level 3                and...
SKILLS ATTAINMENT & QUALIFICATIONS   Introduction to Hair & Beauty   with Employability SkillsCertificate in Employability...
SKILLS ATTAINMENT & QUALIFICATIONSMotorcycle Maintenance, Servicing and Repair        City and Guilds 3902 Entry Level 3
SKILLS ATTAINMENT & QUALIFICATIONS  Peacock Gym Academy  Sport & Active Leisure.BTEC Entry Level 3 & BTEC Level 1       Ha...
SKILLS ATTAINMENT & QUALIFICATIONS    Basic Construction SkillsCity & Guilds 6218 – 1 Multi Skills Programme  covering two...
SKILLS ATTAINMENT & QUALIFICATIONS   Basic Construction Skills         Qualification       City & Guilds 6218 Level 1 Qual...
SKILLS ATTAINMENT & QUALIFICATIONSPrincipal learning in Retail Business         Edexcel Level 1 Foundation Award /        ...
SKILLS ATTAINMENT & QUALIFICATIONS   Caring for Children CACHE Level 1 Foundation Award /       Certificate/ Diploma
Award in Work Skills             KS4 CORE ( 15 Hrs.)    Entry Level 3 / Level 1                                  English (...
Award in Work Skills        KS4 CORE ( 15 Hrs.)  Entry Level 3 / Level 1                            English (+1) + (F.S)  ...
KS4 CORE ( 15 Hrs.)Award in Work Skills Entry Level 3 / Level 1                           English (+1) + (F.S)     Award i...
Entry 1 to                Entry 3 to Entry                    Entry 3                       1              Level 1 Engaged...
A LONDON REGION POST-14 NETWORK CONFERENCE                                              The evolving role of work-based   ...
London Work Based Learning        Alliance         Ali Kaye – Director The Evolving Role of Work Based Learning   London R...
London Work Based         Learning Alliance• Network of work based learning providers• 125 Independent and FE College memb...
London Work Based            Learning AllianceThe Evolving Role of Work Based Learning: Influencing factors• Policy Driver...
London Work Based            Learning AllianceThe Evolving Role of Work Based Learning: Policy Drivers• 16-18 offer• Appre...
London Work Based             Learning AllianceThe Evolving Role of Work Based Learning: Learner Offer• Level 3 – the Appr...
London Work Based            Learning AllianceThe Evolving Role of Work Based Learning: Learner OfferFoundation Learning• ...
London Work Based            Learning AllianceThe Evolving Role of Work Based Learning: FL Learner Impact• Turned off by q...
London Work Based             Learning AllianceThe Evolving Role of Work Based Learning: FL Provider Impact• Where is the ...
London Work Based             Learning AllianceThe Evolving Role of Work Based Learning: diverse offers• Increasingly stro...
A LONDON REGION POST-14 NETWORK CONFERENCE                                              The developing role of apprentices...
A LONDON REGION POST-14 NETWORK CONFERENCE                                              Skills and Young People: A Differe...
SF BAC: SKILLS FOR YOUNG PEOPLE
A comprehensive sixthform college
The East End Context
National Policy andSkills
BSeven ExtendedCollege brings together:
BSix Sixth Form Bac
Opportunities forstudents
Credits50 credits    • Sports              • Societies100 credits   • Leaders, Reps, Ambassadors200 credits   • Super Reps...
Levels of achievement  BAC      • 150 credits BRONZE           • 200 credits SILVER           • 500 credits GOLD      • 80...
Providing the evidence   Core        • Attendance Records, ILPs, Reports  Tutorial     • Handouts, World of Work records  ...
Implementing the BacTarget = 50 student applicantsOutcome = 74and still growingStudents aiming higherFriends joining in
Existing Bac studentswill…
A LONDON REGION POST-14 NETWORK CONFERENCE                                              Conference conclusions: a plenary ...
A LONDON REGION POST-14 NETWORK CONFERENCE                                                    Thank you for attending     ...
Learners and Providers: School, College and Work-based learning
Learners and Providers: School, College and Work-based learning
Learners and Providers: School, College and Work-based learning
Learners and Providers: School, College and Work-based learning
Learners and Providers: School, College and Work-based learning
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Learners and Providers: School, College and Work-based learning

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A London Region Post-14 Network Conference held 1 February 2011 in the Institute of Education, University of London, London WC1H 0AL

This was the third in our acclaimed series of conferences which explored and evaluated the educational policies of the Coalition Government. We turn now to look at the expectations made of institutions, and the impact this will have on learners. What will the providers of post-14 learning look like in four years time, what will be the impact of new types of institutions, and the new rules of competition?

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Learners and Providers: School, College and Work-based learning

  1. 1. A LONDON REGION POST-14 NETWORK CONFERENCE Learners and Providers: School, College and Work-based learning WELCOME A Network for Lifelong Learning:an initiative of the Institute of Education
  2. 2. A LONDON REGION POST-14 NETWORK CONFERENCE New opportunities and benefits of partnership working in the context 14-19 education and training Lynn Thackway Vice Principal for Curriculum Standards and Performance, A Network for Lifelong Learning: Barnfield Collegean initiative of the Institute of Education
  3. 3. Opportunities and benefits of partnershipworking in the 14-19 education and training contextLynn ThackwayVice PrincipalBarnfield Federation
  4. 4. “Benefits of working in a Federation ”
  5. 5. Barnfield FE College• Incorporated in 1993• Beacon College graded “Outstanding”• IiP Champion• 1st FE College Academy Sponsor• 1st FE College/Academy Federation• 1st FE College to set up Studio Enterprise Academy• 1st FE College to establish an “in-house” PMC• Highest performing Academy Sponsor (07/08/09)• 950 FT staff, 22,000 students, 6 campuses• £60 million Academy builds underway• Circa £42 million turnover with healthy reserves
  6. 6. Our Vision “To build Britain’s highest performing Federation, where customer andcommunity needs are met, students are happy, successful, and reach their full potential”
  7. 7. GCSE Results - Barnfield South Academy100% 100% 90% 2007 90% 2007 80% 80% 70% 70% 60% 60% 2010 50% 2010 50% (Interim) 40% (Interim) 40% 30% 30% 20% 20% 2011 10% 2011 10% (Projected) 0% (Projected) 0% 5+ A* - C grades (inc 5+A* - C grades E&M)• In 3 years GCSE grades increased by 45% - best results ever• In 2008/9 named as one of most improved secondary schools• Jan 2010 Ofsted graded Governance, L & M and Capacity to Improve as Outstanding (Good overall) – never been better than “Satisfactory”
  8. 8. GCSE Results - Barnfield West Academy100% 100% 90% 2007 90% 2007 80% 80% 70% 70% 60% 60% 2010 50% 2010 50% (Interim) 40% (Interim) 40% 30% 30% 20% 20% 2011 10% 2011 10% (Projected) 0% (Projected) 0% 5+ A* - C grades (inc 5+ A* - C grades E&M)• In 3 years GCSE grades increased by 52% - the best results ever• Named as the most improved secondary school in 2008/9/10• Jan 2010 Ofsted graded “Outstanding” – never been better than “Satisfactory “
  9. 9. Barnfield Federal Structure & Vision forSuccess
  10. 10. Federal BenefitsStudents First• Broader curriculum offer (academic & vocational)• Smoother transition to 18 years & beyondStaffing• Working across the Federation• Sharing excellent practiceFinancial Muscle• Shared services (human/physical)• Discounted purchasing/joint bids
  11. 11. Federal BenefitsCommunity• Regeneration• CohesionBrand Impact• Students• Staff/communityFuture• Progression to further study & RPA• Apprenticeships & work related careers
  12. 12. New Structure Barnfield College Barnfield University Project Sponsor Technical Manageme Trust College nt Company Barnfield Academy Studio Trust - School Luton Trust
  13. 13. Happy Successful Students
  14. 14. To conclude, we believe “Great things happen when the right parts come together” “Challenging times – innovative solutions “ Thank you
  15. 15. A LONDON REGION POST-14 NETWORK CONFERENCE The Strategy in London for Young People Mary Vine-Morris Director - London Councils A Network for Lifelong Learning:an initiative of the Institute of Education
  16. 16. The Strategy in London for Young People Mary Vine-Morris Director London Regional Planning Group
  17. 17. The evidence base• Jointly produced by YPLA and 14-19 RPG• Regional level analysis with links to local authority and national figures• Draft report released to local authorities in May for feedback. Formal release September 2010• Key themes of Employer Skills Needs, Participation and Achievement.
  18. 18. London infrastructure overview  £915m allocated to FE and school Sixth Form provision in 2010/11  376 providers funded to deliver 16-18 provision in 2010/11  Just over two thirds of 16-18 providers are School Sixth Forms and 15% are FE institutions  35 Academies funded in 2010
  19. 19. Pre-16 attainment• GCSE attainment (5 or more GCSEs at grade A*-C or equivalent including English and Maths) in London has risen from 54% in 2008/09 to 58% in 2009/10, which is 4.6 percentile points higher than the national average• However, there is variation by both: • Borough performance which ranges between 48% to 71%; and • Types of learners 70 60 50 40 % 30 20 10 2008 0 2009
  20. 20. London’s economy Expansive economy  Approx 4.68 million workers  600,000 people self-employed High correlation between qualifications and employability  88% employment rate for those qualified to degree, but  65% rate for those without Level 2 Employers and Young People  London employers less likely to recruit a school or college leaver and to say young people are less well prepared for work.  Poor attitude/personality or lack of motivation is a key issue
  21. 21. Who is in learning?• 86% of 17 year olds in learning compared to 94% 16 year olds indicating a high dropout rate• School censuses indicate increase in Year 12 and 13 numbers - in contrast to decrease projected by GLA and ONS• Reduction in the number of 16-18 year olds in employment• Majority of learners on Level 3 courses
  22. 22. Who is not in learning?Significant fall in participation at 17• Especially for maintained schools from 16 to 17• 9% gap in London: above national average and since 2002• Scale of fall varies across London, ranging from 13% to 2%, with over half of outer London boroughs exceeding the regional average.• Further exploration needed on reasons for why learners leave participation at 17
  23. 23. Proportion of NEET Oct 08 – Oct 10 Proportion of 16-18 year olds who are NEET (%) London England 10.0 9.0 8.0 7.0 6.0 5.0 4.0 3.0 2.0 1.0 0.0 Feb-09 Feb-10 Dec-08 Dec-09 Jun-09 Jun-10 Aug-09 Aug-10 Oct-08 Oct-09 Oct-10 Apr-09 Apr-10 Source: DfE NCCIS and Connexions
  24. 24. NEET by borough October 2010 Strong NEET % Performance • 5.5% NEET average in London compared to 6.6% nationally (Oct 2010) Specific challenges: • 11,577 16-18 year olds are NEET in London • 14 boroughs have NEET levels above the London average (Oct 2010) • Significant borough by borough variation in both NEET levels and the groups of those who are NEET
  25. 25. • B ar ki ng & • D ag 0.0 100.0 200.0 300.0 400.0 500.0 600.0 700.0 800.0 900.0 1000.0 en ha B m ar ne B t ex le y B re B nt ro m C le am y d C en ro yd o E n al in E gH G nfie am r e ld m en er w sm H ic ith ack h & ne Fu y l H ham ar in g H ey ar H row av H erin illi g n K H gdo ou n en s ns K i ng in lo gs ton Isli w to & ng n t up Ch on on els Th ea a La me GCE A Level achievement m s Le be w th is ha M mR e QCDA Level 3 Point Scores Per Candidate ic N rton hm ew on R h d ed am up b on rid T h ge S am ou e th s w ar 698.8 points compared to 744.8 nationally (2009/10) To w Su k W er tt al Ha on th m am le t W Fo s an re s W dsw t es or tm th in st er • There is also significant variation between outer and inner London London England Average Average 2009/10 2008/09 2007/08 The average QCDA points score per candidate is the lowest in the country:
  26. 26. choice, support, successpriorities for 16-19 education and learning in London 2011/12
  27. 27. Strategic PrioritiesWe are determined to get the best deal for Londonersand to make the system work for them to secure: • Choice – high-quality learning for all young people • Support – help, where it is needed most, to take full advantage of the opportunities available to young Londoners • Success – outcomes that give young Londoners the edge in higher education and the job market, increasing social mobility
  28. 28. Priority 1: All young people on the education and trainingprogramme of their choiceWhy: • Learners needs paramount • Institutions have greater freedom to meet needs • Local authorities have more responsibility to join up servicesWhat does this mean for providers: • Developing a curriculum informed by a strong evidence base • Working with other providers to deliver an appropriate curriculum offer – particularly to address drop out at 17
  29. 29. Priority 2: All vulnerable young people will benefit from thelocal leadership of post-16 learningWhy: • Need to better meet the needs of vulnerable learners, particularly learners with learning difficulties and disabilities • Need to develop a more inclusive and comprehensive London offer - because full participation by 2015 means a change in what is on offerWhat does this mean for providers: • Working with Local Authorities to understand and predict needs • Working with other providers to deliver a local curriculum offer – particularly to meet the needs of vulnerable learners
  30. 30. Priority 3: All young people to have great opportunities forwork and moving onWhy: • Unemployment at 18-24 is increasing – and is costly • The take-up of apprenticeships, although improving, still falls well short of our aspirationsWhat does this mean for providers: • Ensuring learners have a genuine mix of high quality academic, vocational and applied courses available to them • Working with local authorities to establish the unmet needs of NEET young people and helping to secure full participation and increased achievement
  31. 31. Priority 4: All young people get the best support andguidanceWhy: • Many young people will not make the most of a rich and diverse offer without impartial CEIAG • Pressures on budgets means cost-effective solutions are criticalWhat does this mean for providers: • Ensuring that learners are on the most appropriate course • Providing the support which enables young people to achieve and reach their full potential – track leaver destinations
  32. 32. Priority 5: All young people to reach their full potentialWhy: • The gap between the highest and lowest achievers is still too great • We still need to drive up the ambition to deliver high quality provision that significantly exceeds minimum standardsWhat does this mean for providers: • Self-regulation - taking responsibility for learner achievements and value for money • 14-19 Partnerships need to form a view of the overall effectiveness of provision in the area – and the ability to challenge poor performance
  33. 33. More information London Strategic Analysis ’14-19 in London: an evidence base’ http://www.londoncouncils.gov.uk/policylobbying/children/publications/14- 19andLondonanevidencebase.htm Regional Statement of Priorities ‘choice, support, success’http://www.londoncouncils.gov.uk/policylobbying/children/education14to19/statementofp riorities.htm
  34. 34. A LONDON REGION POST-14 NETWORK CONFERENCE Data and MI: Looking forward Mike Pettifer YPLA Director (external commissioning), Young Peoples Learning Agency A Network for Lifelong Learning:an initiative of the Institute of Education
  35. 35. Data & MI – Looking ForwardMike PettiferRegional Director - LondonYoung People’s Learning Agency Championing Young People’s Learning
  36. 36. “When nothing is sure, everything is possible.” - Margaret Drabble Championing Young People’s Learning
  37. 37. The importance of teaching Championing Young People’s Learning
  38. 38. Message from the MinistersPolicy - three simple principlesFreedom – trusting professionals, academies programme, free schools, studio schools, reducing bureaucracy, light touch inspection.Fairness – attainment gap, social mobility, focus on teaching & learning, choice, restore confidence in exams system, open up qualifications.Responsibility – high quality education system, powers back to the teacher, strong leadership, rigorous standards, talented teachers, good behaviour. Championing Young People’s Learning
  39. 39. Message from the TreasurySpending Review - three simple principlesFairness – Achieve comparable funding by 2014/15.Economic growth – Achieve full participation for 16/17s by 2015.Reform – Decisively narrowing the attainment gap. Championing Young People’s Learning
  40. 40. Simplification – what does it actually mean? DO Z D V F R P H EDF N W R W K H SO HDVDQ W I DF W W K DW W K HU H DU H R Q O a+ / 0 HQ F N HQ - / HR Q DU G R D9 L F L Q - $ O EHU W ( L VW HL Q Q“Making the simple complicated is commonplace; making the complicated simple, awesomely simple, that’s creativity.” - Charles Mingus Championing Young People’s Learning
  41. 41. The first rule of chess, exchange and simplify… Championing Young People’s Learning
  42. 42. The secret life of data…“In god we trust, all others mustbring data.”Edward Deming Championing Young People’s Learning
  43. 43. DCSF BIS Learning & Skills CouncilPerformance Systems Curriculum Quality FundingProcess Capital Allocations National Priorities Regional Priorities Regional Planning GroupsSub-regional offices Partnership Teams Local Priorities GTC JACQA QCDA GOsLocal Authorities BECTA OFSTED RDAs TDASchools Food Trust Audit Commission PROVIDERS Championing Young People’s Learning
  44. 44. OFSTED EFA DFE BIS Skills Funding Agency Funding Statement Skills Investment Strategy data derived automated funding systemTRANSPARENT DATA ACCESSIBLE DATA LAs AccountabilityPERFORMANCE – RESULTS – PERFORMANCE - RESULTS PROVIDERS – PROVIDERS - PROVIDERS CUSTOMERS - CHOICE - CUSTOMERS Championing Young People’s Learning
  45. 45. “An unsophisticated forecaster uses statistics asa drunken man uses lamp posts – for supportrather than for illumination.” - Andrew Lang • Collect your data well. • Use your data intelligently. • Submit accurate data. • Data = funding. • Data measures results. • Get used to other people seeing it. • Evidence progression. Championing Young People’s Learning
  46. 46. Sail your own ship Don’t wait for detailed guidance. Don’t expect a proposed structure. Don’t expect all the answers. Do expect a clear vision with a clear set of expected outcomes. Do expect clarity where it’s necessary. Do take the initiative. Championing Young People’s Learning
  47. 47. Technology - Idle Speculation and hopefully food for thought“When speculation has done its worst, two and two still make four” Samuel Johnson “In practical life the wisest and soundest people avoid speculation.” George Earle Buckle Championing Young People’s Learning
  48. 48. Oranges are not the only fruit –technology and the future of education Have you had your five a day? Championing Young People’s Learning
  49. 49. Government data released Secure Data Cloud www.education Private, public or both?Ed.App Ed.App Ed.App Ed.App Ed.App Ed.App Ed.App Championing Young People’s Learning
  50. 50. The way young people, parents andcarers make decisions as consumers iscoming to an educational establishment near you…be ready. Championing Young People’s Learning
  51. 51. A LONDON REGION POST-14 NETWORK CONFERENCE Voices from across the state and independent sectors – learners talking about their 14-19 experiences Ann Hodgson and Ken Spours Institute of Education A Network for Lifelong Learning:an initiative of the Institute of Education
  52. 52. Voices from across thesector: learners talkingabout their 14-19experiencesAnn Hodgson and Ken SpoursCentre for Post-14 Research andInnovation
  53. 53. Why research learner perspectives? • Important to talk with people who actually experience education • They are grounded, reflective and pragmatic and have good ideas about teaching, learning and assessment • It provides a counter-balance to the views of policy- makers and education professionals • It is part of reflective practice for professionals • Researching their views is educational for learners and shows respect (but it is very important to act on the findings from research) • Student perspectives are a powerful tool for change with staff53
  54. 54. Four research projects• Kingswood Area Progression Project (KAPP)• Development of the Sixth Form Baccalaureate (SFBac)• Reviewing the 13-19 curriculum in independent schools• North East Lincolnshire 14-19 Progression Project54
  55. 55. Different angles on learnerperspectives•KAPP - individual advice and guidance (IAG), course choices at KeyStage 4 (including the Diplomas) and post-16, views on study at KeyStage 4 and post-16, institutional choices post-16, HE and careerintentions and the recession•SFBac - 16-19 sixth form college experience of A Levels, BTEC andenrichment programmes and SFBac proposals for a broader and moreholistic curriculum•HMC 13-19 curriculum – the independent school curriculum and howit prepares them for GCSE, A Levels and higher education•North East Lincs – the 14-19 curriculum, progression opportunitieslinked to wider economic regeneration of the area55
  56. 56. The curriculum at Key Stage 4 • GCSE has cachet with learners and there are concerns about the currency of other Key Stage 4 qualifications “I’m not sure about the Diplomas – they’re new. I’d rather stick with the safer options” “BTEC is learn, copy and forget” • GCSE is seen as a good preparation for post-16 study – particularly in terms of examination techniques • Learners echo teachers’ concerns about spoon-feeding to pass examinations at KS4 • Modularity is popular with most learners • The importance of choice, practical and active learning, a mix of theory and practice, interest in and being good at the subject, a variety of learning and teaching styles • ‘Vocational/applied subjects’ are often not as practical as learners have been led to believe – “too much writing”56
  57. 57. Information, advice andguidance for progression• The most highly rated IAG activities were: • Options evenings • Institutional information booklets/prospectuses • Taster sessions • Work experience • Assemblies • Individual interviews (but the majority of learners did not experience these)• The least highly rated were: • Nationally produced leaflets and booklets • Websites and on-line planning tools (e.g. Plan it)• The importance of families and individual teachers in making choices• A minority of students are aware of institutional self-interest in post-57 16 staying-on - others collude with it - ‘familiarity factor’
  58. 58. 16-19 learning• Students on mixed programmes at KS4 likely to opt for A Levels• Big step up from GCSEs to A Levels because of spoon-feeding in Years 10 and 11• Support for modular assessment• Teachers important for success at A Level – in particular those who encourage independent learning and a ‘seminar approach’• Enjoyment of the subject/course – a major motivator• Extra curricular activities are prevalent and very important to learners in the independent sector and sixth form colleges• The value of undertaking independent research (e.g. EPQ) – seen as good preparation for university• The importance of choice and being treated like an adult• The importance of hands-on experience for learners on vocational programmes• The work-based route and apprenticeships in demand, but relatively few58 opportunities
  59. 59. Conclusions (1)• Learners will not be agents of radical change – they are likely to make traditional qualifications choices (e.g. the A Level route)• Many also likely to make safe institutional choices based on familiarity (e.g. sixth form)• Learners prioritise the ‘exchange value’ of qualifications, but can be won over to ‘use value’• In all sectors they are aware of the importance of gaining qualifications and the need to do well in a competitive HE and labour market• Nevertheless there is a desire for a more innovative curriculum approach – more active and practical learning and a chance for independent study in depth59
  60. 60. Conclusions (2) • Learners across the sectors have many common messages about qualifications, teaching, learning and assessment • However, learners in the state sector are much more likely to take mixed general/applied programmes both in Key Stage 4 and post-16 – the independent sector overwhelmingly offers GCSEs and A Levels • Aspirations for the future that differ on an attainment and class basis • A significant minority of learners want to be in the labour market/Apprenticeship – problems of the lack of a strong work-based route • 14-19 learners potentially have multiple identities – exam achiever, researcher, worker, consumer, volunteer, friend, family member - but the current system does not actively harness, develop or recognise these • The importance, therefore, of a more holistic curriculum and accreditation system that is both meaningful and challenging60
  61. 61. Web addresses The Kingswood Area 14-19 Progression Project (2008-2013) http://www.ioe.ac.uk/research/32731.html Developing and Piloting a Sixth Form Baccalaureate (2009-2011) http://www.ioe.ac.uk/research/33699.html 13-19 Education in HMC Schools (2009-10) http://www.ioe.ac.uk/research/36430.html Reviewing transition and progression at 14+ in North East Lincolnshire (2010-11) http://www.ioe.ac.uk/research/49007.html61
  62. 62. A LONDON REGION POST-14 NETWORK CONFERENCE Workshops Workshop A: The LA role in the new context Linda McPhee – London Borough of Richmond upon Thames A Network for Lifelong Learning:an initiative of the Institute of Education
  63. 63. The LA role in the new contextWhere are we now and where are we going
  64. 64. Aims of the session  An overview from the Richmond upon Thames partnership perspective  Opportunities and challenges  Workshop discussions to share other LA perspectives
  65. 65. Leadership and management of 14-19partnership  Responsibilities include regional, local networks  Key partnership groups  Education and business links  Effective quality assurance arrangements  Training and advisory support
  66. 66. Where are we now?  Schools all considering Academy status  LA will become a commissioner of services  Actively identifying gaps for support  Promotion of services through SLA
  67. 67. Changing landscape for RichmondPartnership Currently strong level of support for core curriculum but… Active Partnership continues to exist: Headteachers working collaboratively on post-16 provision; Deputy Headteachers committed to good quality shared provision opportunities
  68. 68. Shared Diploma and vocational courseoptions opportunities
  69. 69. Successful shared courses  Hair & Beauty  Construction  Engineering  Food preparation  Diploma in IT  AS Critical Thinking
  70. 70. Collaborative provision for FoundationLearners  Recognition of establishing right kind of provision within Richmond upon Thames  Collaboration essential to ensure richer and engaging offer and environment for all young people  Transition arrangements must be smooth  Progression partners needed to ensure whole range of routes available
  71. 71. New shared provision forFoundation Learners  Bicycle maintenance  Carousel course offering a range of units from City & Guilds  Award in skills – Home maintenance  Diploma – Caring for children  Diploma –Travel and tourism
  72. 72. Richmond Education BusinessPartnership  Keeping a balance between direct experience of work, understanding work and enterprise and skill building  Streamline work experience service  Build a portfolio of work related learning activities  Service survival – funding likely to disappear
  73. 73. Challenges  If not Diploma, then what?  Continuing to offer central college courses at 14+  IAG – ongoing need to find better ways of supporting those in danger of NEET and those for whom uni will be financially daunting!
  74. 74. Apprenticeships opportunities  Creating local apprenticeship opportunities and ensuring the route is accessible to young people
  75. 75. Emerging picture 2011 onwards  Ongoing negotiations with internal & external partners  Positive trend towards local team mergers  Working together on Quality Assurance arrangements
  76. 76. Think global, present a local face
  77. 77. A LONDON REGION POST-14 NETWORK CONFERENCE Workshop B: Foundation Learning Sharon Grainger – London Borough of Newham A Network for Lifelong Learning:an initiative of the Institute of Education
  78. 78. WHY SCHOOLS MAY NEED NAP 2011 THE PERFECT SCHOOL SYSTEM…???EVERY ‘ROUND’ PEGFITTING NEATLY INTO A ‘ROUND’ HOLE
  79. 79. THE PERFECT ASSESSMENT SYSTEM…???The expectation is that all 60 % 40 % will be assessed at 16 using GCSEs. A* - C D-G A*-Cs = Level 2 Level 2 Level 1 D-Gs = Level 1
  80. 80. THE PERFECT KS4 CURRICULUM…???
  81. 81. IN REALITY…EVERY SCHOOL HAS ‘SQUARE’ PEGS THAT DON’T FIT INTO THOSE ‘ROUND’ HOLES Entry Level and Low Level 1 Learners whose needs are not best met by GCSEs Those who are disaffected and disengaged from the KS4 curriculum becoming truant. Those whose behaviour is difficult to manage in a formal education context and require alternative provision.
  82. 82. Entry 1 toEntry 3 to Entry Entry 3 1 Level 1 LEVEL LEARNER LEARNER LEARNER CHALLENGINGDISENGAGING BEHAVIOUR at SCHOOL Risk of REFUSER Exclusion
  83. 83. The number of learners for Foundation Learning Out of a total of nearly three million 14-19 learners, around 500,000 – 800,000 (roughly 25%) are expected to be suitable for Foundation Learning Total FL cohort: 480–800,000
  84. 84. PERSONALISED LEARNING COHERENCE & FLEXIBILITYENGAGEMENT & PARTICIPATIONSKILLS ATTAINMENT & QUALIFICATIONS RAISED ASPIRATIONS FOCUS ON PROGRESSIONFURTHER LEARNING & EMPLOYMENT
  85. 85. Work skills CHILD DEVELOPMENTWork skills CONSTRUCTIONWork skills CREATIVE MEDIAWork skills HAIR & BEAUTYWork skills MOTOR VEHICLE ENG.Work skills RETAILWork skills SPORTS LEADERSHIP
  86. 86. The Foundation Learning curriculum model Vocational/ subject based learning 8-40 credits Initial 14-19engagement Personal and destinations social Functional development skills learning 15 credits 3-21 credits 18–70 credits in total Information, advice and guidance
  87. 87. Personalisation Foundation Learning Foundation Learning programme for Learner ‘x’ programme for Learner ‘Y’ ‘X’ Vocational/ Vocational/ subject based subject based learning learning Functional Personal and skills Personal Functional social and social skills development development learning3.2
  88. 88. Provider Course Area NOS. Vocational PSD APE Media Eco Fashion Creative/Media 10 NOCN APE Media TV/Film Production Creative/Media 10 NOCN Radio Broadcast APE Media Sound & Music Creative/Media 10 NOCN Beckton Activities Engineering (Mot Vehicle) Engineering 12 C &G METS Engineering (Mot Vehicle) Engineering 10 ASDAN METS Hair & Beauty Hair & Beauty 8 ASDAN METS Trade Skills (Construction) Construction 8 ASDAN LANDMARK Principle Learning in Retail Retail 10 EDEXCEL Peacock Academy Sports Leadership Sport & Leisure 10 EDEXCEL Work Skills Peacock Academy Hair & Beauty Hair & Beauty 10 EDEXCEL Work Skills Peacock Academy Performing Arts Creative/Media 10 EDEXCEL Work Skills Pitstop Engineering (Mot Vehicle) Engineering 8 C &G Newtec Childcare Health & Soc Care 20 CACHEBuilding Craft College Construction Construction 16 C &G John Laing Construction Construction 15 C &G Docklands Riders Engineering (Motor Cycle) Engineering 6 C&G Skillshop Trade Skills (Construction) Construction 10 C &G C.o.P.E.
  89. 89. NEWTEC 20 B. C. C. JOHN LAINGS 50 METS SKILLSHOP APE MEDIA 40THE PEACOCK ACADEMY
  90. 90. THE PEACOCK ACADEMY METS 18DOCKLANDS RIDERS B.A.C. 36 METS PITSTOP LANDMARK 10 THE PEACOCK ACADEMY 10
  91. 91. Ape MediaApple Pie Enterprises Ltd ( Ape Media ) is an East London based:• Creative Industries Training• Event Management and• Production CompanyIt is a ‘not for profit’ organisation located inthe Crypt of St. John’s Church in Stratford.APE offers professional training coursesand produces amazing work, from:• Radio production• Fashion shows• Dance• Music• Drama• TV productionThe APE ethos is ‘ Developing Talent,Revitalising the Industry’
  92. 92. Eco Fashion Design Course TV/Film Production Course Radio Broadcasting and Sound and Music Technology
  93. 93. NewtecNewtec provides high qualityEarly Years and Childcaretraining from Entry Level up toLevel 6. Additionally, throughclassroom-based and outreachprogrammes they provide ESOL,Literacy and Language supportand a Return to Studyprogramme, to meet the needs ofthe local and ethnically diversecommunities.Running alongside the trainingprogrammes, is the provision ofaffordable, effective, andintegrated childrens servicesthrough the four nurseries,mobile crèches and ChildrensCentre that are firmly establishedin the Borough.
  94. 94. Peacock Academy The Peacock Gym is an east London charity and community club, which strives towards “improving the quality of life through sports”. Our educational programmes are designed for students who learn best in an active and experimental way. We aim to support the social, emotional and learning needs of young people in the 21st Century as well as celebrating what young people CAN do. We currently offer the following courses: •Sports and fitness award •Sports leadership Award •ABA Boxing certificate •Chess Federation Award •First Aid certificate •Health and Safety Award •Wider Key Skills Qualifications •Hair and Beauty Courses 

  95. 95. Sports Leadership Team WorkEngagement Participation+
  96. 96. Achievement Progression Skills+ Hair & Beauty
  97. 97. Training will take place at the Pitstop Training Centreworkshops at Upton Avenue, E7. Pitstop is a workinggarage, working on real customers’ cars to obtain realwork place training opportunities. In most cases, thestudents will be doing their training and assessmentson real road-going vehicles. Near the end of thecourse, students will get the chance to observe firsthand the working of all the vehicle systems by takingpart in an off-road driving session.The Course consists largely of understanding andmaintaining the different systems that are necessaryon a motor vehicle and performing standardmaintenance and servicing operations on a car.Behind this there is essential health and safetytraining and key aspects of work training type issuessuch as timekeeping, understanding and followinginstructions, working both on their own and as part ofa team.
  98. 98. Beckton Activities CentreThe Beckton Activities Centre is acentre where young people canlearn new things, socialise andhave fun! Currently we runprojects in building PCs fromscratch, I.T. support, maintainingand repairing motorbikes, buildinga kit car, as well as a TechnicalMusic Project (making music oncomputers). Children and youngpeople can also play table tennisor just come to meet in a safe andfriendly environment.
  99. 99. The College was founded in 1893. For over 100years we operated from the site of the originalBuilding Crafts Training School, located incentral London, before moving in 2001 to abrand new, and much larger building in Stratford,East London. Demand for our courses hasgrown so rapidly that already a further extensionhas been planned.More locally, the College provides craft trainingoptions for local schools and courses in basicskills for construction for adults changing careeror returning to work. Taken together, thesecourses open up opportunities for residents inEast London who wish to learn the skills neededto gain employment in the large number of majorconstruction projects in the Thames Gateway,including the 2012 Games.
  100. 100. John Laing Training provides a workingpartnership with local schools. Theypromote active engagement of younglearners through the Foundation LearningPathway, supporting the development oftheir life skills and vocational options
  101. 101. Docklands Riders is a Community InterestCompany established in 2007 to addressthe issues and problems of illegalmotorcycle riding and to provide acontrolled environment for the riding of off-road motorcycles.In addition to this we also provideaccredited courses in motorcyclemaintenance.It was established with the assistance andsupport of the London Borough of NewhamCouncil
  102. 102. We are METS - a training initiative set up andrun by experienced, professionaleducators. METS stands for Manor Educationand Training Solutions, and we run TheTechshop, Studio E12 and Trade Skills E12.We aim to…• increase, through innovative learningprogrammes, skills, confidence andachievement levels in young people who aredisengaged and disaffected from mainstreameducation and falling short of academicattainment.• support Young People’s entry into mainstreamprogression routes through entry-levelaccreditation, offering underpinning knowledgeand a practical skills base.
  103. 103. The Introduction to MechanicalTechshop Engineering (Karting& Bikes)This course is designed as a pre-Vocational and Work Skills learning programme providinga personalised curriculum to match fit the learner’s ’Spiky’ profile.Learners will be required to work within small teams and carry out a schedule of workshopbased practices leading to - the stripping and the rebuild of team Go-karts & individualmountain bikes.Through this process the participants will learn about mechanical engineering principals &practices and gain an understanding of the various metallic and non-metallic materials usedin the design of a Go-Kart and a Mountain Bike. Hence, enabling the learners to worktowards possible progression pathway – Engineering Diploma.
  104. 104. Introduction to Hair Dressing and BeautyStudio E12 is a training facility developed by Manor Education & Training Solutions Ltd.(METS).Learners at entry Level with an interest/ability in the filed/s Hair & Beauty. Moreimportantly, an interest in pursuing personal development through a vocational basedlearning programme within a team setting.This course is offered with two distinct parts to encourage personal and groupdevelopment within a team setting - vocational and employability skills. Learners will berequired to work within small groups and follow an individual learning plan coveringworkshop based practices and Certificate in Employability (ASDAN) to help raise theirvocational & employability skills.
  105. 105. Landmark Training is a registered charity and company limited by guarantee and is based in Stratford, East London. It was founded in 1978 as Newham Community Employment Projects Ltd. It offers training and educational courses to young people aged 14-25 living in East London. Landmark has a contract to offer Foundation Learning and apprenticeships in administration and customer service. Landmark is part of the East London Training Alliance (ELTA) and is involved with several European Social Fund (ESF) projects.Principal learning in Retail Business
  106. 106. Performance figures for GCSEs and examples of the qualifications usedwithin FLT Progression Pathways, QCF qualifications and functional skills
  107. 107. PERSONALISED LEARNING COHERENCE & FLEXIBILITY 1 Day X 12 = 60 GLH per term 2 Days X 12 = 120 GLH per term Level 1 Award Guided Learning Hours (GLH): 60-130Level 1 Certificate Guided Learning Hours (GLH): 130-360 Level 1 Diploma Guided Learning Hours (GLH): 370+
  108. 108. YEAR 10 YEAR 11Sports LeadEngineeringConstruction Construction Engineering Construction Sports Lead Sports Leadership Engineering Construction Work Award Award Award Foundation Diploma SkillsHairRetail Child Beauty & Care HairRetail & Beauty Child Care Hair & Beauty HairRetail Child Beauty & Care Work Award Award Award Foundation Diploma SkillsEco Fashion TV/FilmRadio Broad. Eco Fashion TV/Film Radio Broad. TV/Film Eco Fashion Radio Broad. TV /Eco Sound/ Film Production Radio Broadcast. / Fashion Music Work Production DesignSound/ Music Production Design Sound/ Music Production Design Sound/ Music Technology Award Technology Award Technology Award Foundation Diploma Technology Foundation Diploma Skills Carousel model based on 2 days of Vocational FL/PSD….based on I.A.G.
  109. 109. SKILLS ATTAINMENT & QUALIFICATIONS PERSONALISED LEARNING WorkSkills Easy-to-assemble BTEC qualifications that stack up to job success and career development across the four skills pathways • Personal Life Skills, •Sustainable Employability Skills, •Work Placement Skills and •Skills for Business. BTEC Award in WorkSkills (Entry Level 3) BTEC Award in WorkSkills (Level 1)
  110. 110. SKILLS ATTAINMENT & QUALIFICATIONSEco Fashion Design CourseNOCN qualifications at Entry Level (Entry 3) - Level 1 (inc: Diploma).TV/Film Production CourseNOCN qualifications at Entry Level (Entry 3) - Level 1 (inc: Diploma).Radio Broadcasting and Sound and MusicTechnology3 x OCN Level 1/2 and 1 x City & Guilds level 1 certificate inSound and Music Technology (7603)
  111. 111. SKILLS ATTAINMENT & QUALIFICATIONS Motor vehicle maintenance & repairs / motorcycleVRQ Level 1 motor cycle, City & Guilds 4101
  112. 112. SKILLS ATTAINMENT & QUALIFICATIONS Motor vehicle repair and maintenance. Entry Level 3 and Level 1City and Guilds 3902- at award, certificate and diploma level.
  113. 113. SKILLS ATTAINMENT & QUALIFICATIONS Introduction to Hair & Beauty with Employability SkillsCertificate in Employability L1 / L2 (ASDAN) Introduction to Mechanical/Automobile Engineering with Employability SkillsCertificate in Employability L1 / L2 (ASDAN Introduction to Construction with Employability SkillsCertificate in Employability L1 / L2 (ASDAN
  114. 114. SKILLS ATTAINMENT & QUALIFICATIONSMotorcycle Maintenance, Servicing and Repair City and Guilds 3902 Entry Level 3
  115. 115. SKILLS ATTAINMENT & QUALIFICATIONS Peacock Gym Academy Sport & Active Leisure.BTEC Entry Level 3 & BTEC Level 1 Hair & Beauty BTEC Level 1, BTEC Level 2
  116. 116. SKILLS ATTAINMENT & QUALIFICATIONS Basic Construction SkillsCity & Guilds 6218 – 1 Multi Skills Programme covering two areas; Carpentry; Plumbing
  117. 117. SKILLS ATTAINMENT & QUALIFICATIONS Basic Construction Skills Qualification City & Guilds 6218 Level 1 Qualification pathways to an Award, a Certificate or a Diploma based on the number of credits achieved.
  118. 118. SKILLS ATTAINMENT & QUALIFICATIONSPrincipal learning in Retail Business Edexcel Level 1 Foundation Award / Certificate/ Diploma
  119. 119. SKILLS ATTAINMENT & QUALIFICATIONS Caring for Children CACHE Level 1 Foundation Award / Certificate/ Diploma
  120. 120. Award in Work Skills KS4 CORE ( 15 Hrs.) Entry Level 3 / Level 1 English (+1) + (F.S) Introduction to Construction Mathematics + (F.S.)with Employability SkillsCertificate in Employability L1 Science ICT + (F.S.) City & Guilds Diploma in Physical Education Engineering Level 1 Religious Studies Personal Dev. Ed.
  121. 121. Award in Work Skills KS4 CORE ( 15 Hrs.) Entry Level 3 / Level 1 English (+1) + (F.S) Award In Mathematics + (F.S.) CACHELooking After Children Science ICT + (F.S.) NVQ Diploma in Physical Education Hair & Beauty Religious Studies Level 1 Personal Dev. Ed.
  122. 122. KS4 CORE ( 15 Hrs.)Award in Work Skills Entry Level 3 / Level 1 English (+1) + (F.S) Award inTV/Film Production Mathematics + (F.S.) Science NOCON Diploma in ICT + (F.S.) Level 1Radio Broadcasting Physical Educationand Sound andMusic Technology Religious Studies Personal Dev. Ed.
  123. 123. Entry 1 to Entry 3 to Entry Entry 3 1 Level 1 Engaged Aspiring LEVEL LEARNER LEARNER LEARNERParticipating Progressing Skilled Learning CHALLENGING DISENGAGING BEHAVIOUR at SCHOOL Risk of Qualified REFUSER Employable Exclusion
  124. 124. A LONDON REGION POST-14 NETWORK CONFERENCE The evolving role of work-based learning Ali Kaye Director, Work Based Learning Alliance A Network for Lifelong Learning:an initiative of the Institute of Education
  125. 125. London Work Based Learning Alliance Ali Kaye – Director The Evolving Role of Work Based Learning London Region Post-14 Network Conference Tuesday 1st February 2011
  126. 126. London Work Based Learning Alliance• Network of work based learning providers• 125 Independent and FE College members• Apprenticeship and Foundation Learning• Membership services• Research and Development• Funding and Contract updates• Information and Intelligence
  127. 127. London Work Based Learning AllianceThe Evolving Role of Work Based Learning: Influencing factors• Policy Drivers• The Learner Offer
  128. 128. London Work Based Learning AllianceThe Evolving Role of Work Based Learning: Policy Drivers• 16-18 offer• Apprenticeships• Level 3 Apprenticeship offer• Raising of the Participation Age• EMA• 14-19 local agendas
  129. 129. London Work Based Learning AllianceThe Evolving Role of Work Based Learning: Learner Offer• Level 3 – the Apprenticeship offer• Functional Skills deferred to 2012• SASE – Specification of Apprenticeship Standards for England
  130. 130. London Work Based Learning AllianceThe Evolving Role of Work Based Learning: Learner OfferFoundation Learning• Up to five qualifications entry to level 1• Success = qualifications• Loss of EMA• Learner Impact• Provider Impact
  131. 131. London Work Based Learning AllianceThe Evolving Role of Work Based Learning: FL Learner Impact• Turned off by qualifications• Walking away from exams• Lack of vocational work experience• The emerging learning environment?
  132. 132. London Work Based Learning AllianceThe Evolving Role of Work Based Learning: FL Provider Impact• Where is the wbl focus?• Funding imperatives – the golden five• Selective recruitment• Progression or qualifications driver• The emerging learning environment?
  133. 133. London Work Based Learning AllianceThe Evolving Role of Work Based Learning: diverse offers• Increasingly strong Apprenticeship offer at level 3 and beyond• Entry to level 2 wbl offer - how far does FL meet the need?• Youth unemployment will drive an offer?
  134. 134. A LONDON REGION POST-14 NETWORK CONFERENCE The developing role of apprenticeships Graham Hoyle CEO, Association of Learning Providers A Network for Lifelong Learning:an initiative of the Institute of Education
  135. 135. A LONDON REGION POST-14 NETWORK CONFERENCE Skills and Young People: A Different Approach? Ken Warman Principal and students, BSix College A Network for Lifelong Learning:an initiative of the Institute of Education
  136. 136. SF BAC: SKILLS FOR YOUNG PEOPLE
  137. 137. A comprehensive sixthform college
  138. 138. The East End Context
  139. 139. National Policy andSkills
  140. 140. BSeven ExtendedCollege brings together:
  141. 141. BSix Sixth Form Bac
  142. 142. Opportunities forstudents
  143. 143. Credits50 credits • Sports • Societies100 credits • Leaders, Reps, Ambassadors200 credits • Super Reps and Mentors • Pem-Brooke & QMUL • Student Union Executive400 credits • Learning Advocates • Work Skills
  144. 144. Levels of achievement BAC • 150 credits BRONZE • 200 credits SILVER • 500 credits GOLD • 800 creditsPLATINUM • 1,000 credits
  145. 145. Providing the evidence Core • Attendance Records, ILPs, Reports Tutorial • Handouts, World of Work records Activity • Records, Output, Witness Statements. Reflection • Skills, values, breadth Validation • An account of abovePresentation
  146. 146. Implementing the BacTarget = 50 student applicantsOutcome = 74and still growingStudents aiming higherFriends joining in
  147. 147. Existing Bac studentswill…
  148. 148. A LONDON REGION POST-14 NETWORK CONFERENCE Conference conclusions: a plenary discussion A Network for Lifelong Learning:an initiative of the Institute of Education
  149. 149. A LONDON REGION POST-14 NETWORK CONFERENCE Thank you for attending We hope you have a safe journey home Please complete your feedback form in the back of the booklet and leave it with your A Network for Lifelong Learning: badge on the registration tablean initiative of the Institute of Education

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