FoundationLearningProgression基础的学习进展.doc

Foundation Learning: Funding Progression1. Context Foundation Learning programmes are being established for students at Key Stage 4 and, where appropriate, for those who need to continue this pathway post-16. These programmes largely focus on the achievement of functional skills, personal and social development and vocational qualifications at entry level and level 1. However, due to the spiky profile of the students involved, Foundation Learning does not prohibit individuals achieving some qualifications, including GCSEs, at level 2. When constructing Foundation Learning programmes providers need to consider the following: How has initial assessment been used to design a personalised programme that meets the educational needs and future goals of the learner? How will the achievement of the qualifications that have been selected secure progression to next steps in learning or employment?It is essential that centres work together to gain a clear understanding of progression from pre-16 to post-16 for learners on Foundation Learning programmes in order that they can plan coherent programmes that meet the needs of the students and that address the YPLAs demand-led funding methodology. Securing a shared understanding of progression is vital for learners currently on Foundation Learning programmes as well as for those who, by 2015, will be expected to participate in learning up to the age of 18.2. Funding Foundation Learning Provision Post-16Curriculum planning for progression will have at its core the needs of the learners. At the same time providers will need to be aware of and make best use of the funding that is available to deliver that offer.The YPLA has issued the following updated funding guidance for Foundation Learning: A Guide to Funding Foundation Learning, version 2, YPLA, January 2011 Funding Foundation Learning Worked Examples, version 2, YPLA, January 2011 Funding Foundation Learning Frequently Asked Questions, version 2, YPLA, January 2011.Centres delivering Foundation Learning need to be fully conversant with these documents that can be found at: .uk/aboutus/ourwork/funding/funding-foundation-learning/From 2011/12 Foundation Learning provision will be funded in two ways: Learners following a personalised learning programme consisting of qualifications listed on the Data Services Learning Aims Database, plus entitlement activity and, where appropriate and approved by the LA, additional non-accredited provision.(A Guide to Funding Foundation Learning, YPLA, January 2011, paragraphs 5.8-5.12) Learners accessing an initial period of weekly funded activity a minority of learners for most providers(A Guide to Funding Foundation Learning, YPLA, January 2011, paragraph 5.16)The YPLA, which will become the Education Funding Agency and an executive agency of the Department for Education by April 2012, has clarified that: Both the content and duration of learning programmes are flexible to suit individual needs. (A Guide to Funding Foundation Learning, January 2011, paragraph 3.4). The planned programme needs to be informed by initial and on-going assessment which in turn will be used to provide evidence for the appropriate next steps that the learner will take post-16. There is a strong emphasis on respecting the professional judgment of teachers to ensure that the programmes that are put in place are right for the learner. (For further information listen to Kevin Street speaking at a YPLA funding summit held on 8 February 2011 and view the presentation slides at: /nicklinford/16-18-funding-ypla) 3. Defining Progression Progression can be both vertical (i.e. leading to the next level in learning) or horizontal (i.e. at the same level in order to consolidate and/or secure deeper understanding).If on-going assessment and teacher feedback indicate that horizontal progression is appropriate learners could: grow a qualification at the same level by adding new units, for example to grow a certificate sized qualification into a diploma sized qualification take a different qualification at the same level e.g. if a learner has taken a broad vocational qualification at level 1 and does not have the skills required to access a full sector specific vocational qualification at level 2 they may take that vocational qualification at level 1.However, it is important to note that wherever possible Foundation Learning should support vertical progression and that when drawing down funding for horizontal progression the recording of the learning aim in ILR field A51a will need to include abatement for any unit that has already been achieved.Other than learners working on the ten stage achievement continuum at entry level 1, individuals can only in highly exceptional circumstances be funded to repeat the same units (Funding Foundation Learning FAQs, YPLA, January 2011, section 12). 4. Funding to support flexibilityClose reading of A Guide to Funding Foundation Learning will show providers how certain flexibilities have been built in to the funding methodology. For example the: access to targeted Additional Learning Support to assist vulnerable learners (A Guide to Funding Foundation Learning, YPLA, January 2011, paragraph 3.16) unlisting of all entry level 1 qualifications using the ten point continuum enables providers to define the guided learning hours (glh) the qualification will be delivered in (A Guide to Funding Foundation Learning, YPLA, January 2011, paragraph 4.5) unlisting of functional skills enables providers, other than school sixth forms and those delivering Apprenticeships, to be funded for the number of glh they will require to deliver each functional skill (A Guide to Funding Foundation Learning, YPLA, January 2011, paragraph 4.6) use of entitlement curriculum funding of 30 glh to support enrichment, tutorials and the wrap around for the Foundation Learning programme (A Guide to Funding Foundation Learning, YPLA, January 2011, paragraph 4.8) funding of non externally accredited provision that has been approved by the LA (A Guide to Funding Foundation Learning, YPLA, January 2011, paragraph 4.9) funding of any qualification, not just those that are on the QCF, listed in the Learning Aims Database at entry level and level 1 with the exception of Key Skills. This can also include some level 2 qualifications if seen to be appropriate for the learner (A Guide to Funding Foundation Learning, YPLA, January 2011, paragraph 5.6) access to weekly funding to support in particular those who are hardest to engage (A Guide to Funding Foundation Learning, YPLA, January 2011, paragraph 5.16)When deploying these flexibilities the YPLA strongly advises that providers have the support of their LA to satisfy auditors and to ensure that the programmes being put in place will meet the needs of young people. (A Guide to Funding Foundation Learning, YPLA, January 2011, paragraph 4.4)5. Progression and Foundation Learning performance measures The funding guidance outlines how the quality of Foundation Learning will be assessed against three criteria: Participation the local authority and providers working in partnership to reduce the number of young people not