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14-19 Update 2010

Featuring... Diplomas Foundation learning Young Apprenticeships Apprenticeships Functional Skills GCSE’s A Level’s Extended project


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14 -19 September 2010 Author 14-19 Team

STRATEGY AND POLICY

Update

Headteachers perspective I’m a very late convert to the reforms because it seems to have taken me a long time to ‘get them’ and I want to put that in some kind of context, not to excuse my confusion but to understand it. The last twenty years or so in state education appear to me to have led to a deep-seated malaise at the heart of the educational process. In 1988 we were given a National Curriculum, with little opportunity for consultation and then some years later in 2003 a National Strategy. In other words the Government told us what we were going to teach and then they told us exactly how we were going to teach it. I’m not criticising the Government for either of these initiatives. A state education is just that; it lays down the skills, content and ethos the state wishes to inculcate in it its young people to ensure that society can continue to function and evolve. If you don’t like it you can always try your hand in the private sector. The problem has been the actual impact of these approaches. Because the minute you tell someone exactly what they’re going to teach and when, and insist they do it one way, they cease to be autonomous people encouraged or, indeed after a sufficiently long time, even capable of thinking for themselves.


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a talk about Ofsted Inspections where teachers’ unwillingness to As a profession we do not

employ bold teaching techniques was strongly criticised. It’s not

debate the content of the

unwillingness; it’s just raw terror. Step outside the tick box mentality

National Curriculum because

Ofsted currently employs and you risk your very livelihood. Who would

there are no forums that ordinary

ever have believed that people would feel too intimidated to try

practitioners - the teachers, can

something different in a classroom? Wait long enough and that sense

access. For example, there is

of intimidation changes into a sense of apathy – I may not agree with

an almost limitless number of

it; in fact, I may see it’s actually counter-productive but what can I do

variations of content whereby

about it?

one could teach English in schools. Yet somehow we

Much of the National Strategy documentation is excellent but it’s not

continue to produce year on

Holy Scripture and its insistence that we all do things the same assumes

year a spectrum of young people

a basic level of incompetence for all which is simply wrong. I have

whose grasp of literacy varies

witnessed charismatic teachers whose devotion, skill and capability of

from excellent to unbelievably

drawing devotion and skill from their pupils were awesome and whose

bad considering that 11 years

reliance on the National Strategy was minimal. Love of their subject

have been spent in the system.

and understanding of and respect for young people were the primary

These are all inherently intelligent

skills and features they brought to the educational process; none of

people so where has the system

them formally recognised by the powers who make or arbitrate on

gone wrong? How are the skills

educational policy.

of reading best taught; do we teach grammar formally; do we

The 14-19 Curriculum has provided the first opportunity in years for

recognise the role of rote learning

teachers to be able to mould something the way they think may be

in the learning process and how

effective. Granted it has been to a limited extent but there has, at

do we do that without turning

least, been some latitude and respect given. For the first few years the

our young people into robots; do

initiative ran, I was very critical of it. I still am of certain aspects but the

we recognise the importance of

shocking element of my criticism was how frequently the phrase, “Why

social and emotional factors in

don’t they just tell us what they want us to do and let us stop faffing

the individual’s learning process?

about?” came out of my mouth.

Where are these issues being

I was so far gone down the route of being a good, little, heel-

debated and why aren’t

clicking soldier, or officer that I didn’t see that for once the profession

teachers, actual on the ground

was being treated as just that; a profession; a body of intelligent,

practitioners, fully involved in this?

committed, reflective people whose opinions were being sought.

In like fashion the National

I think elements of the 14-19 process have been amazingly leaden,

Strategy, intended to recommend

awkward and unnecessarily challenging but then this has been new

examples of best practice, has

territory we’ve all been exploring and, wherever pioneering work goes,

now become a kind of Ofsted-

uncertainty and confusion are bound to be. I once compared the

sponsored straitjacket. If you

work Ian Phillips and Maureen Harrison were engaged in as driving

don’t show that progress has

a herd of wild horses in one direction. That was too simplistic; the

occurred by the use of AfL

better metaphor is driving the most massive wagon of education

techniques in the 20 or 30 minutes

reforms pulled by numerous lumbering oxen, none of them ever yoked

an Inspector is in your room, your

together before, called variously Curriculum Entitlement, Transition and

grading as a practitioner is likely

Accessibility, AIG etc. towards a promised land of vocational, relevant,

to be low. I recently attended

independent study with hundreds of people trying to take the reins


4 and resources for the trip being provided on a seemingly whimsical,

I would venture it has something

we’re about to-run-out-of-food/money-can-we-have-more, basis.

to do with our capacity for undervaluing our own potential.

None of us knows whether or not the Diploma element of the reforms

Somewhere down the line of the

will survive as a serious alternative to customary paths of progression

educational process we stop

after the May election, whichever Party wins. Our class-ridden country

trusting ourselves and become

still views vocational, manual forms of labour as the domain of the

dependent on the judgements of

lower socio-economic classes and until Eton, Harrow or Shrewsbury

the teachers to validate ourselves.

private schools embrace the concept that there’s more ways to learn

As we enter the world of SAT tests

than simply cramming for examinations, we will continue to wilt as an

and GCSEs and A levels we look

innovative, creative, manufacturing nation.

to a testing regime to validate our worth. The art of composing the

I don’t know if the West Lancashire model of delivery is being held

‘right’ answer to a problem, when

up as an exemplar of good practice I only know that work becomes

scientific and artistic endeavour

genuinely interesting and inspiring where one has some degree of

demonstrate that there is never

control over it and can contribute in a meaningful way to the process

one right answer to a problem,

in hand. In our LEAD Group tasks are delegated to Heads and

becomes the narrow raison d’etre

colleagues because no one person has the monopoly on insight and

by which progress in education is

truth. Indeed I am frequently impressed by the breadth of knowledge

measured.

and understanding colleagues bring to tasks and it’s important that we do the job this way. And here’s the nub of my contribution now. How teachers do their job is absolutely crucial because it sets the tone for how we educate our young people. Breed a group of teachers who tick boxes and do not think for themselves and you will probably produce a generation of young people who are frightened to get things wrong and never dare to think outside those boxes. In a tick box culture, human beings no longer reflect on their practice. They become task-obsessed with a simplistic view of life which sees things in terms of being right or wrong; tick or cross. The sheer complexity of problems our children will confront in their futures, not ours, will require them to be sharp, radical, innovative, bold and experimental. In spite of being 10 years in the job as a Headteacher where one might consider a certain cynicism would accrue, quite the opposite has occurred. I continue to be absolutely awestruck and exhilarated by young people’s capacity for independent and reflective thinking. Interview after interview with pupils, very often the ‘naughty’ ones reveals them to be staggering in their honesty and candour and laser sharp in their self-criticism. They actually want to improve themselves and their capability for success. Why should that still seem so surprising?

The 14-19 agenda attempts to put some of the power for development back in the hands of the learner and for that reason alone its contribution to education is potentially immense. Treat people with respect, value their potential and inspire them to aspire to higher levels of selfawareness and self-determination and they will never let themselves down because they recognise that their interests, and not the alien interests of a faceless bureaucratic system, are being addressed. Douglas Bruce Headteacher Burscough Priory Science College


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Childrens Trust

Sub Regional Group Lancashire 14 - 19 Partnership

Work-based Learning Sector

Further Education Sector

7 Area 14-19 Partnership

Local Authority

Schools Sector

LEAD Groups

Voluntry & Commercial Sector

Lancashire Curriculum Group

Lancashire Transition Group Curriculum Group

Finance Group

Task Groups e.g. Quality Assurance

Transition Group

Diploma Consortia

IAG Group

Foundation Learning Consortia

NEET Group

Briefing on changes affecting Schools The DfE Plan is called “The Schools System”... This is perhaps the shortest of the published plans. There is a two page narrative on the Department’s “Overall approach to reform”, and then three objectives covering “Independent state schools”, the pupil premium and reducing bureaucracy. Overall approach The plan is described as a "comprehensive plan to make our state education system the best in the world" asserting, without reference, as a fact that "the attainment gap between feepaying schools and state schools has doubled" over the past ten years. This will be achieved by giving schools "a high level of autonomy so that head teachers and

teachers inspire pupils and drive improvement, not bureaucrats and politicians”. The Government wishes to achieve "the kind of autonomy that has served schools in America, Canada, Sweden and Finland so well". As part of this increased school autonomy, the new academies will be expected to help at least one faltering or coasting school to improve. The current pupil admissions system is described as "antiquated". In response, the Government will "capitalize on the passion of parents, teachers and charities who want to make a difference by making it easier for them to set up and run their own schools". The Government believes that these groups "are determined to help the poorest children do better and want more freedom" to do so by allowing them to set up new schools, i.e. free schools. This week Mr. Gove gave the go-

ahead for the first wave of 'free schools'. The 16 new schools are expected to open in September next year and will begin accepting their first applications over the next few weeks. Many of these are primary schools. It is anticipated 250 new primary schools will be needed as pupil numbers are set to grow to 2018. A DfE consultation sets out government intentions for school funding for 2011-12 along with proposals for allocating the pupil premium from Sept 2011. The Pupil Premium will tackle “deep-rooted disadvantage” and “deliver smaller class sizes, more one-to-one or small group tuition, longer school days and more extra-curricular activities”. The Government wishes to attract “more great teachers” to the classroom by enhancing the prestige and esteem of the teaching profession. This will be done by focusing “relentlessly


6 on improving behavior” by “ensuring parents accept their responsibilities, teachers have the discretion (sic) to get on with the job, and pupils accept adult authority at all times”. Ofsted will be reformed, there will be simpler revenue and capital funding systems, and the curriculum will be reformed. Actions There are four key actions, two of which are the Government’s plans for “Independent state schools”. (academies and free schools) 1. Independent state schools: Driving change with a new generation of independently-run state schools. 32 schools have converted to academies this term, a number far lower than forecast. 115” DfE civil servants are “engaged directly in work on policy development and programme delivery related to academy schools. There is a substantial number of other civil servants in the Department who make a significant contribution to policy development and programme delivery related to academy schools as part of their wider role.” A further 47 staff work on Academies matters for the Young People’s Learning Agency. 2. Pupil premium: Introduce a new pupil premium for disadvantaged pupils with significant funding from outside schools’ budget to tackle disadvantage and raise standards 3. Reducing bureaucracy: ensure all schools are freed of bureaucracy so that they can focus on raising standards Several promises are made about reducing bureaucracy, and the action “Early announcement on reducing bureaucracy” solely concerns the decision to

reduce the LA role in funding and commissioning 16-19 provision. A White Paper will be published in October and a further Education Bill in November 2010. The Government’s commitment to making fundamental changes to the management of the school system is evident in the Plan: changing the role of the local authority, removing the role of Central government from the day to day life of schools, and the wish to reduce bureaucracy and remove guidance. All new governments come in with a rush to legislate on education; the Coalition Government’s desire to change ruthlessly, without consultation, arrangements developed over many years by the previous Government is noticeable. So far, we have only seen a small part of what the new Government’s proposals are. They have been very piecemeal, and characterized by taking away established relationships and closing down public bodies. It may be reading too much into the title of the Plan, but previous governments have always referred to a single School System: this Plan’s title is “The Schools System”. Does the name represent a move to a multi-tier system? School Funding The Department for Education is consulting, until October 2010, on school funding for 2011-12. This includes proposals for a pupil premium and the distribution of the Dedicated Schools Grant. Schools may be relieved to know that there’ll be little change for next year at least in how the system will operate. “The government is proposing to retain for 2011/12 the current system for allocating the Dedicated Schools

Grant (DSG) using the spendplus methodology.” In keeping with the move towards greater simplification, a number of Grants such as the Standards Grant will be incorporated into the DSG and some current arrangements such as the cash floor which protects local authorities when pupil numbers fall may go, pending consultation. But essentially local authorities will receive indicative allocations in the usual way later this autumn, the Minimum Funding Guarantee which ensures schools receive a minimum level of per pupil funding based on the previous year’s numbers will apply, and funding will be distributed largely as before. However two things should be noted; firstly that the actual amount of money available won’t be known until after the Spending Review completes and secondly, this may the system for next year but not necessarily for the future as a review is pending. The pupil premium will be in the form of a separate grant which schools will decide how to use. The amount will not be known until the autumn spending review. Three potential indicators of deprivation are outlined together with their respective advantages and disadvantages – the government is attracted to using eligibility for free school meals (FSM). To allow for the smooth introduction of the pupil premium from September 2011, the government proposes that the current methodology for allocating the Dedicated Schools Grant (known as the ‘spend plus’ system) should continue for 201112. Subject to the spending review, some existing grants will be ‘mainstreamed’ into DSG. The


7 consultation also includes discussion of a number of related issues, including early years funding, area cost adjustment, academies/free schools, and the minimum funding guarantee. The case for the pupil premium is based in part on the declaration in the document that “Despite the increased funding for schools provided under the previous government, the funding currently allocated in the system for deprivation does not always reach the pupils who need it most”. The pupil premium, of course, will not be ring-fenced at school level so there is still no ‘guarantee’ that it will be spent on those for whom it is intended.

Briefing on changes affecting 16-19 education On 19th July the Secretary of State for Education announced a number of changes to the funding arrangements for 16-19 education and training. These changes will not affect the statutory duties placed on councils and the Young People's Learning Agency as set out in the ASCL Act of 2009. The statutory basis of the local 16-19 commissioning role remains unchanged. The Council will continue to have a duty to secure that enough suitable education and training is provided to meet the reasonable needs of; • persons in their area who are over compulsory school age but under 19 • persons in their area who are aged 19 or over but under 25 and are subject to learning difficulty assessment. This includes the quality of the education and training and the location and times at which it is provided. Councils are also encouraged to act with a view to encouraging the diversity of provision and increasing choice available to learners. The Council's strategic commissioning and influencing role will be to maintain a 'strategic overview of provision and needs in their area – identifying gaps, enabling new provision and developing the market'. The YPLA is not a commissioning or planning body; the statutory duties here rest with local authorities. The changes announced on 19th July relate to the funding of 16-19 and not to the commissioning role.

• YPLA will make payments directly to FE Colleges, Sixth Form Colleges and other training providers and will manage the contracts with them • School sixth forms will continue to be paid by councils • From 2011/12 funding will be based on 'lagged learner numbers' (as is the case with pre-16 education) The other change announced is the removal of the requirement of local authorities to come together in sub-regional and regional planning groups. The Local Authority will need to produce a commissioning plan, in partnership with schools, colleges and other providers, and using existing partnerships such as 14-19 Partnerships. Local authorities and 14-19 partnerships will have to adjust to different roles, in the case of the former more “strategic” and the latter more pragmatic. The grease that will drive the wheels of this revised system will be ready market data on learner trends and preferences so that providers can respond rapidly, all of which gives the YPLA a critical role in managing information. On FE and adult skills there is a clear focus on simplification following the announcements in July on single budgets and reduced paperwork and where two developments have been shaping funding models for the future. One has been the Chris Banks Review of Fees and Co-Funding which was commissioned last year and reported last month. Its proposals for securing co-funding from employers and individuals as a premise for public subsidy and for using such co-funding in a more flexible way perhaps by beefing up a particular priority, have been taken up in the second current development which is now well under way in the form of a wider consultation on how a simplified funding system should operate in the future. The key questions asked in the consultation are; • how far a single budget would ensure a fair balance of provision, would for instance localised or unfashionable provision be squeezed out?


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• what rules should apply about who pays? • how should funding rates be set, on qualification type or learner type and what local flexibility should there be? •

how best to ensure performance within simplified audit arrangements?

What can we expect next? • Consultation closes on the pupil premium, adult skills, adult funding (mid Oct) • Comprehensive Spending Review (Oct 20) • Skills Investment Strategy (Nov 2010) • Schools White Paper (Nov 2010) • Browne Review published (autumn 2010)


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14 - 19

Curriculum Curriculum: In terms of policy changes there continues to be little change in position. Schools and colleges are to have greater choice over the qualifications they offer – ‘We want students to be able to sit the right qualification that is right for them, whether Diplomas, the International Baccalaureate, A Levels and GCSEs...’ (Nick Gibb June 2010)

with resource allocated through LEAD Groups, for institutions to consult their LEAD Gp in the first instance. Also, Awarding Organisations have used the Gateway process for approval of Diploma ‘centres’, and will therefore expect similar evidence of emerging consortia/providers in the future. Lead Groups, through their curriculum manager and partnership officer will be provided with the necessary guidance & support from the LA in assisting such developments.

Diplomas: 'There will be a place for the Diploma as long as there is demand for it. It is for schools, colleges and students to decide whether it is the best qualification for them. That’s why we have made it easier for schools and colleges to choose the Diplomas they think are right for their students, rather than having to offer them in every subject. We want to strengthen vocational education so we will look carefully at how these qualifications are viewed by employers and universities.' To support the Government’s above statement they have removed the need for emerging Diploma consortia (2012 starts) to go through the Gateway process. The rationale is that the LA and 14-19 Partnership have gained sufficient experience and expertise through the previous four gateways to support providers. In addition, to better cater for providers with unique variable factors such as staffing, skills & specialisms, employer engagement strengths, facilities, geography & transport etc the requirement to offer the Diploma collaboratively through consortia is removed. It is advised,

The Diploma was introduced in September 2008, It is a completely new qualification for young people under 19. Each Diploma is a composite programme, combining a number of qualifications which, taken together, provide a fully-rounded education. All feature high-quality work-related learning, as well as the opportunity for hands-on work experience. Diplomas develop skills while building knowledge and understanding. Introduced in four waves between 2008 and 2011, there will be 14 subject areas in all. Young people can choose to take a Foundation or Higher Diploma as part of their course at Key Stage 4. Because the Diploma is designed to develop the application of skills and knowledge and students continue to study the national curriculum, students can transfer easily to another path post-16.

Each provides preparation for a broad employment sector, not a specific occupation. There are three levels of Diploma: Level 1: Foundation Level 2: Higher Level 3: Advanced 14-16 year olds choosing a Foundation or Higher Diploma will follow this programme for around two days a week. They will also study, outside of their Diploma, the core national curriculum, including English, maths and science and foundation subjects – ICT, PE, RE and citizenship. Most will take English and maths at GCSE. All Diploma students have a choice of options as part of their Diploma including other GCSEs, BTEC awards, or other qualifications. After 16, students can still take a Foundation or Higher Diploma (possibly in a year). Alternatively, they can take the Advanced Diploma – a full-time, two year course which can include an A level or a vocational qualification such as a BTEC award. A Diploma can lead on to A levels, an Apprenticeship, or other vocational training. The Advanced Diploma can take a student directly into skilled employment or higher education.


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New Diplomas start 2010 qualification provides skills and knowledge but, offers a different approach to learning insofar as it is hands-on, practical experience including working on live briefs with the Creative Industries. Partnerships are being created, for example, between theatre companies, galleries, graphic designers, film-makers, advertisers and animators. Students will learn with employers and practitioners and learn about the reality of working in the Creative Industries. Teaching will be based at Lostock Hall Community High School and Arts College and St Michael’s C of E High School Performing Arts College – specialist Arts Colleges of national repute. The Diploma covers a rich range of disciplines including: Art, Craft and Design: Graphic Design; Advertising; Film; Audio/radio; Textiles; Animation; Photo-imaging; Creative Writing; Music, Dance and Drama – both technological aspects and performance. Students explore different disciplines and how they work together, learning about all the things that go into creative production from the planning and development stage, to the business side and managing and marketing the product. Today’s work-force needs creative thinkers who can both operate in teams and selfmanage their work. This Diploma develops these vital skills and as such is useful to all individuals whatever path they take in life. It prepares young people for work or further study at colleges and university. Brenda Dean Creative and Media Line Lead Assistant Headteacher Lostock Hall Community High School and Arts College

Creative and media Diploma in Creative and Media to be offered to Chorley and South Ribble Students from September 2010. Over the past decade Britain’s Creative Industries have grown at twice the rate of the economy as a whole and demand for creative content and creative talent continues to grow. Ideas are at the heart of reativity. It’s the ideas that drive the different industries such as advertising, film, interactive media, music and the performing arts. Young people need not only the ideas and talent but the skills and knowledge to turn ideas into reality. In September 2010 Chorley and South Ribble will be offering the Creative and Media Diploma to current Year 9 students in the district. This new and exciting


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Diploma in Hair and Beauty Studies As part of their studies the Hair and Beauty Diploma students will be taking part in an overnight stay at Carden Park Hotel and Spa in Cheshire. This is to give them the experience of being a customer in the industry which surrounds their qualification. They will look into the professionalism of the spa and its customer relations and how the hotel industry cater for the clients. This will truly be an experience for the students to enjoy and also gain worthwhile knowledge of their career path.

News & Events Engineering Diploma An insight from one of the Engineering students: “One year, four units and two exams later, the Diploma is still going strong.

The trip consists of: • Transport to the Carden Park Hotel and Spa

With multiple projects running and the deadline coming close, all of the pupils are working hard and finding it more enjoyable than ever.

• One Night Relax & Indulge Spa package This package includes: • Dinner in the restaurant • Overnight accommodation • Full English breakfast • Full use of the leisure and spa facilities • 2 treatments (manicure and pedicure) • Light lunch

From Year 10 to Year 11 the Diploma has proved to be a great success and has been going well. The final year of the Diploma has become quite intense with a lot of work to do and with little time to do it in. Every student is being pushed to their limit. The Greenpower Car Project is coming to completion and we all have to think about what to do next, whether to try and get an Apprenticeship or continue in education and go to college and start the Higher Diploma Level 3. With a number of different trips arranged, three more units to be marked and our final exam to take, the Level 2 Diploma is coming to a close. All of the skills learnt from practical to design have been put to good use, and all of the pupils have enjoyed every moment of it; from the trips to London to the racing of the Greenpower Car. The Diploma has been a huge success and will hopefully stand us in good stead for a career in Engineering.” Joshua Forrest Year 11 Engineering Diploma Student and Course Representative,


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Diplomas – Bringing Learning to Life for Burnley & Pendle Schools To support schools in giving young people information and guidance about the new Diploma opportunities The DCSF Diploma Road-show was held on Monday 25th January at Turf Moor Burnley and over 200 students attended over the day. The Diploma Road-show offered year 9 and year 11 students the opportunity to build their understanding of the Diplomas and explore the specific diplomas they are interested in. It was an interactive experience

The teachers and students said that they had

consisting of inflatable pods, touch screens and

learned a lot by going along to the road-show.

TV screens. It was designed to educate young

The Diploma is a new qualification for 14 – 19 year

people by taking them on a journey where they

olds that teach students about an area they are

learnt about all aspects of the Diploma, from a

interested in; it’s different to GCSE’s and A levels

broad overview, right through specific details of the

as students get a mix of class work and hands on

diploma they are interested in.

experience. Diplomas have been designed to prepare young people for work or for further study –

There was specialist staff on hand to give specific

they have been designed along with employers and

details in relation to their diploma as well as a

universities to make sure of this!

team of Lancashire Young People's Services staff to give impartial advice and guidance to

Burnley and Pendle currently offer the Business

the young people, and help them explore their

Administration and Finance and Creative &

options. Colleges, Universities and employers were

Media Diplomas; Society Health & Development

also represented to give advice on progression

and Hospitality Diplomas will be on offer from this

opportunities.

September.


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Diploma Experience My name is Emma Willshaw and I am studying the Society Health and Development Diploma at Preston and Cardinal Newman College. Before I started the course I was expecting to be given a variety of opportunities based on my future career and more experience than any other student has ever been available to at my age. I knew the course might be difficult and required a certain drive to be able to apply, this however sounded perfect for me. Since I started the course many people from different working roles have come to the college and given a presentation to the group including valuable information about their career. The most interesting and rewarding experience yet must be when we visited the Magistrates court in Preston, as the visit took us out of the average class room and to the actual working place. I was filled with excitement as we approached and as expected I was delighted to have been able to experience something an average student of my age wouldn’t normally be able to. The visit was extremely interesting and I felt I really knew more about Criminal Justice than I ever could learn on an average day in school. I feel that the course is really fulfilling my ambitions and that I understand more about careers in many sectors. I am more than definite that I shall progress towards the grades I want during the rest of my time on the course and will give me a head start for me later on in life.


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Di Nu pl to mb om e r

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Lancaster and Morecambe is set to see growth in Diploma provision for 2010/11 with Hospitality & Catering, Sport & Active Leisure, Environmental & Land Based and Business, Administration & Finance being added to the existing offer of Creative & Media and Society, Health & Development. 700 Year 9 learners attended a Diploma information event in January where they were involved in hands-on activities to showcase each qualification. Over 100 young people have now been invited to attend taster sessions to gain a greater insight into the course.

Gateway 4 Diploma Results The Gateway 4 Diploma outcomes were outstanding and the best in the North West. Fifteen of the seventeen submissions were approved for a start in September 2011. Seven submissions received the highest level Category 1 approval [no conditions]; eight received Category 2 approval [minor modifications required]. The other two submissions were awarded Category 3 status [major modifications before being resubmitted]. The overall results were as follows:

LEAD Group

Diploma

Category

Burnley and Pendle

Environment and Land-Based

1

Chorley and South Ribble

Information Technology Society, Health and Development Hospitality and Catering Sport and Active Leisure

1 1 3 3

Hyndburn, Rossendale and Ribble Valley

Hair and Beauty Travel and Tourism

2 2

Lancaster and Morecambe

Engineering Hair and Beauty

1 2

Preston

Sport and Active Leisure Business, Admin and Finance Construction and Built Environment Manufacturing

1 2 2 2

West Lancashire

Engineering Public Services Business, Admin and Finance Hospitality and Catering

1 1 2 2

This is obviously very positive news and is reflective of all the effort put in by the respective groups.


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Foundation Learning: Post 16 providers will be working to core ‘Foundation Learning’ principles in academic year 2010/11.

Not everyone is ready for a Level 2 qualification at Key Stage 4 or post-16. Some young people, including some with SEN, need courses suited to their abilities and needs so they can improve their skills through personalised learning programmes, offering a series of stepping stones, taking them through entry level and level 1. Foundation Learning will contain individual learning programmes to take learners to particular destinations. • A first full level 2 • Skilled work or an Apprenticeship

All young people working predominately at entry level and level 1 will commence programmes consisting of a blending of subject/ vocational learning, functional skills and personal and social development qualifications supporting planned progression to an appropriate destination. Alongside this £443,000 of core funding is supporting Lancashire schools in developing knowledge, understanding and capacity to deliver FL programmes to young people in 2010/11. LEAD Groups have submitted their plans and have begun preparations for delivering to approx 700 young people in 2010/11. LEAD Group Foundation Learning implementation plans remain a priority in 2010/11. The progress of such plans will continue to be supported by the curriculum manager, partnership officer and LA.

• Supported employment or independent living • Foundation Diploma or GCSE Foundation Learning Programmes will provide a balance of functional skills, personal and social development and vocational learning appropriate to the learner.

Vision for Foundation Learning Foundation Learning is one of the 14-19 national frameworks for learning targeting learners aged 14-19 working at level 1 or below. By 2013 all learners working at level 1 or below will have the opportunity to undertake a high quality pathway that will support them in progressing to level 2 opportunities including Apprenticeships, Diplomas, GCSE/A levels or employment, independent living or supported employment where appropriate. In support of Lancashire's vision for 41-19 learning Foundation Learning will play a vital role in supporting the objectives within the Raising of the Participation Age. Across the Local Authority we estimate that approximately 20% of 14-19 learners in 2013 will be accessing Foundation Learning programmes.


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Joe Ainscow Parklands High School

Motor Vehicle

Exciting times lie ahead for the Runshaw College, Albany site and Langdale Road 14-16 motor vehicle learners. With the introduction of a number of new initiatives the learners are been given more opportunities than ever to enrich their lives and increase their skills in this ever developing area. Learners are taught by lecturers that bring with them a wealth of experience and all have a background in the motor vehicle industry. Live tracking in every session and instant marking provides learners with current up-to-date information regarding

I am currently working at a local garage as my extended work experience. I work there every Thursday morning and attend Albany Science College in the afternoon. I work all day at the garage on a Friday between 0830 and 1730 and I’m hoping to gain an apprenticeship when I leave school in May. The Personalised Learning Programme has given me excellent experience and I’ve learnt so much about cars and engines. It’s a great course with lots of practical “hands on” activities.

Connor Bradshaw

their progression through the course. This allows lecturers to

Parklands High School

personalise the course to meet all needs and provide those

When I leave school next year I would like to go into the Army and be a mechanic. This course has been great to get a qualification out of working with cars. It’s great fun, everything’s great about the course and it certainly beats school!

learners who have additional requirements tailored support to help realise their potential. Also learners ahead of schedule are given the opportunity to further expand their knowledge by ensuring they have additional projects to keep them fully engaged. Realistic additional projects have been added to the programme this year such as that at the Albany Site where learners are building a replica Honda 250cc Grand Prix bike. These types of projects allow learners to develop a new range of skills, including fabrication, electronics, design, bodywork and paintwork. The scheduled completion of this project, in particular, is late February 2010, and it is expected that this bike will compete at some point during the 2010 road racing season. Another example of these unique projects is the restoration and renovation of a petrol engine go-kart. A further development of the course is, after completing 7 units and achieving a ‘pass’, learners are given the opportunity to complete extra units, of their choice. These are acknowledged with certificates of achievement on completion of the course, and this years figures indicate that an estimated 75% of current learners are on track to achieve these extra awards. Course leader: Chris Alty. Lecturers: John Robinson, Chris Burns. Technicians: Kevin Clarkson and Mick Brooks.

Jordan Hampson Parklands High School I want to leave school next year and go straight to college and study either Motor Vehicle Maintenance or Sports at Level 2. If I decide to do the mechanics course, I will have a great head start towards my studies.


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Entry to employment (E2E) Chorley E2E provides young people with skills and support to help them move on to training, Further Education or employment. The qualifications that are available to young people are; Numeracy, Literacy, Key Skills, ICT, Employability Award, Food Hygiene, Health & Safety and First Aid. The young people at Rathbone are also given the opportunity to attend different projects. One project attended by a group of our young people recently involved a “Dragons Den� style business enterprise activity delivered by Lancaster University Voltage Project. Shannon Kenny, (above), attended this event and her ideas were recognised when she won. As a result of her success she has also featured on Chorley FM and appeared in the Chorley Citizen. Shannon is also the Student of the Term.


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Lancaster and Morecambe

Building the Foundations in Lancaster and Morecambe A new style of learning is coming to Lancaster and Morecambe! Foundation Learning is a government initiative focused on equipping young people with the all round skills they need to succeed in learning and life. Crookhey Hall School, Heysham High School, Lancaster and Morecambe College, Morecambe Road School, Skerton High School and The Loyne School are working collaboratively on the project and it is expected that 70 learners will access Foundation Learning provision from September 2010. An example of good practice comes from Crookhey Hall School which is an independent Special School for pupils aged 10-17 with Social, Emotional and Behavioral Difficulties. Val Martin 14 – 19 Consultant at the school says “Foundation Learning has transformed the learning experience and outcomes for pupils. Not only has it improved pupil attendance and motivation, it has doubled Pupil Average SCAAT points 2008-2009. More importantly, it has provided an engaging, practical, destination led curriculum that has real meaning for the boys.”


19

Fylde and Wyre

Foundation Learning is ‘performing’ well in Fylde and Wyre Collaboration around Foundation Learning has got off to a flying start in Fylde and Wyre. Lytham St Anne’s Technology & Performing Arts College (LSA) and Pear Tree Specialist School are working together to plan the delivery of a BTEC Introductory Certificate in Performing Arts to a group of learners with learning difficulties starting September 2010. Staff, students and parents are really excited about the opportunity for learners from Pear Tree School to study a BTEC qualification which is also recognised by the new QCF (Qualifications and Curriculum Framework). Tutors from LSA will be utilising their expertise as a Technology and Performing Arts College to deliver the course at Pear Tree School, supported by their Sixth Form students who will be involved in mentoring and supporting the Pear Tree School learners who are undertaking the Performing Arts course. This will also be a valuable opportunity for LSA Sixth Form students to gain experience of working with young people with learning difficulties as they prepare to apply for Higher Education courses to pursue careers such as teaching. Similarly, Millfield Science and Performing Arts College are working in partnership with Special Schools (Brookfield School, Red Marsh, and Great Arley) in the Wyre area to plan the delivery of a similar model whereby a Performing Arts qualification is delivered to a group of learners with a range of learning support needs. These two examples demonstrate the commitment and flexibility of schools in the Fylde and Wyre area to find new and exciting ways to work collaboratively and to develop curriculum models that facilitate Foundation Learning.


20

The `Lancashire Entry to Learning Pilot' helps young people get back into learning E2L is a new national scheme being trialled in Lancashire, to help young people aged 16 and 17 who are not in education, employment or training to access opportunities to succeed, through strengthening the progression between third sector re-engagement activities and formal learning. E2L is one of four, action research pilots being run in the country , funded by the DCSF, and informing the development of learning for young people aged 16 + as part of the wider agenda of Raising the Participation Age. Launched in April 2009, the scheme has been running for the last year in Burnley, Rossendale, Chorley, South Ribble, Preston, Lancaster and Morecambe and to date it has helped over 400 young people to try out learning. Young people who join E2L will work with a specialist Young People's Service worker who will assess levels of need, what the young person wants to do and look at their options. A weekly and longer term plan is then agreed to make sure the young person is supported to achieve their goals every step of the way. As the project is also focussed on working in partnership to access opportunities for the hardest to reach young people, likely to experience significant social and educational barriers to accessing learning, a range of focused activities are on offer, provided

by over 20 voluntary, community, and faith sector organisations across Lancashire. The `bridging activities' are all under 16 hours a week and cover a range of topics including confidence building, functional skills, life skills ( health, budgeting and cooking) , team building, and employability skills such as construction , customer service, office administration, motor vehicle, hairdressing , beauty, horticulture/outdoor, sport and fitness ,work experience opportunities and many more! Once such young person `Shaun' from the Burnley/Rossendale area had experienced particularly mental health difficulties whilst at school which also aggravated a skin condition which then in turn, affected his confidence. Thus `Shaun', did not complete his school education in Year 11 and left school with no qualifications in summer 2009, very unsure as to what to do next. `Shaun ' was also experiencing problems at home as his parents had recently split up and this was causing more anxiety. He was referred to the project by one of the Young People's Service staff, and immediately established a rapport with his E2L Young People's Worker. A package of specialist support was identified with a local voluntary organisation as ;covering one to one confidence building; and personal coaching, which would address `Shaun's specific needs. After 8 weeks of his bridging activity and with the support of his E2L worker, Shaun plucked up enough courage to go and talk to his local college about accessing an intermediate course in business administration as Shaun had identified that his long term career goal was to work in office administration . In September 2009, Shaun started his BTEC first diploma in Business Administration at Accrington and Rossendale

College and with his new found confidence has made new friends , taken part in the E2L residential course in October and is enjoying learning again! Like `Shaun,' most young people will stay on the scheme for about 15 weeks and after that are being given the opportunity to move into some kind of formal learning or training – at a local college or VIth form, an entry to employment course or an apprenticeship. So far over 90 young people have moved onto a positive outcome and accessed formal learning as a result of their experience on the pilot.


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At a recent residential activity (pictured) young representatives from the pilot across Lancashire came together to share their experiences of education, discuss the support from the E2L project and make a DVD to encourage other young people in the same situation to think about joining the pilot. Comments coming back from the group were `I didn't do well at school, in fact I hated it but now I love learning!' `The support from my E2L worker was excellent and she encouraged me to try out new things' ` The E2L pilot helped me to get started at college by helping develop my confidence with taster sessions,

making new friends, discussing travel plans, and help with costs for books and equipment I needed, which I would have really struggled with if the pilot wasn't there to support me.' The young people who agree and stick to their attendance targets receive a £30 per week E2L allowance, – and for those young people who have already moved back into mainstream learning after the E2L course, this will continue via the EMA allowance. The E2L pilot can also support young people with their travel and equipment costs through a discretionary grant if needed.

Due to its success in Lancashire, the pilot has recently been awarded a second year contract by the Department of Children Schools and Families to support a further 320 young people into learning. The project is set to run until March 2011

If you would like to know more then please contact the E2L Team Project Manager;

Louise Elo on 01772 554414.


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Apprenticeships Apprenticeships: Priorities for 2010/11 Unlike the Diploma, which gives a broad view of a sector, Apprenticeships lead towards specific occupations. The option is becoming an increasingly significant one for young people who know what route they want to take. An Apprenticeship combines paid work with on-the-job training, qualifications and progression. Apprentices normally do a workbased qualification such as an NVQ at level 2 or 3, a key skills qualification and gain a technical certificate such as a BTEC National Award or City and Guilds Progression Award. Advanced Apprenticeships in subjects like IT, engineering or purchasing & supply can lead to a degree.

The longer term target continues for at least one out of every five young people to be undertaking an Apprenticeship programme by 2020. The expectations of the National Apprenticeship Service in meeting this ambition will be: • By 2013 an Apprenticeship place will be available to all suitably qualified young people, increasing the number and variety of places available. • To ensure providers understand the move away from Programmeled Apprenticeships, unless they are within the agreed exemption categories. • A particular focus for the National Apprenticeship Service in 201011 will be to increase the number of employers engaged in the Apprenticeships programme, particularly in sectors which do not have a strong tradition of Apprenticeships – such as the public sector. • To provide a specific focus on the progression of young people into a Level 3 Advanced Apprenticeship (as set out in the ASCL Act). Colleges and providers will therefore be expected to continue to engage and support the progression of suitably qualified young people into Advanced Apprenticeship programmes. • To ensure that more Level 4 Apprenticeship opportunities are available in all areas. • Work to address stereotyping and under-representation across all equality strands, including gender, race and disability. • Funding for a total of 131,000 starts nationally and the specific number agreed in each region as part of the agreed 14-19 plan for each Regional Planning Group


23 Lancashire Success at National Apprenticeship Awards 2010

Suné collecting her award from Simon Waugh CEO National Apprenticeship Service

The National Apprenticeship Awards are held annually and are hosted by the National Apprenticeship Service, who manage and fund Apprenticeships in England. The awards were held on 15th July 2010 at Park Plaza Hotel in Westminster. A couple of our providers in Lancashire were winners of the National awards.

Preston College Medium Employers category winners Preston College put forward several Apprentices and Employers for the Apprenticeship Awards 2010. Following another strong year of achievement through apprenticeships, staff from Rosy Apple joined twenty four other finalists, picked from over 1300 entries. Rosy Apple fought off strong competition on the night and won the National Medium Employer of the Year Award 2010. Sandra Martland, Curriculum Manager for Apprenticeships commented “We are proud to be working with such great supporters of the Apprenticeship programme. Both Hair 4 U and Rosy Apple Childcare have done exceptionally well to get through to the regional finals and we are proud to work with them and share in their success. Preston College would also like to add extra congratulations to Rosy Apple Childcare on winning the National Medium Employer of the Year Award 2010.” Sharon Alexander, Managing Director, Rosy Apple Childcare said “Winning this award is a credit to our staff and illustrates our commitment to Apprenticeships and also our work to promote them to other businesses as a valuable recruitment option. We view our apprentices as one of our most valuable assets and the secret to our success. Through Apprenticeships we have benefited from increased productivity, improvements in the quality of work and employee satisfaction.”

NLTG

Suné Brunton a technical assistant from Martins Foods, Southport won the National Advanced Apprentice


24 of the Year. Suné Brunton fought off strong competition from across the country to come out on top to receive her award from TV’s The Apprentice winner Tim Campbell. Suné completed her Food Manufacture Technician Skills Advanced Apprenticeship with North Lancs Training Group after completing her Apprenticeship with the same training company. Suné, who started out icing buns on the production line before moving into the technical role, has now started her MSc in Food Safety with UCLAN. After collecting the prize, Suné said: ‘I am thrilled to have won the national award, to win the regional was amazing but to stand on stage in London as a national winner was just unbelievable. This has given me a great boost from a skills perspective as well as increasing my confidence’

Work Based Learning Passport Lancashire Forum has been commissioned by the Lancashire Lifelong Learning Network to produce a passport for progression for Apprentices. The publication has now been printed and training providers will have copies to give to their apprentices. The passport can be downloaded from the Lancashire Forum website and the address is http://www.lancsforum.co.uk/Latest/ Winners-Announced.html


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Young Young Apprenticeships Apprenticeships in West Lancashire

The Hairdressing Young Apprenticeship is being delivered for the first time this year in West Lancashire. Based at Skelmersdale and Ormskirk College, the group consists of learners from local schools who study at the college,

Hairdressing using industry standard facilities as well as

going out on placement one day a week.

College staff have been particularly impressed

Name: Stevie Dunn School: Ormskirk School Why did you choose the Young Apprenticeship? It was recommended by my school teacher.

by the commitment and ability of the learners. Dannielle from Lathomcompletion High School of is enjoying Following successful the the course, particularly being based at a

Young Apprenticeship Programme

college and enjoys learning new techniques.

learners may wish to progress onto: Beth from Our Lady Queen of Peace

Hairdressing Level 2, Barbering Level Catholic High School sees 2, the apprenticeship as Theatrical Media Make Up level 2, Beauty a good opportunity

Therapy level 2, Apprenticeship or

to try hairdressing and

related employment. What do you think of the Course? I think the course is great, as I really love hairdressing and I would like a career in that area in the future. What do you think of this College? I really like the college as you get treated like an adult and all the tutors and staff are great.

gain a qualification while still at school. Stevie attends Ormskirk School

and wants to own her own salon. She really likes the college as she is treated like an adult and all the tutors and staff are great.

What do you want to do in the future? I would eventually like to open my own salon.

www.skelmersdale.ac.uk


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Young Apprenticeships

Hairdressing Name: Stevie Dunn School: Ormskirk School Why did you choose the Young Apprenticeship? It was recommended by my school teacher.

Following successful completion of the Young Apprenticeship Programme learners may wish to progress onto: Hairdressing Level 2, Barbering Level 2, Theatrical Media Make Up level 2, Beauty Therapy level 2, Apprenticeship or related employment.

What do you think of the Course? I think the course is great, as I really love hairdressing and I would like a career in that area in the future. What do you think of this College? I really like the college as you get treated like an adult and all the tutors and staff are great. What do you want to do in the future? I would eventually like to open my own salon.

www.skelmersdale.ac.uk


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Young Apprenticeships Name: Dannielle Howard School: Lathom High School Why did you choose the Young Apprenticeship? I chose the course as I have always wanted to be a hairdresser. What do you think of the Course? I am enjoying the course so far and I like the college. It is really interesting and I enjoy learning all the new techniques.

Hairdressing Following successful completion of the Young Apprenticeship Programme learners may wish to progress onto: Hairdressing Level 2, Barbering Level 2, Theatrical Media Make Up level 2, Beauty Therapy level 2, Apprenticeship or related employment.

How are you enjoying your placement? I am learning lots of things about what it is like to be a hairdresser. It is good that I can start an apprenticeship at a young age. What do you want to do in the future? I would eventually like to become a qualified hairdresser.

www.skelmersdale.ac.uk


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Young Apprenticeships Name: Beth McKenna School: Our Lady Queen of peace RC High School Why did you choose the Young Apprenticeship? It is a good opportunity to try hairdressing while still in school. What do you think of the Course? I particularly enjoy all the practicle tasks we do in college. The facilities are great and the tutors are friendly and kind.

Hairdressing Following successful completion of the Young Apprenticeship Programme learners may wish to progress onto: Hairdressing Level 2, Barbering Level 2, Theatrical Media Make Up level 2, Beauty Therapy level 2, Apprenticeship or related employment.

How are you enjoying your placement? I am enjoying my placement at Trimmers and the staff have made me feel welcome. I am also learning lots of new things What do you want to do in the future? In the future I would like to have my own salon.

www.skelmersdale.ac.uk


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Young Apprenticeships Young Apprenticeship programme for Blackburn with Darwen LA, Blackpool LA & Lancashire County Council (Cohort 6 & 7)

Partnership

Lead Organisation

Sector

Training 2000

Training 2000

Engineering

Training 2000

Training 2000

Motor Industry - including FL Pilot

Calex UK

Calex/Vauxhall

FL Pilot - Motor Vehicle

Age Concern Training

Age Concern Training

Business and Administration

Lancashire’s Young Apprenticeship in Construction Partnership

Lancashire EBP

Construction

Blackpool, Fylde & Wyre Young Apprenticeship Consortium

Beneast Training Ltd.

FL Pilot - Business and Admin

Blackpool, Fylde & Wyre Young Apprenticeship Consortium

Beneast Training Ltd.

Health

Hyndburn, Rossendale and Ribble valley 14 - 19 Consortium

Accrington Accademy

Sport Leadership

Hyndburn, Ribble valley and Rossendale Hospitality Young Apprenticeship Programme

North Lancs Training Group Ltd.

Hospitality

Lancaster and Morecambe

Lancaster and Morecambe College

Motor Vehicle

Lancaster and Morecambe

Lancaster and Morecambe College

Hairdressing

Chorley and South Ribble Consortium

Runshaw Training

Hospitality

West Lancashire 14 - 19 Partnership

Skelmersdale and Ormskirk College

Health and Social

West Lancashire 14 - 19 Partnership

Skelmersdale and Ormskirk College

Hairdressing

Preston Curriculum Partnership

Preston College

Retail


30 General Qualifications: The Government has lifted restrictions stopping state schools offering iGCSE qualifications in key subjects. It is also the intention to include iGCSE results in school performance tables and return to the linear model for A levels. Curriculum managers will be supporting local curriculum groups in understanding the merits of those general qualifications such as the IGCSE or IB not historically delivered in Lancashire.

GCSEs

The Extended Project

Revised and updated GCSEs are being rolled out alongside the new secondary curriculum.

The Extended Project allows young people to pursue an area of special interest and take their studies to a deeper level.

Most GCSE subjects have already been updated. English, maths and ICT will be revised by 2010 and will incorporate functional skills. In most subjects, coursework will be replaced by controlled assessment, produced under supervision in school. Such controlled assessment tasks will enable a more straightforward way of marking most subjects and better authentication of original work.

A Levels An established, trusted, qualification, A levels remain a good path forward for many students. As with GCSEs, the A level curriculum has been modernised, making it more contemporary and relevant. A levels have been revised to make them more stretching and challenging. The number of course modules has been cut, reducing the burden of assessment while allowing students to explore greater depth. There are more open-ended questions and opportunities for extended writing. Stronger connections between topics have also been introduced. From 2010, students will be able to attain the new A* grade (determined at A2 stage), which recognises exceptional attainment. GCSEs and A levels will be reviewed along with the full range of 14-19 qualifications in 2013. Widespread consultation with schools and colleges will take place before any further changes are made.

This prepares them for the kind of independent learning expected in higher education. The project can be individual or group work, and can be an artefact, a dissertation, an investigation or a performance. The Extended Project is included within the Advanced Diploma, but is a stand-alone option for anyone, including A level students. The Extended Project supports progression to higher education. It is worth half an A level and carries UCAS points.


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The impact of the Extended Project Qualification (EPQ) at Clitheroe Royal Grammar School: Mr. Jonathan L. Powell Deputy Headteacher (Head of Sixth Form) Clitheroe Royal Grammar school already offered a range of 27 subjects when I took up my post in September 2008 and there was (and still is) a wide range of curriculum enrichment opportunities. I was keen to introduce the EPQ, as I wanted to give our students something to capture their imagination and help to develop their independent learning and working skills – the sorts of skills that they would need as undergraduates and in the working world. I saw EPQ as an exciting opportunity for students and staff. I chose to commit us to AQA as I also wanted our students to be involved in the AQA Baccalaureate, so it seemed logical to conduct our EPQ with them as well. You could however choose OCR or Edexcel. In order that we could offer the EPQ, I had to attend a general AQA EPQ course which ran through all the elements of the EPQ – its aims, the specification, advice on delivering it and a chance to see some examples of student work some graded some not. It was interesting to have a

go at marking some projects outside of our usual comfort zones, such as archaeological and architectural studies and a project where a student had built a boat. I also had to attend a centre co-ordinator course, which involved a great deal more focus on assessing and moderating projects. This could be daunting as you could have projects as diverse as Tudor History, finding a cure for Malaria in Kenya, organising a music event or designing and making Elizabethan costumes or producing a film (as we have). However as you are assessing the process of planning, developing, realising and evaluating a project, the assessment objectives are actually quite generic and easy to follow. AQA have been very well organised and have developed an excellent relationship with us. E-mail enquiries have been very quickly and comprehensively dealt with, when we have had questions of the team, or of our advisor – which each EPQ centre has allocated to them. This is someone that you can ask for advice, if you have any questions about a student’s topic. This is useful, because no matter how much of a generalist you are, you can’t always feel entirely confident on every topic. It is also useful in helping you to support your team of supervisors, who of course, you will need to train. I have also sent some of my team on AQA EPQ courses to help develop our expertise . So, it is probably now time to more fully answer the question ‘What exactly is an EPQ?’ • The EPQ is a single piece of work, of a student’s choosing that requires evidence of planning, preparation, research and autonomous working. • An EPQ is worth half an A level. It is awarded from A*-E. That means 70 – 20 UCAS points. • The aim of the EPQ is to test a wider range of skills, some of which you will need to help develop via your taught EPQ programme. • EPQ is available as a free-standing qualification and as a compulsory part of the diploma. • Students can either opt to write a 5000 word dissertation, or a minimum 1000 word report and either an artefact/live performance/ substantial presentation (lecture) or an electronic product (e.g. DVD/ CD-ROM). • All students must also complete a log called the Candidate Record Form, this charts the progress of the EPQ and the changes, clarifications, and problems experienced along the way, as well as any discussions with the supervisor during mentoring meetings. • All students also complete a summative, evaluative presentation that covers the whole project process from initial plans to final realisationthey will also need to be asked a few questions at the end. The


32

supervisor and another teacher and (where possible) the centre coordinator should be present at these presentations. • If students are studying 3 ‘core’ A Levels, plus at least an AS Level in General Studies, Critical Thinking or Citizenship, and they complete and log an on-line enrichment diary of a minimum of 100 hours then they are also eligible for the AQA Baccalaureate (Graded Distinction, Merit or Pass) – but perhaps that is the focus for another article………. We started small – our first cohort involved 5 students, although slightly more did start the course. Our second cohort involved 25 students finishing the course. Our 2009-10 cohort had over 100 students interested. So we have had to create a selection process. It has been a resounding success - the mode grade has been A* across the first 2 cohorts. This is a reflection of how engaged the students have been with their projects and also a reflection on the input from the team of supervisors. The next steps involve developing a carefully thought out plan to deal with future (and possibly larger) cohorts. As is often the case, it can be more insightful to hear what students have to say. Here are just a few reflections from some of the CRGS EPQ cohort:

“The EPQ brought out my passion for history. If it wasn’t for doing the EPQ I would not be doing history in university and I possibly would not have developed the interest I have. I really enjoyed working towards the final product because I learned so much about my subject and the more I learned the keener I got to display to others what I knew in the final product. I gained essay writing, source processing and language skills which will help me in the future, especially with assignments in university. I feel as though I am now prepared for university dissertations. I would recommend EP, although it seems like a daunting task to have to find sources and create an essay which is evaluative, once you get stuck in it does not take long to do and the writing can actually come very naturally to you. Universities really value seeing you take such a keen interest in something as it shows you can work independently and to a more mature standard. It can also help with UCAS points if nothing else! My advice: go for it, try it, or you might regret it. If the worst comes to the worst then you don’t continue with it, but if everything goes to plan you’ll have an extra qualification under your belt! It was one of the best things I ever did in the sixth form!” Victoria Yarwood. 5000 word dissertation. Grade A*.

“The system for the EPQ is very different to the teaching style in A-levels; it consists of more independent research and then more one-to-one discussion and reflection with your supervisor. This mentoring system is good practice for tutorial systems I should experience at university. Moreover,

all this learning will, without a doubt, be invaluable to me at university as I am taking a French and Spanish degree.” Rebecca Phillips. 5000 word dissertation. Grade A*.

“I have developed my negotiation and sales skills. I have learned the importance of approaching people with confidence when trying to make a sale. With regards to negotiation I learned that it is necessary to gain a quote from an alternative source in order to drive down the price of the negotiation. In addition to this I have learned a lot about the general etiquette of events management and how to approach people when attempting to use their services etc. This has proved very useful as I hope to hold a position within my university such as social secretary for which these skills will be vital.” Andrew Brierley. Group project event. Grade A*


33

Information, Advice and Guidance (IAG) Our aim is that Information, Advice and Guidance (IAG) is delivered by a range of partners working collaboratively to provide coherent services that meet young peoples' needs. This should include access to independent and impartial IAG that is appropriate to individual needs. The LEAD Groups have a key role in ensuring that the right support and learning opportunity is provided for all young people by the local 14-19 partnership.

Strategic Priorities for Lancashire There are several issues which need to be addressed in order to achieve the highest quality impartial IAG for all learners. These issues have been identified through the audits carried out in schools/colleges and consultations with main stakeholders throughout 2008-2009.

Understanding impartial IAG

The Learner Journey

Vulnerable Learners

Impartial IAG is a relatively new concept and not widely understood by all those who have responsibility for planning and delivery. There needs to be senior management responsibility for IIAG in every institution, and clear policy, which addresses the full range of IIAG delivery. Consequently, there will be a clear structure and effective communication to ensure appropriate commissioning takes place.

All providers need to be aware about what is required to implement the new IAG standards. This should be expressed in terms of the minimum required at each stage of the learner's journey.

Programmes of IIAG should be delivered in a way that is sufficiently flexible to meet the needs and raise the aspirations of young people who are vulnerable and who may not be able to make best use of mainstream activities. This is likely to mean that a broader range of IIAG sources will be used and link to the Lancashire CAF processes.

Curriculum Planning The entitlement curriculum needs to be in place for all learners from 11 to 19 [or 25 for those who have a disability requiring extended support]. Advice on how to deliver IIAG should be available to providers within this new curriculum framework. It needs to focus on each provider's specific structure and highlight successful models of delivery. There should be a clear curriculum offer which integrates and clarifies the learning from careers education, PSHA, citizenship and from all subject areas.

Quality, Review and Evaluation All providers of IIAG should have in place an explicit review and evaluation process which should fit with the institution's specific approach. A kitemarking system will be available for schools to use, which links to a recognisable award/reward. The review and evaluation process would include; • Self-evaluation based on the Quality Standards • A centrally supplied data set • Consultation/feedback with parents/carers and young people • Data from QA activity

Involvement of Young People and their Parents/Carers in IIAG Learners need to be involved in the IIAG processes at all stages. Families shape young people's aspirations. Providers need to ensure there is a plan for involving young people and parents/carers in the planning and delivery of programmes as well as asking them for feedback at the end of stages of learning.


34

We live in a rapidly changing world where old certainties no longer hold true no more so than in the world of employment. The educational world is changing to reflect this dizzying transformation; pupils in the current year 5 in primary school will be in

education until they are eighteen. It is vital that these young people are helped to become aware on the one hand about what the future can offer them and on the other hand what they have to offer society and the world of work at the same time as continuing to enjoy their childhood.

The Individual Learning Plan The Individual Learning Plan (ILP) planit is being introduced in a lead school in each travel to learn area in a joint arrangement between the 14-19 strategy and the Lancashire Young Peoples’ Service. The product which was piloted back in 2008 is beginning to show its worth in helping students reflect on and record their qualities and skills with a view to improving areas of weakness with action planning and review tools. At the same time the platform encourages students to begin to save links to courses and careers in which they are interested so that a profile can be built up for discussion with tutors, mentors or YPS workers-not to mention parents. This tool has been extremely well received and the recent procurement of ILP, Area Prospectus and Common Applications Process combined solution means that it will be available at a very advantageous price. (TBC) Schools involved in the roll-out are; •

Burnley and Pendle-Shuttleworth

Chorley and South Ribble- Southlands and Worden

Hyndburn, Rossendale and Ribble Valley – Alder Grange

Preston- Longridge and Garstang

Lancaster and Morecambe- Central Lancaster

West Lancashire-all schools

Events are being organized in late spring in all schools to enable CEIAG practitioners to hear from the students themselves as well as their teachers about the difference the product is making. Email prospectus@ict.lancsngfl.ac.uk for a trial username and password.


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29th January 2010

2500 LEARNERS MAKE EXPO10 EAST LANCASHIRE’S BIGGEST SCHOOL CAREERS EVENT U-Explore U-explore is a revolutionary product with the ambitious aims of on the one hand of giving young people an unparalleled multimedia insight into all areas of the world of work with on the other hand a ready-made, high quality teaching curriculum for the latest CEIAG framework.

The product is being used

along side the individual learning plan in all schools in West Lancashire and Fylde and Wyre and in the ILP lead schools. Young people have found the product really easy to use with practically no training and usage figures are already very promising. It will be possible to get feedback about the product at the late spring events at lead schools. Email prospectus@ict.lancsngfl.ac.uk for a trial username and password.

Area prospectus Now into its third year the area prospectus comes of age this summer when it starts to be used for its main purpose. Responsibility for updating and quality assuring of entries to the prospectus has now moved to travel to learn areas and unitary authorities. As common applications rolls out for full implementation for all year 11s by September 2011 providers need to ensure that they are up the curve and making their own entries accurate in good time for options choices. The authority has worked closely with s-cool the provider which won the procurement to continue to improve the specification of the search tool. The Young Peoples’ Service along side its equivalents in Blackpool and Blackburn with Darwen will be ensuring that the Information, Advice and Guidance gives up to the minute information on where students can get help, gives advice on finances and explains progression pathways.

On 27 and 28 January 2010, approximately 2500 year 9 school pupils from across Hyndburn, Rossendale and the Ribble Valley attended Expo 2010; East Lancashire’s biggest guidance and employment pathways event organised by Lancashire Education Business Partnership (LEBP). The event took place over the entire Accrington and Rossendale College campus and was designed to give youngsters an opportunity to talk to local employers, learn about different careers, take part in competitions and workshops and be exposed to the myriad of possibilities available to them when they leave school. There was also a ‘Big Brother’ style diary room in the College’s Coppice Building, where students got the opportunity to give their feedback on the day. The event was split into four sessions over two days and at any one time up to 700 year 9 learners were at Accrington and Rossendale College talking to employers from all industries including catering, sport, construction, public services, business and administration, media, dance, hair and beauty and more. Companies in attendance included:

• • • • • • •

The Army BT Accrington Stanley Football Club Co-operative Finance BBC Radio Lancashire Lancashire Police Constabulary Hollands Pies

Nicola Brooks from Lancashire Education Business Partnership commented, “Expo

2010 is the biggest careers event East Lancashire has ever seen, and we are thrilled with the way it went. The school pupils had a fantastic day and we have already had excellent feedback from schools in attendance. The employers really got involved and some of the Army staff in attendance even took part in the dance workshops that the College staff put on for the learners. We hope that we have helped the school children realise their future aspirations and we look forward to putting on more careers events in the future.” Azz Mirza, Lead Schools Liaison Officer at Accrington and Rossendale College, commented,

“We’re really happy with the way the event went and we were very pleased that so many local businesses took time out of their busy schedules to talk to youngsters and let them know about the different career paths and opportunities that are out there.” In addition to the activities organised by employers, the College put on several hands-on workshops for learners to participate in including a dance demonstration and construction challenges.

Though EXPO 2010 in the Hyndburn, Rossendale and Ribble Valley areas is over, it spells only the start of such employment pathways EXPO events. So keep your eyes peeled for the EXPO logo in an area near you.


36 Zen Cieserak, St. Augustines.

NEET Strategy

Johnson, Go Motorsport

The Lancaster and Morecambe Transition Group has written a draft NEET strategy to look at a more co-ordinated approach to supporting and addressing this vital issue.

Expo gave our students an insight into opportunities that are out there, and raised aspirations, showing them what they need to strive towards for the future

A worthwhile experience that I would very much like to attend next year

Some of the key strands include early intervention, transition, targeted initiatives and partnerships. The Young Peoples’ Service have joined forces with the Lancashire Education Business Partnership and the national Vinvolved Project to increase opportunities for training and volunteering to encourage young people back into a positive learning outcome.

Student, Whitworth Community High. I had a great time…..thanks for the great opportunity… it was a fun and enjoyable day.

Students and Teachers Nordon Sports college

All the students have been raving about the event, the students felt there was a great variety of options on the day, and personally it was great to see the pupils getting hands on experiences in diverse sectors.

Impartial IAG Reaps Reward

October 2009 saw the first ever Careers Information Event for all Year 9 learners in the Lancaster and Morecambe district. The three day event was held at Lancaster Town Hall and attracted over 1000 pupils and parents. This event brought together many high profile employers such as, British Energy, Yorkshire Bank, the National Health Service and The Armed Forces plus a range of training providers and specialist advice services. Young people were involved in the organisation and planning and were tasked with developing the branding including the event name, logo and publicity material. Feedback from both employers and young people was extremely positive and next year’s event is set to be even bigger and better!


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Functional Skills and Personal, Learning and Thinking Skills Employers report that too many young people are unable to apply the skills of literacy, numeracy and ICT at work. So, irrespective of the path a young person chooses, every student will be taught functional skills in maths, English and ICT from 2010. Functional Skills will be embedded into English, maths and ICT GCSEs. Functional Skills can also be assessed separately. They are already part of the new secondary curriculum at key stage 3, and by 2010 will be taught to all secondary students. They are included in all Diploma qualifications and will be integral to every Apprenticeship and the Foundation Learning Tier. Similarly, Personal, Learning and Thinking (PLT) skills are also being built into all routes. These develop 'soft' skills important to work and dayto-day life, such as teamwork, time management, self-management and presenting ideas. Because PLT skills are not subject-specific and are taught across the curriculum, they are not assessed separately.

Functional Skills Readiness Tool The LSIS Functional Skills readiness tool is currently being trialled with post-16 providers across the country. Following any subsequent amends, it will be available to all providers. It is a helpful process that is cross-referenced to the Common Inspection Framework. The questionnaire asks providers to rate their planning/delivery of functional skills across all their provision/sites. From the self-assessment, an improvement plan will be developed. The process involves preconsultancy gathering of information and views regarding readiness across the organisation, a half-day consultancy visit, involving a member of the senior management team and follow-up email/ phone contact to agree/implement and monitor the improvement plan. Where necessary free bespoke training can be provided to support the improvement plan. Readiness self-assessment consultancy visits and support can be booked now by contacting your regional centre or www.fssupport.org


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The timeline of key milestones for delivering functional skills September 2010 • Functional Skills become part of the statutory curriculum for English, mathematics and ICT at Key Stage 4. Fully accredited Functional Skills qualifications will be available. • The main skills (Application of Number, Communications and ICT) are replaced by Functional Skills at levels 1 and 2. • Functional Skills replace Key Skills within all Apprenticeship frameworks, both existing and new. Changes to relaxation rule come into force.

Using Interactive Technology to Support the Delivery of CEIAG in schools Thursday 18th November, 2010. Venue: Schools ICT Centre, Southport Rd, Chorley An interactive workshop for Strategic

September 2011

leaders for CEIAG in Schools.

• School Report Card introduced

The combined resources of

September 2012 • If the outcome of pilots supports this, Functional Skills qualifications will replace the existing Skills for Life literacy and numeracy qualifications September 2016 • Apprenticeship relaxation rule ends (for learners starting Key Stage 4 before 2010)

U-explore, planit and the CASCAID/ Fast Tomato products enable young people to move through the secondary phase of education’s main transition points confidently with a clear plan of action. This day of combined presentation/ hands-on and strategic planning will enable schools to move forward to meet the requirements of all recent CEIAG recommendations.


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14-19 Personnel Structure 14 - 19 Adviser Ian Phillips 14-19 Adviser

(Chorley & South Ribble, Preston, Burnley & Pendle)

Project Leads Ajay Sethi

Barbara Calvert

Curriculum Development Manager

Functional Skills Co-Ordinator

Steve Glover

Les Coupe

E-Learning Consultant

Student Transport Manager

14 - 19 Support Staff Catherine Snape 14 - 19 Project Officer

Gillian Richards 14 - 19 Admin Officer

Curriculum Entitlement Managers Katie Selby

Lancaster & Morecambe

Louise Newton Flyde & Wyre

Suzanne Murray HRRV

Abdul Hamid

Carol Parker

Jane McCormick Preston

Vacancy

Lancaster & Morecambe

Sarah Greensmith

Burnley and Pendle

Lynne Jones

West Lancashire

HRRV

Naomi Taylor

Chorley and South Ribble

Wendy Holden

Phil Gledhil

Flyde & Wyre

John Barnes

Chorley and South Ribble

West Lancashire

Partnership Officers

Chorley and South Ribble

Ian Fazackerley Preston

Rehana Koser Burnley and Pendle


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14-19 Bulletin