1 1 Wolverhampton 14-19 An area infrastructure to facilitate collaborative delivery Becta 24 TH November 2008 Paul Bellamy & Laura Birch Presentation 4: My Iplan
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Wolverhampton 14-19
An area infrastructure to facilitate collaborative
delivery
Becta24TH November 2008
Paul Bellamy & Laura Birch Presentation 4: My Iplan
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The National Background
• The Children Act and the 5 Outcomes
• The Reforms: qualifications; funding; management
• Machinery of Government: national; regional; local
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The Task in Each Area
• Transform attainment, inclusion, participation and skills
• CAP by 2010
• Deliver the Entitlement (2013)
• Raise the age of participation to 17 (2013) and 18 (2015)
How?
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How? - Collaboration
• The Reforms can only be delivered by area-wide collaboration
• Areas require considerable capacity
• Capacity is created by empowering the whole learning community to operate area-wide
‘It takes a whole village to raise a child’
proverb
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Wolverhampton’s History
• An established culture of partnership
• A City infrastructure • Beacon Council
• September ’08 5 Diploma lines– OFSTED – “Outstanding”
• September ’09 5 Diploma lines
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Underlying Concepts• The primacy of learning: there are new
solutions
• Experiential learning
• Demand and personalisation
• Specialist providers, for the area
• Bottom up partnership
The partnership dividend
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The City Infrastructure
• Area-wide Curriculum Framework• Area-wide Curriculum Models• ILP: www.my-iplan.com• Area Prospectus:www.areaprospectus.com• CARD (Choose a Real Deal)• Underpinning Systems• eLearning platform
These interlock to create a holistic approach which is fundamental to
our work
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Diploma Management
• Integrated and holistic approach
• The City is the consortium
• A/SL Citywide for all Diplomas
• Generic management systems and processes
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Operational Management
• Depnet - Timetabling
- Planning cycles
- Guidance
• Diploma Management Networks
- Line specific
- Elective participation
- Partnership commitment
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Learning – KS4 timetabling alignment
3 DAYS 2 DAYS
CORE: EnglishMathsSciencePEREPDC
GCSE Options: 4 choicese.g. Tech, Human, ICT,MFL, Creative
BTEC:Introductory, First
(Cert/Dipl)
GCSE Options:2 Choices
BTEC WBL
Diplomas
REACH Programme (entry/level1)
• Progression depends on alignment
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Key Stage 4, Foundation = 600glh
• Principal learning: 240glh• Generic Learning: 240glh• Additional/Specialist Learning: 120glh
Day 1 Day 2
Year 10
Year 11
Year 11 / Day 1: This will enhance learning and progression in a variety of ways, such as:
w.b.l placement (accredited);transition to level 2; additional/specialist modules
(level 1 or level 2)
PL + GL
A/SL
PL + GL
*
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Key Stage 4, Higher : 800glh
Principal Learning (PL): 420 glh
Generic Learning (GL): 200 glh
Additional/Specialist (A/S L): 180 glh
Overview diagram:
Day 1 Day 2
Year 10
Year 11
PL + GLPL+
GL
PL + GL
A/S L
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Delivering the Curriculum Framework
• The current post 16 structure.
E Tues am: PSHE, Guidance, Key Skills etc
E Wed pm: Enrichment
T1 T2 T1 T2
A D E B C
B C E A D
am
pm
Twilight
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Post 16, Advanced: 1080 glh
• Principal Learning: 540glh• Generic Learning: 180glh• Additional Specialist Learning: 360glh
Day 1 Day 2 Day 3Year 12
Year 13
Delivery built up from current ½ day learning
blocks
PL + GLPL+
GL
PL + GLPL+
GL
A/S L
A/SL
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September ‘09
Mon Tue Wed Thur Fri
Yr 10 PL+GL
REAch
PL+GL
REAch
Yr 11 PL+GL
REAch
A/SL
REAch
Yr 12 - Higher
- Advanced
PL+GL
PL+GL
A/SL PL+GL
PL+GL
Yr 13 PL+GL PL+GL
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Creating access to the Diploma
• Where does a learner apply?
• When delivery is collaborative who decides if a learner is accepted?
• How do we ensure right learner right course?
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Empowering Access through the Infrastructure
• CARD (Choose A Real Deal)– As a Promise of future progression– As a Process of guidance through experience and
linked to learning choices– Responsibility of the learner
• Area-prospectus.com– To promote the area learning offer
• my-iPlan.com– To record, review and develop the learning journey
• Underpinning Systems– Procedures and protocols to facilitate
collaboration
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CARD
• A Promise of 19+ progression to HE, FE or Training based on individual FFT value added data
• CARD Process empowers:– Learners to test and
redefine their aspirations– Schools as managers of
learners in the area context by providing access to the right opportunities
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September 2009
• Year 8 CARD – summer term
• DCSF Diploma Roadshow
• Line of learning CARD
• OPP deadline February ½ term
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• Will support learners engaged in multi-provider curriculum provision
• Cracks the issues of accessing and exchanging information between providers in support of the learner
• Provides for the development and review of a coherent and holistic strategy for the learner which describes: “This is me, this is where I would like to go in the future and this is what I am doing to get there.”
The key tool for the learner
The key tool for parent, teacher and guidance professional
The key tool for managers of institutions and areas
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www.areaprospectus.com
• Holds the area learning offer and details of wider activities and experiences (CARD) – updated constantly – includes informal learning e.g. from Youth Services
• Has full browse and search facilities • Pass through with my-iPlan creates a formative basis
for OPP• Tracking & Reporting • Quality and demand intelligence from learners
Personalising access
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• Guidance routed in home institution• Appropriateness and Readiness Criteria
(ARC) - City wide agreement through DMN’s
• my-iPlan & Prospectus pass through• Personal Statement• Evidence of active research (CARD)• Impartial validation by Connexions
Online Progression Preference (OPP)
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Questions?
Contact Information
Paul Bellamy, Education Manager,Progression –
Laura Birch, Senior Systems SupportAssistant –