Title: The Wolverhampton Learner at the Heart of the System From Vision to Reality
1 Wolverhampton 14 19 Collaboration to Deliver
the Reform Programme ADCS/EMIE School
Organisation Conference 29th February 2008
2The 14 19 Implementation Plan
- Children Act 5 outcomes
- From Schools Achieving Success to the 14 19
Implementation Plan more coherence than
generally acknowledged - 14 19 Implementation Plan
- Entitlement
- 14 19 Partnership
- Area Prospectus
- Effective collaboration is essential
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3The New Era of Collaboration
- The Reform Programme can only be delivered by
area-wide collaboration - The capacity of Diplomas to transform 14-19
depends on areas offering diversity, choice and
personalisation - Effective area-wide collaboration can provide the
new learning solutions required - It is the only way to guarantee the whole
learner entitlement
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4 The 14-19 Reform Programme
- Hugely ambitious and just huge
- Timescales urgent, and through to 2020
- Reforms cover qualifications
- funding
- management
- Personalisation is at the heart
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5Collaboration is, in effect, now
statutory
- Student Entitlement from 2013
- Diploma Gateway
- Progress Checks
- Deliver of, and access to Diplomas
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6The Challenge
- Locally we have to transform attainment,
participation and skills - Just how will areas deliver an entitlement? The
14 19 Implementation Plan leaves you to answer
the question! - ACCESS to appropriate learning for each
individual is the critical issue. How can the
learner enjoy a personalised course with the
right subjects, levels, learning styles,
assessment? How do we make this practicable for
providers? - Wolverhampton 14 19 is creating an
infrastructure to facilitate our answer
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7The Strategy
- Our long term aim is to generate a fully
inclusive, area-wide curriculum offer across
14-19 which in turn links seamlessly into
lifelong learning in its broadest sense - The pathway of each learner is built from this
area offer, and is not restricted to the offer of
a single institution - By maximising individual progression routes we
give all learners a stake, an opportunity, a next
step, some self-esteem - We believe there are new learning solutions
in this - area - wide curriculum offer for Youth Matters,
Skills and all 5 outcomes of the Children Act
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8The Strands of the Citywide 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 www.virtual-workspace.com
- These interlock to create a holistic approach
which is fundamental to our work
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9Delivering the Curriculum Framework
- The current post 16 structure.
E Tues am PSHE, Guidance, Key Skills etc E Wed
pm Enrichment
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10Post 16 Curriculum Models
Each horizontal line is a model
Curriculum model a coherent whole all
accredited with clear progression routes
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11Key Stage 4 Curriculum Models
Each horizontal line is a model
Day
Day
Day
Day
Day
Options GCSE,GNVQ,BTEC
Core
wbl
Options
Core
wbl
Options
Core
REACH
Core
Options and wbl can incorporate any
specialism. The offer is delivered in different
networks across the City
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12.and incorporating the Diplomas. Y10, 2008
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13Timetabling the Diplomas
- Post 16 Level 2 and Level 3 through existing
curriculum framework - Key Stages 4 Level 1 and 2 2 year courses
- - 3 days per week core 2 dpw options whole
days - - Options include GCSEs, etc and Diploma
- - Diplomas fully integrated, PLT, Functional
Skills, - Projects, Work Experience, Target-setting
and - Reviews
- .. 2 whole days..This is the key to transforming
learning. It is operationally practicable against
current English curriculum models. It will
deliver the full entitlement through collaboration
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14Key Stage 4, Level 2 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 GL
PL GL
PL GL
A/S L
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15Key Stage 4, Level 1 600glh
- Principal learning 240glh
- Generic Learning 240glh
- Additional/Specialist Learning 120glh Day 1
Day 2 - Year 10
-
- Year 11
-
- Year 11 / Day 2 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
PL GL
A/S L
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16Post 16, Level 3 1080 glh
- Principal Learning 540glh
- Generic Learning 180glh
- Additional Specialist Learning 360glh
-
- Day 1 Day 2 Day 3
- Year
- 12
- Year
- 13
-
- Delivery built up from current ½ day learning
blocks
PL GL
A/S L
PL GL
PL GL
A/S L
PL GL
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17What will be the impact .some of the issues
- Different Teaching and Learning
- Bigger blocks of teaching for all areas
- Increased student movement
- Working in area context and its parameters
- Change management
- Importance of guidance
- Wider range of providers
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18 Area-wide Aligned Timetables Transformation.
Y10, 2010
- CORE OPTIONS
- 3 Whole Days (M,W,F) 2 Whole Days (Tu, Thu)
- Core Fast Track Yr 11 AS, discrete and in
Diplomas - English Diplomas Level 2
- Maths 4 GCSEs (4 x 1 2 then 2)
- Science BTEC Level 2 / 2 GCSEs
- PE BTEC / WBL Level 2
- RE BTEC / WBL Level 1
- PDC Diplomas Level 1
- REAch Level 1
- REAch Foundation Learning Tier
- New progression options in most models at the end
of year 10. - Specialist providers personalised progression
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19- www.areaprospectus.com
- Holds area curriculum offer and details of wider
activities and experiences updated constantly
includes informal learning e.g. from Youth
Services - Has full browse and search facilities
- Interactive
- - Personalised links to relevant information
- - Dynamic link to my-iPlan
- Tracking Reporting
- Quality and demand intelligence from learners
- Personalising access
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20- CARD is a promise to 14 year olds of a 19
learning route into HE, FE or Training in Work.
It is based on Value Added data - CARD is a process with 3 core goals
- Study on an appropriate learning programme, and
commitment are monitored carefully. The more
innovative feature is experience learners
engage in experiences and activities to test
their individual aspirations - Structured Citywide CARD programmes deliver the
experiences - Motivating, engaging, personalising progression
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21- e-learning platform developed with Worcestershire
as PfI - 24/7 learning support for all 14-19 live
e-mentoring - On-line tools and resources for teaching and
learning - CPD for teachers and support staff
- Quality and demand intelligence from learners
- Personalised e-learning
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22- 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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23Managing and Guiding Learners
- The Guidance Community
- The Learner and
- The Parent
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24Collaborative Management
- The City School Improvement Partnership Board,
linking LA, schools and members, epitomises the
stakeholder approach to partnership - The Learning Partnership brings together all
providers in the City - The 14-19 Partnership is the key executive body
- The 14-19 Development Team services the 14-19
Partnership - 14-19 Partnership is now developing a role in
governance, planning and strategy
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25Management Processes in the City
CYPSP Strategy and Development Board
LEARNING PARTNERSHIP
14-19 PARTNERSHIP
DEPNET
DMNs
WBL Management Gp
14-19 DEVELOPMENT TEAM
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26 Diploma Management NetworksTheir Role in the
City
- There are14
- Curriculum supply by providers
- Access, entitlement, progression for learners
- Curriculum modelling and development based on
demand and choice - Strand specific links e.g. DDP
-
- This is within generic parameters and practices
established by the 14-19 Partnership - DMNs are pivotal in adding employers and trainers
to the provider base for the learning of the
future
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27Underpinning Systems to Facilitate Collaboration
and Drive up Quality
- Partnership and Service Agreements rights,
responsibilities, expectations, standards - Detailed Procedures and Protocols attendance,
discipline, child protection etc - Financial Guidance and Procedures
- Planning Cycle based on staging posts (agreed
points in time when rights and obligations
change) - New version being produced for the Diploma era
with the Student Entitlement at its heart
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28Towards the Entitlement
Curriculum, Teaching and Learning
- Episodic learning
- Harnessing informal learning to formal
accreditation - Growing the provider base for learning and
guidance Employers, TPs and VCOs are all
critical - REACH development for inclusion into FLT
- progression to L1 Voc L2
- Diplomas
- Functional Skills and PLTs
- Learning-led guidance
- Personalised Progression
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29Towards the Entitlement
Access to Learning
- Area Timetabling and Full Alignment
- Modelling the 14-19 Programme of Delivery
- My-iPlan Key Stage 3 Youth Services attendance
- Area Prospectus PDC booking systems
- Underpinning Systems single system for
engagement and admin - Virtual Workspace 2 way links with Area
Prospectus and my-iPlan - CARD making the promise
- Responding better to demand intelligence
- Personalised Access
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30Governing Bodies
- Must plan to deliver the Entitlement
- Must absorb changes to qualifications, funding
and management - Must operate the 14-19 Infrastructure to ensure
full engagement as both managers of learners and
suppliers of learning - Should consider developing excellent, distinctive
specialisms to contribute to the City offer - Should promote pedagogy rooted in the promotion
of experiential learning in a range of
contemporary contexts and settings - Engagement
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31And Is It Worth It?
- By building intelligently on these foundations
together we - can
- transform attainment, inclusion, participation
and skills - personalise curriculum choice and progression
- meet UKplc needs in the curriculum
- ensure the institutions flourish and are
distinctive perceive this in attainment,
participation, budgets and soft indicators like
attendance. - continue to attract significant national support
and funding to lead curriculum developments. - Peter.Hawthorne_at_wolverhampton.gov.uk
- 01902 554550
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