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HLTA: Secondary food technology briefing

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Introductions: Best Practice Network ... closely with the School Food Trust to write the ... Watch the clip, Food technology at Shenfield High from Teachers TV. ... – PowerPoint PPT presentation

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Title: HLTA: Secondary food technology briefing


1
HLTA Secondary food technology briefing
2
The purpose of this session
  • By the end of the briefing you will
  • Have a better understanding of HLTA
  • Be more familiar with the national food
    technology initiative
  • Have explored key areas
  • Have identified next steps and areas of support
    needed

3
Introductions Best Practice Network
  • The Regional Provider of Assessment for HLTA in
    West Midlands and South West
  • An HLTA training provider in WM, SW, South East
    and Yorkshire The Humber
  • Experienced and knowledgeable about HLTA
    specialisms such as secondary maths, science,
    English and DT
  • Worked closely with the School Food Trust to
    write the guidance document on behalf of TDA

4
Introductions in 3s
  • Discuss
  • Your name
  • Where you work
  • Your job role
  • A recent success at work something you helped to
    happen
  • How many HLTAs you think there are in the UK in
    total
  • How many HLTAs you think there are in secondary
    schools

5
HLTA update on national picture 2004 March 2009
  • Total registrations 30,877
  • Achieved HLTA Status 27,102
  • Female 26,532
  • Male 744
  • Declined to provide data 68

6
HLTAs from start of programme 2004 until
September 2008
  • Primary 17706
  • Secondary 5600
  • Special 1487
  • Other 2466

7
HLTA Impact TDA website nfer
  • 74 of HLTAs associated the status with increased
    confidence and self esteem
  • 54 related the status to greater job
    satisfaction
  • 53 related it to increased pay
  • 91 of senior leaders and 80 of HLTAs (who
    responded to an open ended question) identified
    positive impacts on pupil performance resulting
    from the HLTA role
  • 73 of senior leaders said that HLTA had reduced
    teacher workload to some extent
  • www.tda.gov.uk/hlta

8
HLTA Standard 10area(s) of expertise
  • This standard is about using an area(s) of
    expertise to support the development, learning
    and progress of children and young people.
  • Since January 2008, HLTA candidates select one or
    two areas of expertise to demonstrate in their
    tasks and assessment for HLTA status.
  • What is the current picture?

9
Area of expertise secondary registrations
  • SEN 2284 Art/design 121
  • KS3 1477 History 114
  • Maths 1211 Geography 107
  • English 1043 RE 72
  • KS4 885 EAL 64
  • Science 705 PSHE 47
  • ICT 277 Drama 47
  • DT 211 Music 43
  • Behaviour 206 Voc. Learning 40
  • PE 165 Pastoral 22
  • MFL 134 Food technology 15

10
DCSF Aim
  • To increase the number of young people aged 11-16
    who have the opportunity to learn to cook simple
    nutritious dishes from basic ingredients between
    September 2008 and August 2011 building towards
    all 11-14 year olds having the opportunity to
    learn to cook within the school curriculum from
    September 2011.

11
What needs to be done - DCSF
  • Before September 2011, ensure all secondary
    schools in England have access to, and are
    encouraged to offer the Licence to Cook
    entitlement to all 11-16 year
  • From September 2011 ensure all Key Stage 3
    students have the opportunity to learn practical
    cooking skills. This will include ensuring that
    pupils learn about the Food Competences, which
    include diet and nutrition, food safety and wise
    food shopping.
  • Communicate with schools to ensure that schools
    are aware of the requirement to teach cooking
    from September 2011 and have plans in place to be
    able to do so.

12
Schools will need to
  • Ensure that there are sufficient staff qualified
    to teach cooking as part of the statutory
    curriculum
  • And have at least one food technology area
    including a practical cooking space

13
DCSF - Work is underway to
  • recruit and train 800 newly qualified food
    technology teachers
  • recruit and train up to 750 specialist food
    technology HLTAs
  • ensure food technology CPD available from Summer
    2009 for existing DT teachers and other
    qualified teachers.

14
Food technology as an area of expertise
  • What subject knowledge do you need?
  • What practical skills do you need?
  • What understanding do you need of how to
    effectively support teaching and learning?
  • Watch the clip, Food technology at Shenfield High
    from Teachers TV.
  • Consider the three questions above.

15
The subject knowledge and skills review (SKSR) is
for
  • potential HLTA candidates with food technology as
    an area of expertise
  • HLTAs with food technology as an area of
    expertise
  • HLTAs who wish to develop food technology as an
    additional area of expertise
  • teachers or other staff supporting HLTA
    candidates with food technology as an area of
    expertise

16
The summary profile
  • To apply for HLTA funding, candidates will need
    to complete a general HLTA funding application
    form, available from their local authority.
    Whilst some LAs may ask to see a copy of the
    whole of the SKSR, some may request only the
    summary profile.
  • Training providers may ask candidates for a copy
    of their summary profile to help inform their
    planning.
  • Additional copies of the summary profile are
    available from the TDA website. Candidates can
    update their summary profiles during and/or at
    the end of their training programme to provide
    evidence of professional development.

17
The information provided in this document is
relevant to
  • school leaders responsible for support staff
    development
  • providers of HLTA training programmes focusing on
    food technology
  • local authorities when briefing prospective HLTA
    secondary phase candidates and school leaders
  • HLTA assessors, providers of preparation (PoPs)
    and regional providers of assessment (RPAs)

18
The information provided in this document is
relevant to
  • staff supporting the teaching and learning of
    food technology in key stage 3 who wish to
    achieve HLTA status
  • staff with HLTA status who wish to develop their
    food technology knowledge and skills
  • food technology teachers, heads of design and
    technology departments and school-based mentors
  • teachers and other staff who support those
    interested in gaining HLTA status

19
The HLTA food technology programme
  • All participants in the programme will engage in
    individual needs-led food technology training to
    contribute to their professional development.
    Where training programmes integrate generic HLTA
    training and preparation with food technology
    training, those with HLTA status will need only
    to attend the food technology sessions.

20
Area(s) of expertise
  • Candidates may not be working solely in the food
    technology or design and technology department
    and so can provide evidence from their support
    for teaching and learning in other subjects.
    Some candidates may work solely to support food
    technology in which case all their evidence would
    come from their work in this subject.

21
Standard 10
  • The food technology knowledge HLTAs require
  • will be based on the key stage 3 food
  • technology programme of study (PoS), as
  • relevant to the curriculum organisation in their
  • school and the age and attainment range of the
  • pupils with whom they work.

22
S31 Advancing the learning of a whole class
  • Headteachers are responsible for deploying staff
    and allocating resources within the school.
    Further guidance on the legislative framework
    governing HLTA candidates working with whole
    classes and the requirements for HLTA assessment
    is provided in the HLTA Candidate handbook pp.
    90-91.
  • this standard could be met through food
    technology theory lessons in a non-specialist
    food technology teaching room
  • this standard could be met through other subjects
    than food technology

23
Mentors and school leaders
  • Where schools do not currently have teachers or
    support staff with food technology expertise, it
    may be that schools can discuss with training
    providers and/or local authorities how they can
    support the school management team by providing
    or signposting external support from other
    schools, for example from advanced skills
    teachers or lead practitioners within the Licence
    to Cook scheme.

24
Health and safety
  • The importance of health and safety in food
    technology cannot be overstated. All
    practitioners working in specialist food
    technology rooms and with food should be able to
    demonstrate they have sufficient understanding of
    health and safety issues to keep pupils safe.
  • It is strongly recommended that headteachers
    ensure that HLTA candidates with a food
    technology area of expertise have achieved a
    level two Food Safety and Hygiene certificate
    within the last three years.
  • Local authorities may be able to support
    candidates in gaining
  • this award.

25
Minimum requirements for the HLTA food technology
training programme
  • Local authorities set their own minimum
    requirements for candidates beginning any HLTA
    training or preparation programme
  • In addition, before candidates can be prepared
    for HLTA status they must demonstrate proof of a
    level 2 qualification in both numeracy and
    literacy. Local authorities may also require
    candidates to demonstrate proof of level 2 in
    these subjects before entering a training
    programme

26
Training providers
  • Training providers should use the information
    contained within the SKSR to inform the content
    of any food technology training programmes they
    provide for HLTA candidates. They should ensure
    that training reflects the knowledge set out in
    the SKSR, whilst recognising that individual
    candidates will have different knowledge
    requirements, as reflected in their summary
    profiles.
  • The training programmes should also consider the
    relationship between the food technology skills
    and knowledge and the HLTA standards.

27
Local authorities
  • Local authorities play a key role in identifying
    and providing ongoing support for suitable food
    technology candidates to pursue HLTA. The SKSR
    should help to inform their initial discussions
    with candidates to ascertain their suitability
    for HLTA funding. They should decide whether
    applicants for funding should submit the whole
    SKSR or the summary profile. Local authorities
    may choose to use the guidance as a basis for
    briefing sessions.

28
Standard 11 level 2 qualifications
  • You need Maths/numeracy and English/ literacy
    certificates
  • Links to the exam boards are on www.tda.gov.uk if
    lost certificates
  • If need basic skills tests http//www.dcsf.gov.uk/
    readwriteplus
  • www.move-on.org.uk is also helpful for test
    practice and information on where to take tests

29
Discussions
  • What are the real issues for you?
  • On tables, discuss your reactions so far and
    thoughts on the initiative
  • What other questions have not been answered?

30
Next Steps for HLTAs and HLTA candidates
  • Discuss with school
  • Contact your local authority for application form
    and/or further information
  • Identify steps for level 2 qualifications if
    required

31
Next Steps for LAs, existing and potential
training providers
  • Consider your interest to be involved, both now
    and in the future
  • Consider the options for training models, both
    short term and long term, what you require or
    what you can offer
  • Consider how best to promote the initiative and
    recruit participants
  • Send details of chosen model or proposed model to
    BPN

32
Thank you
  • For your contribution to today
  • We look forward to meeting you again as you work
    towards HLTA status or support candidates towards
    HLTA status
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