Wolverhampton 14-19 An area infrastructure to facilitate collaborative delivery

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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 –

Paul.Bellamy@wolverhampton.gov.uk

Laura Birch, Senior Systems SupportAssistant –

Laura.Birch@wolverhampton.gov.uk