Foundation Learning Curriculum Development Insights
Explore strategies for building a strong foundation learning curriculum, including diagnostic assessments, differentiation, and personalization techniques. Discover how Buxton and Leek College is innovating and expanding their curriculum to reduce assessment burdens and enhance learner outcomes.
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Building a Foundation Learning Curriculum Patricia Coates-Walker Curriculum and Validity Manager - AIM Awards Patricia.coates-walker@aimawards.org.uk Mobile:07970892418 with Sheila Hughes Head of Curriculum s.hughes@blc.ac.uk Alison Monet Programme Coordinator a.monet@blc.ac.uk Pete Johnson Tutor p.johnson@blc.ac.uk Buxton and Leek College (University of Derby)
Objectives Information on the AIM Awards foundation level offer Suggestions for inclusion in curriculum plans - differentiation Considering how to reduce the assessment burden for tutors and learners A case study of best practice Buxton and Leek College University of Derby - presenting ideas for how to innovate and expand your foundation learning curriculum
Initial assessmenttools provide information about learners current levels of skills, measured against national standards. They are useful in helping to match learners to an appropriate learning programme and in directing further, more in- depth, assessment. Diagnostic assessment Materials that can be used to explore whether learners would benefit from further assessment for specific learning difficulties (such as dyslexia). Specific diagnostic tasks should be selected and used at the start of a learning programme but also regularly throughout the programme to assess particular skills as further needs are identified. Diagnostic materials help you to discuss and agree with individual learners: learning targets for both consolidating existing skills and developing new ones; recommendations about how the learner will tackle new learning; their own priorities: for example, skills needed at work.
Differentiation and Personalisation: Personalised teaching and learning should be at the heart of any foundation learning programme. Teaching and learning should be based on an assessment of each learner s starting-points (identified through initial/diagnostic assessment) and should aim to develop and promote each learner s incremental achievement. Teachers should expect to adapt the level of demand of the activities to meet the needs of particular learners and particular contexts, and learners should be made aware of the skills that they are developing. The activities should be presented as flexibly as possible, with suggestions as to how they can be adapted for different levels
An important part of assessment is its flexibility which ensures that evidence may be generate through different methods and that learners are not always classroom based. It is crucial that learning modes and learning styles are taken into consideration at the planning stage. Detailed schemes of learning structured focused around each series of units. For example: Differentiation: Independent Living Units: Making Choices E1/E2/E3 Personal Relationships E1/E2/E3
Why choose AIM Awards? Suites of qualifications flexible wide-ranging adaptable to institutional circumstances provide progression opportunities
Why choose AIM Awards? Quality assigned external verifier assigned quality reviewer clear supporting documentation support and guidance at visits training and professional development opportunities the award of Direct Claims Status
AIM Awards Foundation Learning Offer 209 qualifications at Level 1 and below: Literacy Numeracy Engagement Employability ICT Functional Skills Sports Offender Learning Pre-Entry Induction
Entry Level Exploring work Award (3 credits) Extended Award (9 credits) Certificate (15 credits) Extended Certificate (credits) Diploma (37 credits) Work focus meets SFA funding requirements
Entry Level Developing Work Skills (E1 E3) Award in Work Skills Awareness includes pre- Entry Awards and Certificates at other levels Independent Living (E1 E3) Award/Certificate/Diploma
Entry 3 and Beyond!!! Skills for Employment and Further Learning (SEFL) Entry 3 Level 3 Award (E3 - 3 credits Other Levels 6 credits) Extended Award (9 credits) Certificate (15 credits) Extended Certificate (27 credits) Diploma (37 credits) Vocational pathways 900+ units Resources available
