Foundation Learning Support
What is Foundation Learning?
Overview of Foundation Learning
Foundation Learning is the name given to
provision for 14-19-year-old learners working
predominantly at entry level or level 1 as well
as 19-24-year-olds with high level special
needs.
Foundation Learning provides greater
opportunities for progression, with learners
and practitioners agreeing to develop a
personalised programme towards an intended
‘destination’. Most learners will progress to
level 2 (vocational qualifications,
Apprenticeships, GCSEs), others to
independent living or supported employment.
With the right level of support, all learners will
have the capacity to progress to positive
outcomes. Qualifications that support
Foundation Learning offer greater flexibility
and opportunities for learners to accredit their
learning in ‘bite-sized’ units.
Foundation Learning should motivate and
enable more young people, including many
who are vulnerable or at risk of dropping out,
to achieve greater economic and social well-
being. It will reduce the numbers of young
people not in education, employment or
training (NEET) or in jobs without training
and support preparations for the raising of
the participation age.
Aims
The overarching aims of Foundation Learning are to:
• support improved engagement, participation and
progression through entry level and level 1 towards
level 2; or, where appropriate, towards other
destinations such as supported employment and
independent living
• bring coherence to programmes of study at entry
level and level 1 to support progression
• ensure that learners gain a minimum level and
range of skills providing a sound foundation for
further learning and employment
• support the delivery of quality learning
programmes which help to encourage raised
aspirations and a culture of lifelong learning.
For further information, see Foundation Learning
Tier: Interim Guidance (May 2009) and Foundation
Learning Tier: 14-19 Delivery Guidance for 2009/10
(August 2009).
Delivering Foundation Learning
Foundation Learning programmes should be:
• built mainly from appropriate qualifications from
entry level and level 1 of the Qualifications and
Credit Framework (QCF) and functional skills
qualifications
• personalised - appropriate to learners’ needs and
starting points
• destination-led - supporting individual progression
to level 2 or other appropriate destinations
• of flexible content and duration
• supported by a ‘wrap-around’ of support,
information and guidance including, where
appropriate, initial engagement activities, and
initial assessment and ongoing review.
Provider collaboration on engagement, delivery and
progression is an important feature of delivery.
 Learning programmes should encompass
three distinct components:
• subject or vocational knowledge, skills and
understanding
• functional skills in English, mathematics and ICT
• personal and social development learning (see
figure 1).

Figure 1. A personalised
Foundation Learning programme

Key components of a Foundation Learning programme

Personalised learning programme 14-19 destinations

Apprenticeships

Vocational/ Level 2 vocational

subject-based qualifications
learning
GCSEs
Initial
A levels
engagement
Personal
and social
development Functional Supported
learning skills employment

Independent
living

Information, advice and guidance

 Accrediting Foundation Learning
Personalised Foundation Learning
programmes will be created mainly from
QCF and functional skills qualifications.
The Qualifications and Credit Framework
(QCF) is a new way of developing and
accrediting qualifications. Credit is awarded
for qualifications and units (small steps of
learning). It enables people to gain
qualifications at their own pace along flexible
routes. Within the QCF, every unit and
qualification in the framework has a credit
value (one credit represents 10 hours of
learning time) and a level between entry level
and level 8, showing how difficult it is.
There are three sizes of qualification in the
QCF:
• awards (1-12 credits)
• certificates (13-36 credits)
• diplomas (37 credits or more).
All 14-19-year-old learners will undertake all
three functional skills (in English, maths and
ICT) except for a minority of learners with
special education needs or learning
difficulties and/or disabilities working at the
lower end of entry level 1, for whom
alternative provision may be more
appropriate.
Personalised Foundation Learning
programmes may be offered alongside other
provision. For example, a learner’s overall
programme might also include GCSEs.
Developing quality learning
programmes
Best practice guidance on the design and
delivery of personalised Foundation Learning
programmes includes a wrap-around of
support and IAG. The experience of pilot
delivery has identified eight characteristics
that underpin effective Foundation Learning
and support the transition from delivering
existing provision at entry level and level 1.
They are applicable in all settings across
the 14-19 phase.
The characteristics are:
1 Personalised learning
2 Reaching and engaging priority learners
3 Effective initial assessment and ongoing review
4 Coherent delivery of learning programmes
5 Recognition of achievement and progression
6 Support for learners
7 Partnerships
8 Leadership and management
Further information on these characteristics
can be found within Foundation Learning
Tier: 14-19 Delivery Guidance for 2009/10.
Funding
Foundation Learning in schools pre-16 is
supported through the Dedicated Schools
Grant (DSG).
In the post-16 sector, individual learning
programmes are funded by the Young
People’s Learning Agency (YPLA) through
its Learner Responsive model for
qualifications achieved, with, where
appropriate, Additional Learner Support
(ALS) funds and ‘entitlement curriculum
funding’ for 16-18-year-old learners. For
further information, see
www.ypla.gov.uk/aboutus/ourwork/funding
/funding-foundation-learning
Useful resources
A range of useful resources to support the
implementation of Foundation Learning can be
found at
www.excellencegateway.org.uk/foundationlearning