Developing the Young Workforce. The College continues to sustain very strong strategic partnerships with its three key local authority education services. The College provides pupils in all 18 Forth Valley secondary schools (8 in Falkirk Council; 7 in the Stirling Council area; and 3 in the Clackmannanshire Council area) with the opportunity to follow vocational pathways and achieve vocational qualifications at SCQF level 5 and above as an integral part of their senior phase curriculum. The College has jointly developed its plans for Developing the Young Workforce with local authority partners and school Head Teachers and, where appropriate, with Skills Development Scotland (SDS) and employers. All three of the local authority education services, as well as the College, have put in place dedicated staff at an appropriately senior level to facilitate the planning and implementation. Across all three local authorities, we have agreed that the College will prioritise sustainable partnership activity that is open to senior phase pupils from all Forth Valley secondary schools (rather than school-specific). The College continues to work closely with all of its partners to develop and deliver vocational pathways appropriate to the widest range of senior phase school pupils possible. For young people entering S4, who are unclear about their choice of vocational area or future pathway and are deemed to be at risk of low achievement and a potential negative destination, we continue to offer the jointly delivered School College Opportunities to Succeed (SCOTS) programme for Falkirk and Stirling schools. Care experienced young people are particularly encouraged to participate in SCOTS, and over the last three years a higher than average number of students with Care experience have enrolled on these courses, compared to other courses. The programme is unique, in that all the secondary schools work in close partnership with the College to co-deliver the programme. As well as attending the College tasters, pupils are supported by their schools to undertake an employability award based around their experiences on the College programme. Successful pupils are guaranteed a place on a vocationally specific partnership course (Skills for Work or National Progression Award) the following year and then into an appropriate full-time college course when they leave school. This programme also specifically sets out to challenge gender stereotypical vocational choices, as all of the young people on the programme must agree to undertake the full range of vocational experiences, some of which are traditionally male oriented (such as Engineering) and some female (such as Care). Clackmannanshire schools cannot generate the economies of scale to support the full SCOTS curriculum, however the needs of Clackmannanshire pupils in this cohort are served by bespoke partnership courses which deliver vocational tasters, essential skills and, where possible, work experience. In addition to the above, we have well-established “alternative curriculum” courses on each campus for senior phase pupils who are more disengaged and/or have significant barriers to learning, disabilities or additional support needs. These programmes provide vocational taster activities alongside personal development learning to support positive transitions beyond school. We know that this provision is successful in re-engaging young people and raising their aspirations and has a positive impact on future progression. None of the above courses fits the Outcome Agreement definition of a “senior phase vocational pathway”; however, they are important elements of the college’s DYW implementation plan, as they support young people to remain in learning and to progress to college when they leave school. In terms of senior phase vocational pathways, the College continues to offer a broad range of vocational qualifications at SCQF levels 5 and 6, primarily Skills for Work and National Progression Awards and, where possible to grow this provision. The subject areas in which these are offered align with the College’s full-time curriculum and successful completion provides a young person with a “progression advantage” onto an appropriate full-time course. We are also working with our partner schools to ensure that, where possible, schools target the level 5 vocation provision at young people in S4 who could potentially progress to study 2 year Foundation Apprenticeships (FA) at SCQF level 6 in S5, and 1 year FAs at SCQF level 6 in S6, to ensure that our senior phase provision creates cohesive pathways through the senior phase. The College welcomes the additional funding stream made available through SDS for Foundation Apprenticeships and this is the major factor contributing to our ability to grow senior phase vocational pathways. The additional funding means that we can increase the DYW vocational offer without impacting on our carefully designed and successful full-time regional curriculum pathways. In August 2019, actual enrolments were 258 for the new two-year Foundation Apprentices (an increase of 138 from 2018) across nine frameworks: Accountancy; Business Skills; Civil Engineering; Creative and Digital Media; Engineering; IT Hardware and System Support; Scientific Technologies; Social Services and Healthcare; Social Services Children and Young People. We also enrolled a further 64 pupils into Shorter Duration Delivery Model Foundation Apprentices across Accountancy, Business Skills, Civil Engineering, Creative and Digital Media, Children and Young People and Scientific Technologies. This past two years have seen a very positive and significant increase on the number of pupils we have enrolled on Foundation Apprenticeships. For 2019 we have achieved 77% of the 425 places contracted with SDS and is a very positive and significant increase since August 2017. Many of the Foundation Apprenticeship programmes are now being hosted by the schools right across the Forth Valley region, whilst also being delivered and supported in-school by College staff. There is still some work to be done to fully embed Foundation Apprenticeships within the senior phase curriculum across the region in some schools. The move by Stirling secondary schools to harmonise column timetabling of Foundation Apprenticeships on Monday and Wednesday afternoons in 2018-2020 is working well. All Falkirk schools are now aligning timetables even further for 2020-2022 delivery, to free more columns to maximise the provision and choice of Foundation Apprenticeships across the Falkirk area, in particular to allow for an increased delivery in the Shorter Duration Delivery Models. We recognise that increasing participation in the Foundation Apprenticeship Programme is still a significant challenge for the partnership; however, a comprehensive programme of engagement with pupils, parents, employers and school staff is in progress and the higher profile national advertising of these opportunities this year will undoubtedly assist this. In 2019-2020, we embarked upon the delivery of the pilot programmes within the Level 4 and 5 Construction, Hospitality and Automotive pilot activity commissioned by SDS. We ran three cohorts of Level 4 Construction at St Modans High School, Stirling High School and Alloa Academy. We have engaged three large employers in the delivery of the pilot; Historic Environment Scotland, ▇▇▇▇▇▇▇▇ Construction ▇▇▇▇▇▇▇▇▇ Group. We are also running one Level 4 Hospitality at Braes High School. We have enrolled a total of 47 pupils within this round of pilot activity. In 2020-2021, the College also continued to offer S5 pupils the opportunity to undertake HNC qualifications over the last two years of their school senior phase. The number of pupils completing a HNC in senior phase remains low and we attribute this to the growth in the Foundation Apprenticeship offer, as the two qualifications are targeted at a largely similar profile of school pupil. We have reviewed our partnership HNC portfolio with schools and we are likely only continue in 2020 with those in subject areas that are not available as a Foundation Apprenticeships, such as Sports Coaching and Development and Police Studies. This may result in a shift in the balance of Credit funded school activity away from SCQF level 7 towards an increase in activity at SCQF level 5. In summary, overall we expect to sustain the volume and proportion of Credits delivered to senior phase age pupils studying vocational qualifications delivered by the College (OA Measure 2b) and the volume and proportion of Credits delivered to learners at S3 and above as part of 'school-college' provision (OA Measure 2c). However, with the further large increase in the Foundation Apprenticeship contract, we hope to be able to increase significantly the number of senior phase age pupils studying vocational qualification delivered by the College (OA Measure 2a). These apply across all three local authorities and all 18 schools will take part. The College also continues to prioritise the sharing of knowledge and resources and building capacity with school staff to provide relevant and up to date information, advice and guidance on vocational pathways and routes into employment. We continue to implement a planned programme of CLPL for teachers and pupil support staff with visits to College campuses and schools. We are also working with our school partners to provide a range of opportunities for younger pupils to experience the College environment and learn about career options and routes. These activities will have a strong focus on tackling stereotypical vocational choices in relation to gender. We will, where appropriate, target activities at specific gender groups and will make effective use of role models (staff, students, apprentices and other ambassadors) to promote STEM subjects to girls and subjects such as care to boys. Finally, the College remains as an active partner in the Forth Valley Developing the Young Workforce Regional Group and is the host employer for the Programme Team (a Programme Manager and three Programme Coordinators). The team actively work with schools and employers to promote the College’s senior phase vocational pathways and to develop and enhance employer engagement with education.
Appears in 1 contract
Sources: Interim Outcome Agreement
Developing the Young Workforce. The College continues to sustain very strong strategic partnerships with its three key local authority education services. The College provides pupils in all 18 Forth Valley secondary schools (8 in Falkirk Council; 7 in the Stirling Council area; and 3 in the Clackmannanshire Council area) with the opportunity to follow vocational pathways and achieve vocational qualifications at SCQF level 5 and above as an integral part of their senior phase curriculum. The College has jointly developed its plans for Developing the Young Workforce with local authority partners and school Head Teachers and, where appropriate, with Skills Development Scotland (SDS) and employers. All three of the local authority education services, as well as the College, have put in place dedicated staff at an appropriately senior level to facilitate the planning and implementation. Across all three local authorities, we have agreed that the College will prioritise sustainable partnership activity that is open to senior phase pupils from all Forth Valley secondary schools (rather than school-specific). The College continues to work closely with all of its partners to develop and deliver vocational pathways appropriate to the widest range of senior phase school pupils possible. For young people entering S4, who are unclear about their choice of vocational area or future pathway and are deemed to be at risk of low achievement and a potential negative destination, we continue to offer the jointly delivered School College Opportunities to Succeed (SCOTS) programme for Falkirk and Stirling schools. Care experienced young people are particularly encouraged to participate in SCOTS, and over the last three years a higher than average number of students with Care experience have enrolled on these courses, compared to other courses. The programme is unique, in that all the secondary schools work in close partnership with the College to co-deliver the programme. As well as attending the College tasters, pupils are supported by their schools to undertake an employability award based around their experiences on the College programme. Successful pupils are guaranteed a place on a vocationally specific partnership course (Skills for Work or National Progression Award) the following year and then into an appropriate full-time college course when they leave school. This programme also specifically sets out to challenge gender stereotypical vocational choices, as all of the young people on the programme must agree to undertake the full range of vocational experiences, some of which are traditionally male oriented (such as Engineering) and some female (such as Care). Clackmannanshire schools cannot generate the economies of scale to support the full SCOTS curriculum, however the needs of Clackmannanshire pupils in this cohort are served by bespoke partnership courses which deliver vocational tasters, essential skills and, where possible, work experience. In addition to the above, we have well-established “alternative curriculum” courses on each campus for senior phase pupils who are more disengaged and/or have significant barriers to learning, disabilities or additional support needs. These programmes provide vocational taster activities alongside personal development learning to support positive transitions beyond school. We know that this provision is successful in re-engaging young people and raising their aspirations and has a positive impact on future progression. None of the above courses fits the Outcome Agreement definition of a “senior phase vocational pathway”; however, they are important elements of the college’s DYW implementation plan, as they support young people to remain in learning and to progress to college when they leave school. In terms of senior phase vocational pathways, the College continues to offer a broad range of vocational qualifications at SCQF levels 5 and 6, primarily Skills for Work and National Progression Awards and, where possible to grow this provision. The subject areas in which these are offered align with the College’s full-time curriculum and successful completion provides a young person with a “progression advantage” onto an appropriate full-time course. We are also working with our partner schools to ensure that, where possible, schools target the level 5 vocation provision at young people in S4 who could potentially progress to study 2 year Foundation Apprenticeships (FA) at SCQF level 6 in S5, and 1 year FAs at SCQF level 6 in S6, to ensure that our senior phase provision creates cohesive pathways through the senior phase. The College welcomes the additional funding stream made available through SDS for Foundation Apprenticeships and this is the major factor contributing to our ability to grow senior phase vocational pathways. The additional funding means that we can increase the DYW vocational offer without impacting on our carefully designed and successful full-time regional curriculum pathways. In August 2019, actual enrolments were 258 for the new two-year Foundation Apprentices (an increase of 138 from 2018) across nine frameworks: Accountancy; Business Skills; Civil Engineering; Creative and Digital Media; Engineering; IT Hardware and System Support; Scientific Technologies; Social Services and Healthcare; Social Services Children and Young People. We also enrolled a further 64 pupils into Shorter Duration Delivery Model Foundation Apprentices across Accountancy, Business Skills, Civil Engineering, Creative and Digital Media, Children and Young People and Scientific Technologies. This past two years have seen a very positive and significant increase on the number of pupils we have enrolled on Foundation Apprenticeships. For 2019 we have achieved 77% of the 425 places contracted with SDS and is a very positive and significant increase since August 2017. Many of the Foundation Apprenticeship programmes are now being hosted by the schools right across the Forth Valley region, whilst also being delivered and supported in-school by College staff. There is still some work to be done to fully embed Foundation Apprenticeships within the senior phase curriculum across the region in some schools. The move by Stirling secondary schools to harmonise column timetabling of Foundation Apprenticeships on Monday and Wednesday afternoons in 2018-2020 is working well. All Falkirk schools are now aligning timetables even further for 2020-2022 delivery, to free more columns to maximise the provision and choice of Foundation Apprenticeships across the Falkirk area, in particular to allow for an increased delivery in the Shorter Duration Delivery Models. We recognise that increasing participation in the Foundation Apprenticeship Programme is still a significant challenge for the partnership; however, a comprehensive programme of engagement with pupils, parents, employers and school staff is in progress and the higher profile national advertising of these opportunities this year will undoubtedly assist this. In 2019-2020, we embarked upon the delivery of the pilot programmes within the Level 4 and 5 Construction, Hospitality and Automotive pilot activity commissioned by SDS. We ran three cohorts of Level 4 Construction at St Modans High School, Stirling High School and Alloa Academy. We have engaged three large employers in the delivery of the pilot; Historic Environment Scotland, ▇▇▇▇▇▇▇▇ Construction ▇▇▇▇▇▇▇▇▇ Group. We are also running one Level 4 Hospitality at Braes High School. We have enrolled a total of 47 pupils within this round of pilot activity. In 2020-2021, the College also continued to offer S5 pupils the opportunity to undertake HNC qualifications over the last two years of their school senior phase. The number of pupils completing a HNC in senior phase remains low and we attribute this to the growth in the Foundation Apprenticeship offer, as the two qualifications are targeted at a largely similar profile of school pupil. We have reviewed our partnership HNC portfolio with schools and we are likely only continue in 2020 with those in subject areas that are not available as a Foundation Apprenticeships, such as Sports Coaching and Development and Police Studies. This may result in a shift in the balance of Credit funded school activity away from SCQF level 7 towards an increase in activity at SCQF level 5. In summary, overall we expect to sustain the volume and proportion of Credits delivered to senior phase age pupils studying vocational qualifications delivered by the College (OA Measure 2b) and the volume and proportion of Credits delivered to learners at S3 and above as part of 'school-college' provision (OA Measure 2c). However, with the further large increase in the Foundation Apprenticeship contract, we hope to be able to increase significantly the number of senior phase age pupils studying vocational qualification delivered by the College (OA Measure 2a). These apply across all three local authorities and all 18 schools will take part. The College also continues to prioritise the sharing of knowledge and resources and building capacity with school staff to provide relevant and up to date information, advice and guidance on vocational pathways and routes into employment. We continue to implement a planned programme of CLPL for teachers and pupil support staff with visits to College campuses and schools. We are also working with our school partners to provide a range of opportunities for younger pupils to experience the College environment and learn about career options and routes. These activities will have a strong focus on tackling stereotypical vocational choices in relation to gender. We will, where appropriate, target activities at specific gender groups and will make effective use of role models (staff, students, apprentices and other ambassadors) to promote STEM subjects to girls and subjects such as care to boys. Finally, the College remains as an active partner in the Forth Valley Developing the Young Workforce Regional Group and is the host employer for the Programme Team (a Programme Manager and three Programme Coordinators). The team actively work with schools and employers to promote the College’s senior phase vocational pathways and to develop and enhance employer engagement with education.
Appears in 1 contract
Sources: Outcome Agreement
Developing the Young Workforce. The College continues to sustain very strong strategic partnerships with its three key local authority education services. The College provides pupils in all 18 Forth Valley secondary schools (8 in Falkirk Council; 7 in the Stirling Council area; and 3 in the Clackmannanshire Council area) with the opportunity to follow vocational pathways and achieve vocational qualifications at SCQF level 5 and above as an integral part of their senior phase curriculum. The College has jointly developed its plans for Developing the Young Workforce with local authority partners and school Head Teachers and, where appropriate, with Skills Development Scotland (SDS) and employers. All three of the local authority education services, as well as the College, have put in place dedicated staff at an appropriately senior level to facilitate the planning and implementation. Across all three local authorities, we have agreed that the College will prioritise sustainable partnership activity that is open to senior phase pupils from all Forth Valley secondary schools (rather than school-specific). The Over the past few years, the College continues to work has worked closely with all of its partners to develop and deliver vocational pathways appropriate to the widest range of senior phase school pupils possible. For young people entering S4, who are unclear about their choice of vocational area or future pathway and are deemed to be at risk of low achievement and a potential negative destination, we continue to offer the jointly delivered School College Opportunities to Succeed (SCOTS) programme for Falkirk and Stirling schools. Care experienced young people are particularly encouraged to participate in SCOTS, SCOTS and over the last three years a higher than average number around 10% of students with Care experience participants have enrolled on these courses, identified themselves as care experienced (as compared to other courses3% of our overall student population). The programme is unique, in that all the secondary schools work in close partnership with the College to co-deliver the programme. As well as attending the College tasters, pupils are supported by their schools to undertake an employability award based around their experiences on the College programme. Successful pupils are guaranteed a place on a vocationally specific partnership course (Skills for Work or National Progression Award) the following year and then into an appropriate full-time college course when they leave school. This programme also specifically sets out to challenge gender stereotypical vocational choices, as all of the young people on the programme must agree to undertake the full range of vocational experiences, some of which are traditionally male oriented (such as Engineering) and some female (such as Care). Clackmannanshire schools cannot generate the economies of scale to support the full SCOTS curriculum, however the needs of Clackmannanshire pupils in this cohort are served by bespoke partnership courses which deliver vocational tasters, essential skills and, where possible, work experience. In addition to the above, we have well-established “alternative curriculum” courses on each campus for senior phase pupils who are more disengaged and/or have significant barriers to learning, disabilities or additional support needs. These programmes provide vocational taster activities alongside personal development learning to support positive transitions beyond school. We know that this provision is successful in re-engaging young people and raising their aspirations and has a positive impact on future progression. None of the above courses fits the Outcome Agreement definition of a “senior phase vocational pathway”; however, they are important elements of the college’s DYW implementation plan, as they support young people to remain in learning and to progress to college when they leave school. In terms of senior phase vocational pathways, the College continues to offer a broad range of vocational qualifications at SCQF levels 5 and 6, primarily Skills for Work and National Progression Awards and, where possible to grow this provision. The subject areas in which these are offered align with the College’s full-full- time curriculum and successful completion provides a young person with a “progression advantage” onto an appropriate full-time course. We are also working with our partner schools to ensure that, where possible, schools target the level 5 vocation provision at young people in S4 who could potentially progress to study 2 year Foundation Apprenticeships (FA) at SCQF level 6 in S5, and 1 year FAs at SCQF level 6 in S6, to ensure that our senior phase provision creates cohesive pathways through the senior phase. The College welcomes the additional funding stream made available through SDS for Foundation Apprenticeships and this is the major factor contributing to our ability to grow senior phase vocational pathways. The additional funding means that we can increase the DYW vocational offer without impacting on our carefully designed and successful full-time regional curriculum pathways. In August 20192018, actual enrolments were 258 for the we enrolled 184 new two-year Foundation Apprentices (an increase of 138 from 2018) across nine frameworks: Accountancy; Business Skills; Civil Engineering; Creative and Digital Media; Engineering; IT Hardware and System Support; Scientific Technologies; Social Services and Healthcare; Social Services Children and Young People. We also enrolled a further 64 pupils into Shorter Duration Delivery Model Foundation Apprentices across Accountancy, Business Skills, Civil Engineering, Creative This represents 71% of the 260 places contracted with SDS for 2018-2020 and Digital Media, Children and Young People and Scientific Technologies. This past two years have seen is a very positive and significant increase on the number of pupils we have enrolled on Foundation Apprenticeships. For 2019 we have 21 starts achieved 77% of the 425 places contracted with SDS and is a very positive and significant increase since in August 2017. Many of the Foundation Apprenticeship programmes are now being hosted by the schools right across the Forth Valley regionHowever, whilst also being delivered and supported in-school by College staff. There there is still some much work to be done to fully embed Foundation Apprenticeships within the senior phase curriculum across the region in some schoolsregion. The A very positive development for 2018-2020 was the move by Stirling secondary schools to harmonise column timetabling of Foundation Apprenticeships on Monday and Wednesday afternoons afternoons. This means that pupils opting to undertake a Foundation Apprenticeship are not missing classes from their Highers/National 5s to attend the Foundation Apprenticeship classes. Building on this success, the College and local authority partners have embarked on very ambitious plans for increasing Foundation Apprenticeship starts in 2018-2020 is working wellAugust 2019 and a jointly developed bid to SDS was successful in securing funding for 688 new starts. All Falkirk schools are now aligning timetables even further for 2020-2022 deliveryThis will be a mix of one year and two year programmes and many of these will be hosted within schools, to free more columns to maximise the provision whilst being delivered and choice of Foundation Apprenticeships across the Falkirk area, in particular to allow for an increased delivery in the Shorter Duration Delivery Modelssupported by College staff. We recognise that increasing participation in the Foundation Apprenticeship Programme is still to this level will be a significant challenge for the partnership; however, however a comprehensive programme of engagement with pupils, parents, employers and school staff is in progress and the higher profile national advertising of these opportunities this year will undoubtedly assist this. In 2018-2019-2020, we embarked upon the delivery of the pilot programmes within the Level 4 and 5 Construction, Hospitality and Automotive pilot activity commissioned by SDS. We ran three cohorts of Level 4 Construction at St Modans High School, Stirling High School and Alloa Academy. We have engaged three large employers in the delivery of the pilot; Historic Environment Scotland, ▇▇▇▇▇▇▇▇ Construction ▇▇▇▇▇▇▇▇▇ Group. We are also running one Level 4 Hospitality at Braes High School. We have enrolled a total of 47 pupils within this round of pilot activity. In 2020-2021, the College also continued to offer S5 pupils the opportunity to undertake HNC qualifications over the last two years of their school senior phase. The number This year, however, numbers have diminished significantly. We believe that this is because of pupils completing a HNC in senior phase remains low and we attribute this to the growth in the Foundation Apprenticeship offer, as the two qualifications are targeted at a largely similar profile of school pupil. We have reviewed are currently reviewing our partnership HNC portfolio with schools and we are likely only continue in 2020 2019 with those in subject areas that are not available as a Foundation Apprenticeships, such as Sports Coaching and Development and Police Studies. This may result in a shift in the balance of Credit funded school activity away from SCQF level 7 towards an increase in activity at SCQF level 5. Type of Provision SCQF level Vocational Subject Areas Planned Number of Enrolments 2019-2020 Make-Up Artistry; Sound Production; Creative Industries; Hospitality; Foundation 6 Business Skills; 344 Apprenticeships Civil Engineering; (new start Creative Digital places Media; contracted Engineering; with SDS) IT Hardware and System Support; 83 IT Software (Year 2, Development; based on Scientific 50% Technologies; returning) Social Services Children and Young People; Social Services Healthcare HNC* 7 Police Studies; Sports Coaching and Development; Computing; 40 In summary, overall we expect to sustain the volume and proportion of Credits delivered to senior phase age pupils studying vocational qualifications delivered by the College (OA Measure 2b) and the volume and proportion of Credits delivered to learners at S3 and above as part of 'school-college' provision (OA Measure 2c). However, with the further large larger than anticipated increase in the Foundation Apprenticeship contract, we hope to be able to increase significantly the number of senior phase age pupils studying vocational qualification delivered by the College (OA Measure 2a). These apply across all three local authorities and all 18 schools will take part. The College also continues to prioritise the sharing of knowledge and resources and building capacity with school staff to provide relevant and up to date information, advice and guidance on vocational pathways and routes into employment. We continue to implement a planned programme of CLPL for teachers and pupil support staff with visits to College campuses and schools. We are also working with our school partners to provide a range of opportunities for younger pupils to experience the College environment and learn about career options and routes. These activities will have a strong focus on tackling stereotypical vocational choices in relation to gender. We will, where appropriate, target activities at specific gender groups and will make effective use of role models (staff, students, apprentices and other ambassadors) to promote STEM subjects to girls and subjects such as care to boys. Finally, the College remains as an active partner in the Forth Valley Developing the Young Workforce Regional Group and is the host employer Our partnership plans for the Programme Team (a Programme Manager and three Programme Coordinators). The team actively work with schools and employers number of places to promote the College’s senior phase be offered for each type of vocational pathways and to develop and enhance employer engagement with education.provision in 2019-2020 is set out in Figure
Appears in 1 contract
Sources: Outcome Agreement