HLTA Food Technology: FAQs for local authorities, schools, candidates and training providers
The following FAQs provide additional support to the FAQs contained within the Secondary food technology subject knowledge guidance for HLTAs document (pages 58-60).
The guidance document is helpful and detailed but lengthy. Is it expected that users will need to read the whole document?
The guidance document is comprehensive to ensure that relevant information is provided for a range of users. LAs, training providers, candidates and mentors will need to read and understand the parts of the guidance document most relevant to their role and needs. We would suggest that users refer quite quickly to the Frequently Asked Questions at the back of the document. This will help to set the document in context and support identification of the most relevant parts for each user.
There is no mention of staff supporting food technology in key stage 4, or in special schools/PRUs. Nor is there any mention of staff working in primary schools. Does this mean they are excluded from food technology training?
The government initiative is to train sufficient numbers of HLTAs with food technology as an area of expertise to support the statutory provision of food technology in key stage three from September 2011. The guidance document is directly linked to this initiative. It is expected that training programmes will be developed to address the training needs of those who are, or will be, supporting the teaching and learning of food technology in key stage 3. However, HLTA funding has always been available to support local needs. LAs are able to fund training towards HLTA status for any eligible applicant from any eligible school with any appropriate area of expertise.
What would be an appropriate venue for a food technology training session?
It is not a requirement that food technology training takes place in a practical teaching room but the advantages of this seem clear. In a pilot scheme in the East Midlands, six sessions were organised, with mornings covering theory and afternoons including practical activities. The sessions were held at six different venues (in this case schools) and provided candidates with useful experiences of developing skills in very different learning environments. A benefit of this model was that each of the six schools had an HLTA candidate participating in the programme. Best Practice Network is not promoting this model above any other, but highlighting it to raise awareness of possibilities.
The subject knowledge and skills review (SKSR) contains a large number of statements for the candidates to score themselves against. Is this really necessary and will it not put many off?
The total number of statements to review is in line with the SKSRs for maths and science. It is an important message to recognise that food technology is no less valued and no less complex than maths and science. All the statements are relevant to key stage 3 and to have omitted any would not have been appropriate. However, many statements are very straightforward and can be reviewed quite easily. LAs and schools should consider how they can provide sufficient time and opportunity for candidates to be supported to complete the SKSR.
The guidance document suggests that candidates will complete the SKSR at the point when they express an interest in gaining HLTA status with food technology as an area of expertise. On the maths and science programmes some LAs have asked candidates to complete the SKSR on day one of training, i.e. after they have received funding. Can we use it in this way?
LAs are responsible for allocation of funds for training. The SKSR provides a useful tool to support LAs in determining whether candidates are suitable for food technology training and the type and length of training that is most appropriate. LAs can use other methods and tools to determine suitability and needs, in which case the SKSR can be used as part of a training programme. LAs will need to consider what information applicants for food technology training should provide before funding is approved.
The funding for the food technology programme includes training for existing HLTAs. But these HLTAs will not undertake any additional assessment. How much training do they need?
The TDA defines one of the outcomes linked to the current year's funding as 'the number of HLTAs (with status) undertaking secondary mathematics, science or food technology subject knowledge training who are supported by the TDA grant between 1 April 2009 and 31 March 2010'. The funding is for subject knowledge development. There is no further guidance on how much development LAs could or should fund. LAs may choose to use pre-training and post-training SKSR summary review sheets to provide a measure by which the individual development and the success of the training programme(s) can be judged.
A downloadable version of the subject guidance is available at www.tda.gov.uk/upload/resources/pdf/s/tda0680.pdf