Implications Of The
Changes To The
14-19 Curriculum
Ankit Patel

Reasons For 14-19 Reform
Technological & Global Economy Changes
More Demand For Soft Skills & Work Place
Competencies Alongside Academic & Technical
Skills For 21st Century
Help Young People Reach Their Full Potential
To close the achievement gap, irrespective of
race, gender, disability or background
Participation In Education Or Training Over 16
is lower when compared to other countries
( Organisation for Economic Co-operation and Development figures)

Aims Of 14-19 Reform
Ensure By The Age Of 19 – Students have had
the education or training to succeed in life.
Give Young People the Knowledge & skills so
they and the economy can prosper in 21st
century
Help More Students Achieve Level 2 & 3 to
enable them to get and keep jobs in the future
By 2020 - 90% Of Young People Achieving
Level 2 and 70% Achieving Level 3

Strategy For 14-19 Reform
School Leaving Age Raised To 18 By 2015
Reduce NEET Numbers – Aged 16 -18
 Students Offered Choice At 14 & 16
 Diplomas Available in 17 Subjects By 2013
 Expanding Apprenticeship Opportunities
 Functional Skills – ICT, Maths & English
 More Responsibility With Local Authorities

Four Options – 14-19 Reform
• Apprenticeships
• Diplomas
• Foundation Learning Tier
• General Qualifications – GCSEs / A
Levels

Apprenticeships
Paid Work With On-the-job training leading
to qualifications.
Aimed at those who know which route they
wish to take - Hospitality, Media, Retail,
Construction....
Entitlement to a place by 2013 for all 16 year
•
olds suitably qualified.
DCSF expects 1 in 5 young people to take
•
apprenticeships over the next decade

Diplomas
Differs From GCSEs and A Levels
Mix of 'class work' and 'hands on experience'
Work Experience – Life Skills
Gives Insight Into Area Of Interest
3 Levels – Foundation / Higher/ Advanced
Entitlement by 2013 for all 14-16 year olds to
the first 14 Diplomas and for 16-18 year olds
to all 17 Diplomas

17 New Diplomas
Construction and the Built Environment
Creative and Media
Engineering
Information Technology
Society, Health and Development
Business Administration and Finance 2009
Onwards
Environmental and Land-based Studies
Hair and Beauty Studies
Hospitality
Manufacturing and Product Design
Public Services
2010 Onwards
Retail Business
Sport and Active Leisure
Travel and Tourism
Humanities and Social Sciences 2011
Onward
Languages and International Communication
Science
Source : www.dcsf.gov.uk

Functional Skills
“Functional skills are practical skills
in English, information and
communication technology (ICT)
and mathematics, that allow
individuals to work confidently,
effectively and independently in
life.”
OCR

Functional Skills
 Key Element To Reform - Key To Success
 Core Emphasis On English, Maths And ICT
Develop Skills For Employment
- Team working
- Communication
- Presentation
- Problem solving

Foundation Learning Tier
Supports Learners Aged 14 And Over Who
Are Working Below Level 2
Raise Learners – Participation, Achievement
& Progression
Combinations Of Qualifications At Entry
Level And Level 1 – Personalised Learning
Enable progression pathways to higher level
qualifications.

Foundation Learning Tier

REFORM – 14-19 Routes

14-19 Reform Implications

Local Authorities Responsible for Under 19s
In Education Or Training

Training & Structures

Timetables & Funding

Communication Barriers Between
Employers, Institutes And Colleges

Teachers With Increased Workload

Will There Be Enough Places On
Apprenticeships – Current Global Climate

More Choices – More Problems

Conclusion
 More Educated As A Population
 More Choices For Students
Teachers/Schools/Employers Will Need To
Adapt To New Changes For Reform To Work
Will Targets Be Met?

References
14-19 Reform
http://www.dcsf.gov.uk/14-19/
14-19 Diplomas
http://yp.direct.gov.uk/diplomas/
Diplomas And Life Changes
http://www.qca.org.uk/qca_10325.aspx
Functional Skills
http://www.qca.org.uk/qca_6062.aspx
Foundation Learning Tier
http://www.qca.org.uk/qca_8153.aspx