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Implications of the changes to the 14 19 curriculum
Implications of the changes to the 14 19 curriculum
Implications of the changes to the 14 19 curriculum
Implications of the changes to the 14 19 curriculum
Implications of the changes to the 14 19 curriculum
Implications of the changes to the 14 19 curriculum
Implications of the changes to the 14 19 curriculum
Implications of the changes to the 14 19 curriculum
Implications of the changes to the 14 19 curriculum
Implications of the changes to the 14 19 curriculum
Implications of the changes to the 14 19 curriculum
Implications of the changes to the 14 19 curriculum
Implications of the changes to the 14 19 curriculum
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Implications of the changes to the 14 19 curriculum

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  • A level Point 3: Not thinking for themselves and problem solving ‘ To be more interesting to students’ -To improve motivation
  • Point 1: 60% controlled assessments for more Subject Specific Skills such as P.E, Music, Drama and Art Point 2: Allow all students to demonstrate in their own way what they know and understand Point 3: For English, Maths and ICT from September 2010
  • Point3: ‘stretch and challenge’: A broad range of question types, Wide range of skills is assessed Extended writing so students can further demonstrate their knowledge and understanding
  • Also Apprenticeships but they have been around since 1996/97, merely improvements to the availability of the Apprenticeship.
  • Entry - Entry level certificates - English for Speakers of Other Languages (ESOL) -basic knowledge and skills - Skills for Life -ability to apply learning in everyday situations- not geared towards specific occupations - Functional Skills at entry level (English, Math's and ICT) 1 - GCSEs grades D-G - BTEC Introductory Diplomas and Certificates -basic knowledge and skills - OCR Nationals- Key Skills level 1 -ability to apply learning with guidance or supervision - NVQs at level 1- Skills for Life -may be linked to job competence 2 - GCSEs grades A*-C - BTEC First Diplomas and Certificates -good knowledge and understanding of a subject -OCR Nationals -ability to perform variety of tasks with some guidance or supervision - Key Skills level 2 -appropriate for many job roles - NVQs at level 2 - Skills for Life
  • The Picture Summary: From 2015 students aged 14 choose their own options of their GCSEs or Diploma and organise their method of learning if on foundation learning. At 16 the students choose again to continue further with their diploma, retake GCSEs or take A-levels, continue with Foundation Learning, take an Apprenticeship or head straight into employment with training. At 17 they have opportunity to rethink and decide to continue with education i.e. AS and A2 levels. Also change paths because they may have taken a one year course. At 18 they can either continue to further education (university), join higher education (college), Post 18 Apprenticeship and enter employment.
  • Point 3: Key aim is the aims that have been mentioned and discussed throughout the presentation and information been found.
  • Transcript

    • 1. Implications of the Changes to the 14-19 Curriculum By Liam Rowley
    • 2. Contents <ul><li>The Aims </li></ul><ul><ul><li>Why Reform? </li></ul></ul><ul><li>Course Changes </li></ul><ul><ul><li>Why make them? </li></ul></ul><ul><ul><ul><li>GCSE </li></ul></ul></ul><ul><ul><ul><li>A-Level </li></ul></ul></ul><ul><ul><ul><li>Apprenticeships </li></ul></ul></ul><ul><li>Course Additions </li></ul><ul><ul><li>Why introduce them? </li></ul></ul><ul><ul><ul><li>Diploma </li></ul></ul></ul><ul><ul><ul><li>Foundation Learning </li></ul></ul></ul>
    • 3. The Aims <ul><li>The Reform aims to the 14-19 curriculum: </li></ul><ul><li>To gain full potential from all students in education </li></ul><ul><ul><li>Changes to GCSE’s, A levels and additional courses </li></ul></ul><ul><li>Encourage to stay in education to increase the chance of gaining a more suitable job </li></ul>
    • 4. Why make course changes? <ul><li>Ongoing changes since 2008: </li></ul><ul><li>GCSE </li></ul><ul><ul><li>Enable assessment to encourage good teaching and learning. </li></ul></ul><ul><li>A-Level </li></ul><ul><ul><li>Making it easier for universities identify their potential </li></ul></ul><ul><ul><li>Number of exams place a burden on students </li></ul></ul><ul><ul><li>Assessment is too much on facts, in some subjects </li></ul></ul><ul><li>To be more interesting to students </li></ul>
    • 5. Changes to Courses GCSE’s <ul><li>Replace Coursework with Controlled Assessment </li></ul><ul><li>Exam questions have a more broader way of asking for subject knowledge </li></ul><ul><li>Involving ‘Functional Skills’ </li></ul>
    • 6. Changes to Courses A-Levels <ul><li>New A* Grade </li></ul><ul><li>Most subject units will be reduced from 6 to 4 units </li></ul><ul><li>‘Stretch and Challenge’ at A2 </li></ul>
    • 7. Changes to Courses Apprenticeships <ul><li>From 2013, entitlement to an Apprenticeship place for all suitably qualified </li></ul><ul><li>By 2020, over 250,000 Apprenticeship start </li></ul>
    • 8. Course Additions <ul><li>What&apos;s being introduced? </li></ul><ul><ul><li>The Diploma </li></ul></ul><ul><ul><li>Foundation Learning </li></ul></ul><ul><li>Why add them? </li></ul><ul><ul><li>Wider choice of courses for the student </li></ul></ul><ul><ul><li>More emphasis on learning ‘useful’ skills </li></ul></ul>
    • 9. Course Additions The Diploma <ul><li>Diploma has been introduced to some since 2008 </li></ul><ul><li>Planning to ensure by 2013 there will be access to all 17 diplomas to all students </li></ul><ul><ul><li>From 2009 </li></ul></ul><ul><ul><ul><li>Business Administration and Finance </li></ul></ul></ul><ul><ul><ul><li>Construction and the Built Environment </li></ul></ul></ul><ul><ul><ul><li>Creative and Media </li></ul></ul></ul><ul><ul><ul><li>Engineering </li></ul></ul></ul><ul><ul><ul><li>Environmental and Land Based Studies </li></ul></ul></ul><ul><ul><ul><li>Hair and Beauty </li></ul></ul></ul><ul><ul><ul><li>Hospitality </li></ul></ul></ul><ul><ul><ul><li>Information Technology </li></ul></ul></ul><ul><ul><ul><li>Manufacturing and Product Design </li></ul></ul></ul><ul><ul><ul><li>Society, Health and Development </li></ul></ul></ul>
    • 10. Course Additions Foundation Learning <ul><li>Not achieving potential </li></ul><ul><li>Mainstream curriculum not appealing </li></ul><ul><li>Currently working at Entry and Level 1 </li></ul><ul><li>Helps students work towards Level 2 (5 GCSEs) </li></ul>
    • 11. How the courses are implemented
    • 12. Summary <ul><li>Course Changes -to gain full potential </li></ul><ul><li>Course Additions -to offer more choice </li></ul><ul><li>Key Aim: </li></ul><ul><ul><li>Provide for the young learner </li></ul></ul><ul><ul><li>To gain maximum individual potential </li></ul></ul>
    • 13. References <ul><li>http://www.direct.gov.uk/en/Parents/Schoolslearninganddevelopment/ExamsTestsAndTheCurriculum/DG_10013915 </li></ul><ul><li>http://www.dcsf.gov.uk/14-19/index.cfm?go=site.home&amp;sid=57&amp;pid=496&amp;lid=581&amp;ctype=None&amp;ptype=Contents </li></ul><ul><li>http://www.dcsf.gov.uk/14-19/index.cfm?go=site.home&amp;sid=3 </li></ul><ul><li>http://www.dcsf.gov.uk/14-19/documents/qualifications_map.JPG </li></ul><ul><li>http://www.qcda.gov.uk/24.aspx </li></ul>

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