Your SlideShare is downloading. ×
0
14   19  Reform Presentation
14   19  Reform Presentation
14   19  Reform Presentation
14   19  Reform Presentation
14   19  Reform Presentation
14   19  Reform Presentation
14   19  Reform Presentation
14   19  Reform Presentation
14   19  Reform Presentation
14   19  Reform Presentation
14   19  Reform Presentation
14   19  Reform Presentation
14   19  Reform Presentation
14   19  Reform Presentation
14   19  Reform Presentation
14   19  Reform Presentation
14   19  Reform Presentation
14   19  Reform Presentation
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

14 19 Reform Presentation

463

Published on

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
463
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
16
Comments
0
Likes
0
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. 14 – 19 Reforms Friday, January 15, 2010 14-19 Reform
  • 2.
    • The aims of this session are :
    • 1. to develop an awareness of the changes in the 14-19 curricula; 
    • 2. to have a knowledge and understanding of the scope and range of 14-19 diplomas available to young people and the skills necessary to contribute to diploma learning; 
    • 3. to develop awareness of Careers Education and Information Advice and Guidance (IAG).
    •  
    Friday, January 15, 2010 14-19 Reform
  • 3. Why Reform?
    • The Nuffield Review (2009)
    • Education for All: The future of education and training for 14-19 year olds
    • The Leitch Report (2006)
    • L ong term skills needs
    • Educational Reform Act (1988)
    • NC @ KS 1- 4
    Friday, January 15, 2010 14-19 Reform
  • 4.
    • The Key Question
        • What counts as an educated
    • 19 year old in this day and age?
  • 5. Friday, January 15, 2010 14-19 Reform
    • Values shape all that we do and decide, not least in education. The values we hold affect our opinions – and ultimately our decisions on such questions as:
    • Whether or not to select by ability,
    • Whether to make the arts compulsory or optional in the 14-19 curriculum,
    • Whether to build on or to ignore the experiences young people bring into school,
    • Whether to reward academic achievement rather than practical capability,
    • Whether to encourage young people to progress to higher education rather than to sign up for apprenticeships.
  • 6.
    • The Review, therefore, argued for an understanding of education for all which would provide:
    • the knowledge and understanding required for the ‘intelligent management of life’
    • competence to make decisions about the future in the light of changing economic and social conditions;
    • practical capability – including preparation for employment;
    • moral seriousness with which to shape future choices and relationships;
    • a sense of responsibility for the community.
    Friday, January 15, 2010 14-19 Reform
  • 7.
    • Leitch - recommends that the UK commits to a compelling new vision - to become a world leader in skills by 2020. By this date:
    • • 95% of working age adults should have basic skills in both functional literacy and numeracy, rising from 85% and 79% respectively in 2005;
    • • More than 90% of adults should be skilled to GCSE level or to vocational equivalents (at least level 2), rising from 69% in 2005;
    • • The number of apprentices in the UK to be boosted to 500,000 each year,
    • Double the current number, with improved quantity, quality and esteem for intermediate skills;
    • • More than 40% of adults to be skilled to graduate level and above, up from 29% in 2005.
  • 8.
    • 14 – 19 Reform
    • The Diploma: new, in both what students will learn, but also how they will learn.
    • Functional Skills and Personal, Learning and Thinking Skills: to ensure that students can apply their knowledge in English, |Maths and ICT, together with opportunities to develop skills for life such as teamwork, communication and presentations. Updating and modernising GCSEs, to incorporate employability skills. GCSEs in English, maths and ICT to have Functional Skills and Personal, Learning and Thinking Skills built into them. Strengthening A levels, to ensure that students are stretched and challenged. Adding an A* grade, to recognise exceptional performance.
    Friday, January 15, 2010 14-19 Reform
  • 9.
    • Increasing the number of Apprenticeships, and the number of sectors in which they’ll be available. Apprenticeships will be one of four main routes through to learning at 18. Raising the participation age: by 2013, everyone will stay on in learning or training, to age 17, and to age 18 by 2015. Extended project: a new, free-standing qualification, equivalent to half an A level, which allows students to pursue an area of special interest to them, through independent research and learning. Foundation Learning Tier: additional support for students who are not yet ready for Level 2 qualifications). The Foundation Learning Tier establishes a learning framework which will allow students to progress towards Level 2.
    Friday, January 15, 2010 14-19 Reform
  • 10. New pathways CONSIDER OPTIONS 17 GCSE Foundation Learning Tier Apprenticeship Foundation or Higher Diploma Foundation Learning Tier Foundation, Higher or Advanced Diploma GCSE / A-Level Employment with training CONSIDER OPTIONS 16 CONSIDER OPTIONS 14 Further education Higher education Employment Employment with training Apprenticeship post 18 CONSIDER OPTIONS 18
  • 11. The Diploma Phase 1 – 2008 Phase 2 - 2009 Phase 3 - 2010 Phase 4 - 2011
    • Construction and the Built Environment
    • Creative and Media
    • Engineering
    • IT
    • Society, Health and Development
    • Business, Administration and Finance
    • Environmental and Land-based Studies
    • Hair and Beauty Studies
    • Hospitality
    • Manufacturing and Product Design
    • Public Services
    • Retail Business
    • Sport and Active Leisure
    • Travel and Tourism
    • Humanities and Social Sciences
    • Languages and International Communication
    • Science
  • 12.
    • The Diploma and its Pedagogy
    • rich and varied learning environments that engage learners in authentic tasks
    • different ways of learning, including ‘learning by doing’, use of new technologies and collaborative, problem-based approaches, that meet affective as well as cognitive needs;
    • playing a central role in planning and reviewing their own learning to meet their interests and needs;
    • interactions with a variety of others, particularly those with experience of working in relevant sectors or contexts;
    • assessment for learning and development of meta-cognitive capabilities, such as reflection, that promote deeper learning and the making of connections
    Friday, January 15, 2010 14-19 Reform
  • 13. Friday, January 15, 2010 14-19 Reform
    • Collaborative Learning
    • Schools and colleges should work together to offer a comprehensive range of learning pathways from age 14
    • 14-19 Partnerships, led by the local authorities, are required to set out their strategy and development plans
    • Diploma delivery - Consortium
  • 14. Delivery Model School 1 School 2 School 3 College A College B Employer 1 Employer 2 Work Based Learning Provider HE
  • 15.
    • Diploma Enrichment Project: 10/05/10 – 09/06/10
    • The experience will enable trainee teachers to contribute to teaching at level 2 or above of the Diploma line(s). In particular, you will acquire:
      • Experience of assessing work related learning;
      • Experience of teaching in a work-related environment or simulated environment;
      • Understanding of the nature and extent of the collaboration necessary for effective 14-19 Diploma delivery, and have demonstrated high level communication skills in a collaborative environment;
      • Ability to relate school-based learning to real life experience within relevant industrial/commercial sector.
  • 16. Information Technology Creative And Media Business, Administration and Finance Diploma Experience
  • 17. Diploma Enrichment Project Contact:
    • [email_address]
    • Louise Quinn
    • 14-19 Co-odinator
  • 18. Friday, January 15, 2010 14-19 Reform Useful Websites 14 – 19 Curricula http://www.dcsf.gov.uk/14-19 http://www.qcda.gov.uk/20891.aspx http://www.teachernet.gov.uk/teachingandlearning/14to19/ http://yp.direct.gov.uk/diplomas www.direct.gov.uk/14-19prospectus Functional skills training online at: http://www.edexcel.com/quals/func-skills/Pages/training.aspx

×