Implications of the Changes to the 14-19 Curriculum   By Adam Walsh
<ul><li>Technological & Global Economy Changes </li></ul><ul><li>More Demand For Soft Skills & Work Place Competencies Alo...
Aims of Reform <ul><li>By Age 19 – Education system should have provided the education and training required to succeed in...
Strategy <ul><li>2015 – School leavers aged raised to 18 </li></ul><ul><li>Reduce NEET numbers aged 16-18 </li></ul><ul><l...
<ul><li>More options offer a more flexible framework for teachers giving more opportunities to tailor the curriculum for i...
GCSE/A levels <ul><li>Replacing coursework with controlled assessment </li></ul><ul><li>Examination papers with a broad ra...
Diplomas <ul><li>Combines theoretical and Practical Study </li></ul><ul><li>Gain valuable work experience in the workplace...
Diploma Options <ul><li>Business, Administration and Finance  </li></ul><ul><li>Construction and the Built Environment  </...
Functional Skills <ul><li>“ Functional skills are practical skills in English, information and communication technology (I...
Functional Skills?? <ul><li>Key Element To Reform </li></ul><ul><li>Core Emphasis On English, Math's And ICT  </li></ul><u...
<ul><li>The Personal, Learning and Thinking skills framework comprises of 6 groups. </li></ul><ul><li>These Skills togethe...
Foundation Tier Learning   <ul><li>learning for 14 to 19 year old learners working predominantly at entry level or level 1...
 
Reform Implications <ul><li>In England, virtually all young people entering higher education in 2010 will have been assess...
Is Reform a good thing?? <ul><li>Population as a whole will be more educated. </li></ul><ul><li>More options and flexibili...
Will Reform work??
Bibliography <ul><li>http://www.dcsf.gov.uk/14-19/  </li></ul><ul><li>14-19 Reforms </li></ul><ul><li>http://yp.direct.gov...
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Implications Of The Changes To The 14 19 Curriculum New

  1. 1. Implications of the Changes to the 14-19 Curriculum By Adam Walsh
  2. 2. <ul><li>Technological & Global Economy Changes </li></ul><ul><li>More Demand For Soft Skills & Work Place Competencies Alongside Academic & Technical Skills For 21 st Century </li></ul><ul><li>Help Young People Reach Their Full Potential </li></ul><ul><li>To close the achievement gap, irrespective of race, gender, disability or background </li></ul>Why Reform ??
  3. 3. Aims of Reform <ul><li>By Age 19 – Education system should have provided the education and training required to succeed in chosen career. </li></ul><ul><li>Teach young students the skills and knowledge so they and the economy can prosper. </li></ul><ul><li>Enable more students to achieve level 2/3 to help them obtain and hold onto jobs in the future. </li></ul><ul><li>Target (2020) – 90% of students achieving level 2 </li></ul><ul><li>70% Achieving level 3 </li></ul>
  4. 4. Strategy <ul><li>2015 – School leavers aged raised to 18 </li></ul><ul><li>Reduce NEET numbers aged 16-18 </li></ul><ul><li>Students offered choice at ages 14 and 16 </li></ul><ul><li>2013 – New Diplomas available in 17 subjects </li></ul><ul><li>Apprenticeships – Expanding </li></ul><ul><li>Functional Skills – ICT, Maths, and English </li></ul><ul><li>Personal Learning and Thinking Skills </li></ul><ul><li>More Responsibility with local authorities </li></ul>
  5. 5. <ul><li>More options offer a more flexible framework for teachers giving more opportunities to tailor the curriculum for individual students. </li></ul><ul><li>GCSE/A Levels </li></ul><ul><li>Diplomas </li></ul><ul><li>Foundation Tier Learning </li></ul><ul><li>Apprenticeships </li></ul>Options
  6. 6. GCSE/A levels <ul><li>Replacing coursework with controlled assessment </li></ul><ul><li>Examination papers with a broad range of questions – allowing all students to demonstrate their knowledge. </li></ul><ul><li>Incorporating functional skills into English, maths and ICT to ensure students have skills that employers require. </li></ul><ul><li>Increased level of questions involving problem solving, and less emphasis on factual knowledge. </li></ul><ul><li>Better preparation for academic environment in Higher Education </li></ul>
  7. 7. Diplomas <ul><li>Combines theoretical and Practical Study </li></ul><ul><li>Gain valuable work experience in the workplace </li></ul><ul><li>Flexibility and opportunity to pursue interests. </li></ul><ul><li>Gain an insight in what work is like in particular area without committing future to it. </li></ul><ul><li>Diplomas to cover 17 subjects and to become available from 2011 </li></ul>
  8. 8. Diploma Options <ul><li>Business, Administration and Finance </li></ul><ul><li>Construction and the Built Environment </li></ul><ul><li>Creative and Media </li></ul><ul><li>Engineering </li></ul><ul><li>Environmental and Land-based Studies </li></ul><ul><li>Hair and Beauty Studies </li></ul><ul><li>Hospitality </li></ul><ul><li>Information Technology </li></ul><ul><li>Manufacturing and Product Design </li></ul><ul><li>Public Services </li></ul><ul><li>Retail Business </li></ul><ul><li>Society, Health and Development </li></ul><ul><li>Sport and Active Leisure </li></ul><ul><li>Travel and Tourism </li></ul><ul><li>Future Diploma subjects </li></ul>
  9. 9. Functional Skills <ul><li>“ 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.” </li></ul><ul><li>OCR </li></ul>
  10. 10. Functional Skills?? <ul><li>Key Element To Reform </li></ul><ul><li>Core Emphasis On English, Math's And ICT </li></ul><ul><li>Develop Skills essential For Employment </li></ul><ul><li>Team working </li></ul><ul><li>Communication </li></ul><ul><li>Presentation </li></ul><ul><li>Problem solving </li></ul>
  11. 11. <ul><li>The Personal, Learning and Thinking skills framework comprises of 6 groups. </li></ul><ul><li>These Skills together with functional skills are essential to life, learning and work. </li></ul><ul><li>The new curriculum aims to give students the opportunity to gain these skills. </li></ul>Personal, Learning and Thinking Skills (PLTS)
  12. 12. Foundation Tier Learning <ul><li>learning for 14 to 19 year old learners working predominantly at entry level or level 1. </li></ul><ul><li>Learning programmes integrate vocational/subject learning, personal and social development, and functional skills. </li></ul><ul><li>Raise learners – Participation, achievement and progression </li></ul><ul><li>Enables many different routes to higher education </li></ul>
  13. 14. Reform Implications <ul><li>In England, virtually all young people entering higher education in 2010 will have been assessed in different ways from previous cohorts, whether they are entering higher education with A-levels or with another qualification </li></ul><ul><li>Changes to the 14–19 curriculum and qualifications will mean a review of university admissions policies an entry requirements for all programmes </li></ul><ul><li>Increased workload for teachers. </li></ul><ul><li>Will there be enough places for apprenticeships because of the recession </li></ul><ul><li>Engaging Employers to offer apprenticeships. </li></ul><ul><li>Communication barriers between schools, colleges and universities. </li></ul><ul><li>More choices may create more problems? </li></ul>
  14. 15. Is Reform a good thing?? <ul><li>Population as a whole will be more educated. </li></ul><ul><li>More options and flexibility for students </li></ul><ul><li>The education system and employers will need to adapt for system to work. </li></ul><ul><li>More teaching options available for teachers </li></ul><ul><li>Are new policies a knee jerk reaction to falling credibility of the English secondary education system?? </li></ul>
  15. 16. Will Reform work??
  16. 17. Bibliography <ul><li>http://www.dcsf.gov.uk/14-19/ </li></ul><ul><li>14-19 Reforms </li></ul><ul><li>http://yp.direct.gov.uk/diplomas/ </li></ul><ul><li>Diploma Website </li></ul><ul><li>http://www.qca.org.uk/qca_6062.aspx </li></ul><ul><li>Functional Skills Website </li></ul><ul><li>http://www.qca.org.uk/qca_8153.aspx </li></ul><ul><li>Foundation Tier Learning </li></ul><ul><li>http://curriculum.qca.org.uk/key-stages-3-and-4/skills/plts/index.aspx </li></ul><ul><li>Personal, Learning and Thinking skills </li></ul><ul><li>http://www.universitiesuk.ac.uk/Newsroom/Media-Releases/Pages/14-19UUKreport.aspx </li></ul><ul><li>Implications for University Admissions </li></ul><ul><li>Images and backgrounds were copied using www.Google.co.uk </li></ul>
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