Agenda Rationale Structural Changes The New Programmes Implications Summary

Rationale

Structural Changes

The New Programmes

Implications

Summary

Rationale Largest change to education in 30 years New emphasis on practical, life and social skills Technological change Quality learning pathway for all Holistic provision of support services Drive to increase participation – tackling NEET Goal = 90% to achieve L2 (5 >C GCSE) by 2020

Largest change to education in 30 years

New emphasis on practical, life and social skills

Technological change

Quality learning pathway for all

Holistic provision of support services

Drive to increase participation – tackling NEET

Goal = 90% to achieve L2 (5 >C GCSE) by 2020

Structural Changes Raising the leaving age to 18 by 2015 Revised Pathways and Qualifications Diplomas Reform of GCSE and A Levels Extended project for Diploma & A Level Students Improvement to Apprenticeships Foundation Learning Tier New functional skills and personal learning Tailored learning programmes Moves responsibility to local authority

Raising the leaving age to 18 by 2015

Revised Pathways and Qualifications

Diplomas

Reform of GCSE and A Levels

Extended project for Diploma & A Level Students

Improvement to Apprenticeships

Foundation Learning Tier

New functional skills and personal learning

Tailored learning programmes

Moves responsibility to local authority

The New Programmes Source: www.qca.org.uk

Diplomas Most profound change Vocational emphasis Common Maths, English & ICT components 10 days work experience Foundation (5 x GCSE D-G) Higher (7 x GCSE A*-C) Advanced (3.5 A Levels) Extended version 2011

Most profound change

Vocational emphasis

Common Maths, English & ICT components

10 days work experience

Foundation (5 x GCSE D-G)

Higher (7 x GCSE A*-C)

Advanced (3.5 A Levels)

Extended version 2011

Implications Major change for Local Authorities New structures and processes Training Demanding timetable Strong potential for improving service delivery and relationships with other agencies Balancing provision & feasibility Employer engagement Apprenticeships – public sector must play its part!

Major change for Local Authorities

New structures and processes

Training

Demanding timetable

Strong potential for improving service delivery and relationships with other agencies

Balancing provision & feasibility

Employer engagement

Apprenticeships – public sector must play its part!

Implications New scope for teachers and institutions Innovative teaching School ethos (what is our vision?) Better inter-subject connection means need for strong communication across departments The 'coherent learning environment' New courses, new ways of thinking, assessing & supporting Diploma = entirely new course structure

New scope for teachers and institutions

Innovative teaching

School ethos (what is our vision?)

Better inter-subject connection means need for strong communication across departments

The 'coherent learning environment'

New courses, new ways of thinking, assessing & supporting

Diploma = entirely new course structure

Implications Personalised learning IAG/ Pastoral role Choice means flexibility which in turn demands Coherent strategy Planning Resources Training (professional development) Measurement strategies, processes and tools Performance management & assessment

Personalised learning

IAG/ Pastoral role

Choice means flexibility which in turn demands

Coherent strategy

Planning

Resources

Training (professional development)

Measurement strategies, processes and tools

Performance management & assessment

Summary Complete overhaul Modernisation (see videos) Opportunity to track technological change Societal change Chance for wider engagement/retention Risk and change management Providing industry with what it wants but at the determent of 'pure' academia?

Complete overhaul

Modernisation (see videos)

Opportunity to track technological change

Societal change

Chance for wider engagement/retention

Risk and change management

Providing industry with what it wants but at the determent of 'pure' academia?

Questions? Sources Department for Children, Schools and Families www.dcsf.gov.uk Sector Skills Council for Business and Information Technology ( E-Skills) www.e-skills.com Qualifications and Curriculum Authority www.qca.org.uk Learning and Skills Council www.lsc.gov.uk AQA www.aqa.org.uk National Union of Teachers www.teachers.org.uk

Sources

Department for Children, Schools and Families

www.dcsf.gov.uk

Sector Skills Council for Business and Information Technology ( E-Skills)

www.e-skills.com

Qualifications and Curriculum Authority

www.qca.org.uk

Learning and Skills Council

www.lsc.gov.uk

AQA

www.aqa.org.uk

National Union of Teachers

www.teachers.org.uk