Implications of the changes to the 14 19 curriculum

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  • 1. Implications of the changes to the 14-19 Curriculum By Ben Simkins Candidate for the ICT SKE Keele University
  • 2. Aims and Objectives
    • To present an overview of the changes to the 14-19 Curriculum
    • To look at rapid recent developments
    • Understand where the changes affect/impact on
    • -Qualifications
    • -Teaching staff
    • -Young people
  • 3. The Changes
    • New types of qualifications – The Diploma
    • Changes to GCSE’s and A levels and Apprenticeships
    • Extended Projects
    • Introduction of Functional Skills
    • Development of delivery through collaboration (e.g. Diploma Consortia)
    • The raising of the participation age (RPA)
    • Foundation Learning Tier (Personalised Education)
  • 4. The Diploma From 2013, 14-16 year olds will have entitlement to pursue any of first 14 lines of learning and 16-19 year olds to all 17
    • The diploma is a new kind of qualification that blends general and applied learning for learners aged 14-19.
    • The Diploma allows students to experience different ways of learning. As well as learning in the classroom, they would be involve din learning in different environments (e.g school, college and workplace)
    • The diploma is designed to provide young people with a qualification that they can use to stay in learning.
    • The Diploma aims to motivate people through applied learning that is relevant to broad sectors of the economy and to develop employability.
    • The Diploma aims to promote and support progression into employment, training and HE
    • Available in:
    • 2008: ICT, Creative and Media,
    • Construction and
    • The Built Environment, Engineering
    • Society Health and Development
    • 2009: Business, Administration and Finance
    • Environmental and Land-Based Studies,
    • Hospitality, Manufacturing and Product
    • Design
    • 2010: Public Services, Retail Business, Sport
    • and Active Leisure, Travel and Tourism
    • 2011: Humanities, Languages and Science
  • 5. GCES’s and A levels
    • Reduction in coursework and more controlled assessments
    • Applied GCSE’s
    • Functional skills in ICT, Maths and English
    • Examinations with a broad range of question styles
    • The A* grade
    • “ More Challenging and Stimulating”
    • Fewer units (6 to 4) meaning less of an exam burden
    • Less focus on knowledge and understanding more on thinking and problem solving
    • Opportunity to do an Extended Project
  • 6. Foundation Learning Tier
    • Aimed at young people 14-19
    • Suitable for Entry level to Level 1
    • Initial assessment of learner needs is integral leading to..
    • A personalised learning plan
  • 7. Implications for young people
    • More choice
    • Diploma’s / Applied GCSE’s
    • A focus through Personal Learning and Thinking Skills
    • A route for young people at Entry level – level 1 to achieve
    • Currency of the Diploma
  • 8. Implications for teaching staff
    • ICT teachers contributing to courses other than ICT through Functional Skills
    • Imbed ICT in the learning process
    • Uncertainty – Change of Government
    • “School ICT lessons a “turn off”, says Royal Society”
  • 9. Hold on…wait a minute…news just in….
    • A new government and
    • new focus of the 14-19 Reform?
    • -Diploma’s in Science, Humanities and Languages scrapped
    • -Entitlement to Diploma’s to be scrapped?
    • -Academies (Able to set their own curriculum as long as it is balanced)
    • “ A new UK Government took office on 11 May. As a result the content on this site may not reflect current Government policy. All statutory guidance and legislation published on this site continues to reflect the current legal position unless indicated otherwise” – Qualifications and Curriculum Development Agency
  • 10. Conclusion
    • 33% fall in ICT GCSE and ICT A level candidates over 3 years (Royal Society). Will the changes re-engage learners?
    • Acadamies: Opportunity or Threat?
  • 11. References
    • Staffordshire and Stoke-on-Trent Foundation Learning Newsletter Issue Two: April 2010