Balal  Karim  P O W E R P O I N T  T A S K1
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Balal Karim P O W E R P O I N T T A S K1



'Implications of the Changes to the 14-19 Curriculum’

'Implications of the Changes to the 14-19 Curriculum’



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Balal  Karim  P O W E R P O I N T  T A S K1 Balal Karim P O W E R P O I N T T A S K1 Presentation Transcript

  • ‘Implications of the Changes to the 14-19 Curriculum’
    By Balal Karim
  • Changes to the curriculum
    The Diplomas
    Functional skills
    Positive effects of these changes
    Negative effects of these changes
  • All young people will be required to continue in education or training until they are 18
    By 2013, local authorities need to plan 17 diploma lines in their area
    There are now more vocational courses such as BTEC’s, GNVQ and NVQ and qualifications, that are designed to offer academic and practical skills.
    Functional skills will be incorporated in GCSE English, Maths and in diplomas
    Changes to the curriculum
  • Diploma’s are a new academic qualification that can be done at school or college, it is done over two years.
    Apprenticeship is a vocational course, which lets the apprentice develop skills and gain qualifications on the job. It is designed by employers in the relevant sector
  • “Practical skills in English, Maths and ICT that will enable individuals to operate confidently, effectively and independently in life and at work” (QCA)
    What a diploma consists of
  • The Diploma
    Diploma will include skills of numeracy, literacy and ICT
    “We also have a skills shortage in individual sectors such as the construction industry, ICT and engineering. We are still a long way off understanding what we need, but the diplomas are moving towards these skills shortages”
    (The Guardian)
  • As many children may not have the skills for potential jobs and other vocational qualifications, diplomas are designed to facilitate the needs of the industry. Student gains practical experience through work experience and project
    “There is a recognisable cohart- around 40% of students- whom GCSE’s and key stage four do not suit; they need hands –on-learning to enable them to remain engaged and get into the right careers.”
    (The Telegraph)
    The Diploma
  • These are practical skills in English, information and communication technology (ICT) and mathematics that allow individuals to work confidently, effectively and independently in life.
    Will help raise standards in schools and colleges and improve employment prospects and further learning opportunities for all learners, regardless of age or ability
    Functional skills
  • Employers and universities get reassurance that when learners leave compulsory education they have the English, mathematics and ICT skills they need and can apply these skills to different tasks and problems
  • New system will provide for different learning preferences and will help motivate all young people to participate and achieve
    Offers different ways of learning and enables progression into higher education and skilled employment.
    Positive effects of these changes
  • All young people will study English, Mathematics and ICT, which is needed to succeed in life and employment.
    Good for UK economy, as the workforce will be highly skilled and qualified thus companies will be efficient in productivity. In effect, this will lead to a better standard of life for the individual
    Positive effects of these changes
  • Certain universities do not accept some of the vocational courses
    It can be difficult for some young children to find jobs as the vocational qualifications aren't recognised by employers
    A-levels are more academic driven, whereas as vocational course have created an image that its aimed towards non-academic students
    Negative effects of these changes
  • Thank you for taking time and viewing my presentation
    Any questions?
    Qualification and Curriculum Authority (QCA), New Opportunities,