Implications of the changes to the 14 19 curriculum


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Implications of the changes to the 14 19 curriculum

  1. 1. Khalid Khan Implications of the changes to the 14-19 curriculum
  2. 2. Introduction <ul><li>Reasons for Reform </li></ul><ul><li>Reform aims </li></ul><ul><li>Key Changes </li></ul><ul><li>Positive Implications </li></ul><ul><li>Negative Implications </li></ul><ul><li>Conclusion </li></ul><ul><li>References </li></ul><ul><li>Questions And Answers </li></ul>
  3. 3. Reasons For Reform <ul><li>Technological and Global economic changes </li></ul><ul><li>Education needs to be relevant to business and industry needs </li></ul><ul><li>Encourage students to be more creative and innovative in Engineering , Science, Technology and mathematics </li></ul><ul><li>17% of 18 year olds are NEET (Not in Education, Employment or Training) </li></ul><ul><li>To allow students greater choice of career paths and help reach learners full potential </li></ul>
  4. 4. Reform aims <ul><li>To ensure that all young people participate until at least their 18th birthday – in education and training that stretches and challenges them to achieve their potential and go on to further or higher education or skilled employment </li></ul><ul><li>To give young people the knowledge and skills that employers and the economy need to prosper in the 21st century </li></ul>
  5. 5. Reform aims <ul><li>To close the achievement gap so that all have an equal opportunity to succeed, irrespective of gender, race, disability or background“ </li></ul><ul><li>DCSF </li></ul><ul><li>By 2020 for 90% of young people to achieve Level 2 (5 A* to C GCSEs equivalent) by the age of 19,and 75% to achieve level 3 qualifications. </li></ul>
  6. 6. Key Changes <ul><li>Increase school leaving age </li></ul><ul><li>2013 – 17 year old </li></ul><ul><li>2015 – 18 year old </li></ul><ul><li>Diplomas- (17 subjects) </li></ul><ul><li> 3 Levels, (Foundation, Higher, Advanced) </li></ul><ul><li>Expanding Apprenticeship Opportunities </li></ul><ul><li>New Functional skills Qualification in Eng, Maths, ICT and Personal learning and thinking skills (PLTS) </li></ul><ul><li>Foundation Tier Learning </li></ul><ul><li>Amendment of GCSE’s and A Levels </li></ul>
  7. 7. GCSE’s and A Levels <ul><li>Updated and improved subject Content </li></ul><ul><li>Controlled Assessments replace coursework </li></ul><ul><li>A Levels stretching and challenging </li></ul><ul><li>New A* Grade to recognise high achievers </li></ul><ul><li>Introducing the Extended Project </li></ul>
  8. 8. Diploma <ul><li>Foundation = 5 GCSE’s grades D-G </li></ul><ul><li>Higher = 7 GCSE’s grades A*-C </li></ul><ul><li>Advanced = 3 and a half A levels </li></ul>
  9. 9. Diploma subjects <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>
  10. 10. Apprenticeships <ul><li>Apprenticeships combine paid work with on the job training, qualifications and career progression </li></ul><ul><li>From 2013 all suitably qualified young people will be entitled to and apprenticeship place </li></ul><ul><li>2020 over 250,000 apprenticeships start </li></ul>
  11. 11. Foundation Learning <ul><li>National suite of learning for 14-19 year olds at entry level and level one. </li></ul><ul><li>Learners and practitioners negotiate and agree to a individual learning programme </li></ul><ul><li>Learning programmes integrate vocational/subjects learning, personal and social development and functional skills </li></ul>
  12. 13. Positive Implications <ul><li>Students will study longer, therefore increasing numbers </li></ul><ul><li>Opportunities to forge strong links with partnerships and employers </li></ul><ul><li>Greater choice of employability as functional skills and personal learning and thinking skills (PLTS) are key to employer needs . </li></ul>
  13. 14. Positive Implications (Cont) <ul><li>Greater opportunities for less academic and disadvantaged students to achieve a relevant qualification and succeed </li></ul><ul><li>Greater demand for teachers and career opportunities </li></ul><ul><li>Teachers work becomes more varied and can make big difference to student achievements </li></ul>
  14. 15. Possible Negative Implications <ul><li>High reliance on partnerships to work in harmony for reforms to succeed </li></ul><ul><li>Potential shortfall in apprenticeship vacancies </li></ul><ul><li>University Admissions policies will need to be reviewed </li></ul><ul><li>Increased workload for Teachers and more effective management will be required. </li></ul>
  15. 16. Conclusion <ul><li>Traditional routes of learning co exist with new reforms which give opportunities for all students to succeed </li></ul><ul><li>Reforms enhance learning and progression to FE and employment for all 16-19 year olds </li></ul><ul><li>Positive steps to reduce NEET numbers and minimise waste of youth potential </li></ul><ul><li>Goals and aims can be achieved if funding and partnerships work in close collaboration </li></ul>
  16. 17. References <ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li> / </li></ul>
  17. 18. Thank You For Listening <ul><li>Any questions or comments? </li></ul>