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Implications of the changes to the 14 19 curriculum

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implication of changes to national curriculam

implication of changes to national curriculam

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  • 1. Khalid Khan Implications of the changes to the 14-19 curriculum
  • 2. Introduction
    • Reasons for Reform
    • Reform aims
    • Key Changes
    • Positive Implications
    • Negative Implications
    • Conclusion
    • References
    • Questions And Answers
  • 3. Reasons For Reform
    • Technological and Global economic changes
    • Education needs to be relevant to business and industry needs
    • Encourage students to be more creative and innovative in Engineering , Science, Technology and mathematics
    • 17% of 18 year olds are NEET (Not in Education, Employment or Training)
    • To allow students greater choice of career paths and help reach learners full potential
  • 4. Reform aims
    • 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
    • To give young people the knowledge and skills that employers and the economy need to prosper in the 21st century
  • 5. Reform aims
    • To close the achievement gap so that all have an equal opportunity to succeed, irrespective of gender, race, disability or background“
    • DCSF
    • 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.
  • 6. Key Changes
    • Increase school leaving age
    • 2013 – 17 year old
    • 2015 – 18 year old
    • Diplomas- (17 subjects)
    • 3 Levels, (Foundation, Higher, Advanced)
    • Expanding Apprenticeship Opportunities
    • New Functional skills Qualification in Eng, Maths, ICT and Personal learning and thinking skills (PLTS)
    • Foundation Tier Learning
    • Amendment of GCSE’s and A Levels
  • 7. GCSE’s and A Levels
    • Updated and improved subject Content
    • Controlled Assessments replace coursework
    • A Levels stretching and challenging
    • New A* Grade to recognise high achievers
    • Introducing the Extended Project
  • 8. Diploma
    • Foundation = 5 GCSE’s grades D-G
    • Higher = 7 GCSE’s grades A*-C
    • Advanced = 3 and a half A levels
  • 9. Diploma subjects
    • Business, Administration and Finance
    • Construction and the Built Environment
    • Creative and Media
    • Engineering
    • Environmental and Land-based Studies
    • Hair and Beauty Studies
    • Hospitality
    • Information Technology
    • Manufacturing and Product Design
    • Public Services
    • Retail Business
    • Society, Health and Development
    • Sport and Active Leisure
    • Travel and Tourism
    • Future Diploma subjects
  • 10. Apprenticeships
    • Apprenticeships combine paid work with on the job training, qualifications and career progression
    • From 2013 all suitably qualified young people will be entitled to and apprenticeship place
    • 2020 over 250,000 apprenticeships start
  • 11. Foundation Learning
    • National suite of learning for 14-19 year olds at entry level and level one.
    • Learners and practitioners negotiate and agree to a individual learning programme
    • Learning programmes integrate vocational/subjects learning, personal and social development and functional skills
  • 12.  
  • 13. Positive Implications
    • Students will study longer, therefore increasing numbers
    • Opportunities to forge strong links with partnerships and employers
    • Greater choice of employability as functional skills and personal learning and thinking skills (PLTS) are key to employer needs .
  • 14. Positive Implications (Cont)
    • Greater opportunities for less academic and disadvantaged students to achieve a relevant qualification and succeed
    • Greater demand for teachers and career opportunities
    • Teachers work becomes more varied and can make big difference to student achievements
  • 15. Possible Negative Implications
    • High reliance on partnerships to work in harmony for reforms to succeed
    • Potential shortfall in apprenticeship vacancies
    • University Admissions policies will need to be reviewed
    • Increased workload for Teachers and more effective management will be required.
  • 16. Conclusion
    • Traditional routes of learning co exist with new reforms which give opportunities for all students to succeed
    • Reforms enhance learning and progression to FE and employment for all 16-19 year olds
    • Positive steps to reduce NEET numbers and minimise waste of youth potential
    • Goals and aims can be achieved if funding and partnerships work in close collaboration
  • 17. References
    • http://www.dcsf.gov.uk/14-19/index
    • http://wwwteachernet.gov.uk/14-19
    • http://www.1419reforms.co.uk/videoaspx
    • http://www.qcda.gov.uk/qualifications/foundationlearning /
  • 18. Thank You For Listening
    • Any questions or comments?

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