Implications of the Changes to the 14–19 Curriculum


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Implications of the Changes to the 14 - 19 Curriculum

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Implications of the Changes to the 14–19 Curriculum

  1. 1. Implications of the Changes to the 14 – 19 Curriculum <br />
  2. 2. Why?<br />The new secondary curriculum is being developed to improve the standards of education and to help learners to be prepared for the future. <br /> ‘Inspiring and engaging’<br />Improve knowledge for future employment<br />Ensure assessment supports teaching<br />Flexibility<br />Encourage young people into higher education. <br />Overall it should improve the learning experience and attendance of students. <br />Prepare students for new leaving ages of 17 by 2013 and 18 by 2015.<br />
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  4. 4. All areas must deliver some Foundation learning for 14-19 year olds in 2010. <br />Local authorities must present plans for foundation learning by 2009/10 to 2010/11<br />It is aimed at level 1 students<br />It is helping bridge the gap towards raising of the participation age in 2013<br />It is designed to help progression of students towards level 2 education<br />Personalised learning programmes<br />Qualifications awarded by units to offer students an award for their efforts. <br />Foundation Learning <br />
  5. 5. New Learning Route<br />The Diploma will cover 17 subjects<br />Will be available in area across the country by 2011<br />Functional skills in English, Maths and ICT<br />Work experience (minimum of 10 days)<br />Different levels for all abilities – Higher and Foundation Diplomas<br />Route into Further education <br />What does the Diploma offer?<br />
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  7. 7. What are PTLS?<br />Personal learning and thinking skills framework is set out into six groups together they cover the areas of competence that are most demanded by employers. <br />independent enquirers<br />creative thinkers<br />reflective learners<br />team workers<br />self-managers<br />effective participants<br />They apply to all people aged 11-19<br />
  8. 8. Functional Skills<br />The functional skills will be introduced into the following areas of the curriculum:<br />Diplomas<br />Replace Key skills<br />Apprenticeships<br />Foundation, Learning programmes<br />Part of GCSE English, Maths & ICT <br /> <br />Most of these will be introduced in September 2010<br />
  9. 9. GCSE<br />Replace coursework with controlled assessments<br />Examination questions with broad range of questions<br />Applied and general pathways within subjects<br />Incorporating Functional Skills in GCSES<br />Incorporating languages <br />All subjects have been reviewed and the final subjects of English ICT and Mathematics will be first taught in September 2010<br />
  10. 10. A Level<br />The main changes to A Level are: <br />Most subjects will be reduced to four units instead of six<br />(Excluding Music, Biology, Human Biology, Chemistry, Physics, Electronics, Geology, Mathematics, and the applied A levels.)<br />Introduce a new Idea of ‘stretch and challenge’ to allow students to prepare for higher education<br />Broad range of question types<br />A requirement of extended writing<br />Synoptic assessment<br />Introduction of A* Grade <br />
  11. 11. Apprenticeship <br />In 2008 the National Apprenticeship service was launched you may remember seeing Sir Alan Sugar in an advertising campaign, but the real truth is apprenticeships are becoming a more appealing option than standard education routes, why?<br />The DCSF expects one in five young people to take up apprenticeships over the next decade<br />The aim by 2013 is to have apprenticeship entitlement for all suitably qualified young people<br />The DCSF are encouraging small businesses to take part in offering apprenticeships with a pilot wage subsidy programme<br />
  12. 12. Apprenticeship <br />They are also providing 35,000 apprenticeship places in 2009/2010<br /> The minimum salary is £95 a week<br />In 2009/10 there are 164 young people from Nottingham city and Nottinghamshire on a Young Apprenticeship programme<br />
  13. 13. Conclusion<br />I have spoken to three different teachers who all agree changes in the curriculum are vital.<br />It should improve attendance of students<br />Offer employer recognized qualifications that will suit the needs of both the employers and the learners<br />Improve the flexibility of how the courses are taught<br />Assessments replacing coursework <br />New courses bridging the gaps in education<br />Establish strong routes into further and higher education<br />Will anybody know the true success until full implementation and results are evaluated?<br />
  14. 14. References <br /><br />14 – 19 Reform <br /><br />National Curriculum <br /><br />Guardian Report on National Curriculum<br /><br />Department of Education<br /><br />Apprenticeships<br /><br />Nottingham Apprenticeships<br /><br />Guardian Diplomas <br />