Changes to the 14-19 reform

1. Implications for teaching and learning of the changes to the 14-19 curriculum By Paul Boonham

2. Introduction What is the 14-19 reform? The 14-19 reforms aim to raise the education and skills levels of students by delivering a curriculum which gives them life and social skills, sets stretching and challenging targets, and better prepares them for a fast-changing world. “Our report sets out a clear vision for a unified framework of 14-19 curriculum and qualifications. We want scholarship in subjects to be given room to flourish and we want high quality vocational provision to be available from age 14.” Mike Tomlinson chair of the Working Group for 14–19 Reform.

3. Contents The reasons for the 14-19 reform Aims of the reform The transformation of secondary and post secondary education – The strategy – Key stage 4 – Four routes – Foundation Learning – Apprenticeships – Changes to GCSE’s & A Levels – Diplomas – Functional skills – PLTS Challenges faced Bibliography

5. Ensuring young people achieve specified levels in mathematics, literacy and ICT.

6. Equipping them with the knowledge, skills and attributes.

7. Improving the quality of vocational courses and qualifications.

8. Help universities and employers identify top performers more effectively.

9. Encourage students to be more innovative and creative about their learning.

10. Extending the role of teacher assessment by reducing the number of times learners are examined.

11. Making the 14-19 curriculum and qualifications far less complex.

13. Introduction of new qualifications, Diplomas in 17 subject area at three levels by 2013.

14. Reforming A levels and reviewing and updating GCSEs.

15. New functional skills standards and qualifications in English, mathematics and ICT.

16. Expanding on Apprenticeship opportunities.

17. Supporting learners below level 2 and level 1 through the foundation learning tier.

18. Local authorities have more responsibilities.

19. The reduction of 16-18 year olds who are NEET by 2 percentage points by 2010The goal is, by 2020, for 90% of young people to achieve Level 2 (5 A* to C GCSEs equivalent) by the age of 19, and 70% to achieve level 3 qualifications by that age.

20. The transformation of secondary and post secondary education The new key stage 4 curriculum Key Stage 4 core curriculum: English, maths, science Key Stage 4 foundation subjects: ICT, PE, Citizenship Work-related learning and enterprise– Religious education– Sex, drug, alcohol and tobacco education and careers education An optional course within any or all of these areas –The arts – Design and technology – The humanities – Modern foreign languages

21. The transformation of secondary and post secondary education The four qualification routes Foundation Learning – Providing flexible learning programmes for young people at Entry level and level 1 Apprenticeships – Combine paid work with on-the-job training, qualifications and progression. General Qualifications – GCSEs and A levels. Diplomas – Theory and practical work combined covering 17 subjects.

22. The transformation of secondary and post secondary education Functional skills Help develop important skills – Communication – Team working – Presentation – Problem solving They are about using English, maths and ICT in everyday situations. They are essential for: – Getting the most from education and training – Personal development of all young people and adults – Developing employability skills – Tackling England’s skills gap Will be used within the revised Key Stage 4 Programme from September 2010.

23. The transformation of secondary and post secondary education Personal learning and thinking skills (PLTS) Covers the areas of competence that are most demanded by employers – Team working – Independent enquiry – Self-management – Reflective learning – Effective participation – Creative thinking Integrating these skills into the qualifications will provide learners with a platform for employability and further learning

24. The transformation of secondary and post secondary education Foundation Learning Is a ladder for progression for people over the age of 14 who are working at Entry & Level 1 It's suitable for learners who are: – On key stage 4 engagement programmes – On Entry to Employment programmes – With special educational needs – With learning difficulties and/disabilities – Not in education, employment or training (NEET) – Attending pupil referral units Foundation Learning programmes can provide progression to: – Diplomas, Apprenticeships, GCSEs – Full level 2 – Employment

25. The transformation of secondary and post secondary education Apprenticeships Combine paid work with on-the-job training, qualifications and progression. 180 different types of Apprenticeships are now available for people who know what route they want to take. Around 130,000 employers in 80 employment sectors. Will help target kinaesthetic learners who learn more with a hands on approach rather than reading and listening in a classroom.

26. The transformation of secondary and post secondary education Changes to GCSE’s Replacing coursework with controlled assessment. Broad range of question styles on examination papers. Incorporating functional skills such as English, ICT and mathematics. Increase engagement and participation in foreign language learning. Changes to A Levels Reduction from six units to four. Will reduce the burden of assessment. New A* grade to point out highest achievers. Increased difficulty levels to ‘Stretch and Challenge’ students.

27. The transformation of secondary and post secondary education Diplomas Combines theory study with practical experience. More exciting choices and opportunities covering 17 subjects by 2011. Standards required: – Minimum standard in English, mathematics and ICT – completion of a project – Minimum of 10 days’ work experience Provides an insight into what work is really like. High-quality qualification valued by the working industry and higher education. Teamwork, self-management and critical thinking skills. Advanced Diplomas available including the “Extended Project”

28. The transformation of secondary and post secondary education

29. Challenges faced More teaching and learning for staff. Increased usage of ICT. More young people within education may lead to constraints: – Class sizes – Number of teachers – Increased competition on work placements Increased work load on teachers – Controlled assessment Communication between schools and employers. Adapting to change.

30. Bibliography http://www.dcsf.gov.uk/14-19/ http://www.qcda.gov.uk/19133.aspx http://news.bbc.co.uk/1/hi/in_depth/education/14-19_learning/default.stm http://www.lluk.org/14-19.htm

31. Questions?