Transcript of "Implications of the changes to the 14_19"
Implications of the changes to the 14_19 curriculum <br />By Mrs. Minakshi Vaidya<br />
Contents<br />Aim to changes to 14-19 curriculum<br />Why we need Change of curriculum <br />Progress since 2005<br />Goals for 2020<br />Possible ways to achieve Target<br />Conclusion<br />Bibliography<br />Glossary<br />
Aim<br />Our aim is to make this the best place in the world for our children and young people to grow up.<br /> - By the Secretary of State for Children, Schools and Families<br />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.<br />- Government’s Public Service Agreement (PSA)<br />To raise the educational achievement of all children and young people (PSA 10)<br />To narrow the gap in educational achievement between children in disadvantaged groups and their peers (PSA 11)<br />To increase the number of children and young people on the path to success and reducing the percentage of 16–18-year-olds not in education, employment or training . (NEET) (PSA 10)<br />To give young people the knowledge and skills that employers and the economy need to prosper in the 21st century<br />Opportunity to succeed, irrespective of gender, race, disability or background.<br />Further developments since 2005.(Delivering 14–19 Reform: Next Steps Summary Report by DCSF)<br />Goals for 2020 The Children’s Plan also sets out goals . <br />Tackling England’s skills gap<br />“China and India are turning out 4 million graduates a year. The UK turns out 250,000.”<br />The Leitch review<br />Summary<br />
Why we need change of curriculum ? <br />The Age range from 14-19 is very crucial phase of life. The choices made by young people at this stage of life affects whole lives. Therefore during this phase the education the qualification they achieved are all crucially important. To make this phase of life successful it is important to make young peoples education more relevant to today’s competitive world.<br />The curriculum can play a key part in promoting community cohesion. <br />Despite the progress we have achieved till date ,still more to achieve. There are still too many young people who are not in education, employment or training (NEET), and too many leaving education with few or no qualifications.<br />Young people need to know personal skills such as communication and teamwork ,Also functional skills like English, maths, ICT<br />“One teenager in five leaving school unable to read or do maths “<br /> By Laura Clarkwww.dailymail.co.uk (page 21)7th May 2010<br />
Progress since 2005<br />The proportion of young people aged 16-18 taking part in education or training rise from 77.1% in 2006 to 78.7% in 2007, the highest rate ever <br />The proportion of 16-18 year olds not in education, employment or training (NEET) fell by 1 percentage point, from 10.4% in 2006 to 9.4% in 2007<br />In 2007, level 2 attainment at 19 years was 73.9% and level 3 attainment at 19 years was 48%<br /> - Delivering 14–19 Reform: Next Steps Summary Report by DCSF<br />“ THE UK HAS NO CHOICE BUT TO OUTPERFORM AND OUT-INNOVATE OUR COMPETITORS. ”<br />Gordon Brown, Pre-Budget Report (The Leitch review Summary )<br />
Goals for 2020<br />The Children’s Plan also sets out goals we have for what we can and should achieve for ourchildren by 2020.<br />Every young person with the skills for adult life and further study, with at least 90 per cent<br /> achieving the equivalent of five higher level GCSEs by age 19; and at least 70 per cent<br /> achieving the equivalent of two A levels by age 19<br />Employers satisfied with young people’s readiness for work.<br />By the end of the next decade, the Government wants all young people to stay on in<br /> education or training to 18 and beyond.<br />To build national wealth Government also want when they leave they have the <br />Skills they need to prosper in a high skills economy. <br /> This can be only achieve by changing the expectations and aspirations <br /> of young people and training system.<br />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 Delivering 14-19 Reform: Next Steps – Summary<br />
Possible ways to achieve Target<br /> In March 2008 DCSF published the 14 to 19 qualifications strategy, which set out our aim that by 2013, the majority of young people will access qualifications through one of four national routes:<br />GCSEs and A Levels <br />The Diploma <br />Apprenticeships <br />Foundation Learning. <br />Functional skills<br />“ The prize for achieving this new ambition is huge: A more prosperous and productive society , with higher employment and lower levels of poverty and inequality.”<br />Lord Leitch<br />
Young people will be able to choose from any one of these four routes. <br /> There will also be opportunities for personalised learning in formal and informal settings that will enable young people to engage and progress onto one of these routes.<br />With this improved system of curriculum and qualifications in place, teaching and learning can better respond to the needs and interests of young people.<br />By giving right support to youngsters to choose the course that suits them . Teachers, lecturers, support staff, volunteers and all those working with young people play a vital role.<br />“It is vital that employers across all sectors be involved if we are to close the enormous skills gaps that are threatening future competitiveness. ”<br />Mark Fisher, CEO SSDA<br />
GCSEs and A Levels<br />The Government is also reforming GCSEs and A levels so that they continue to represent<br />relevant and high quality qualifications .<br />The Diploma<br />Diploma is a qualification can do in school or college and by 2011 ,there will be 17 options to choose.<br /> young people will get practical knowledge as well as learning in class.<br />And still take compulsory subjects like English, maths and ICT<br />“Every day we spend time on (functional) maths, English and ICT because we have to reach a high standard in those areas in order to pass the Diploma.”<br />Ellis Deaves, student studying the Advanced Diploma<br />in Creative and Media at Truro College<br />
Functional skills<br />will help develop important skills – like communication, team working, presentation, and problem solving. They are a key to success.<br />Personal learning and thinking skills (PLTS) <br />Personal learning and thinking skills (PLTS), together with functional English, mathematics and ICT, cover the areas of competence that are most demanded by employers. Integrating these skills into the curriculum and qualifications will provide learners with a platform for employability and further learning.<br />“ It is Vital that employers across all sectors be involved if we are to close the enormous skills gaps that are threatening future competitiveness.” Mark Fisher, CEO SSDA<br />
Apprenticeships<br />Apprenticeships are an excellent way of gaining qualifications and workplace experience. As an employee, you can earn as you learn and you gain practical skills from the workplace.<br />Apprentices learn on the job, building up knowledge and skills, gaining qualifications and earning money all at the same time. <br />Foundation Learning<br />Foundation Learning is the national suite of learning for 14-19s at Entry Level or Level 1. It offers learners personalised programmes of engaging and rewarding learning focused on progression.<br />Foundation Learning is one of the 14-19 reforms along with Diplomas and Apprenticeships<br />“ When participation to 18 becomes compulsory most will move into jobs with training, vocational courses or courses leading to qualifications at level 2 or <br />below. “ Learning Matters Geoff Stanton<br />
Bibliography<br />Teacher net. (). 14 to 19 reform. Available: http://www.teachernet.gov.uk/teachingandlearning/14to19/. Last accessed 9 may 2010. <br />DCSF Publications. (2008). 1419reform.pdf. Available: http://www.teachernet.gov.uk/_doc/13028/1419reform.pdf. Last accessed 9 may 2010. <br />DCFC publication. (2007). The_Childrens_Plan.pdf. Available: http://www.dcsf.gov.uk/childrensplan/downloads/The_Childrens_Plan.pdf. Last accessed 9 may 2010. <br />A concise summary interpretation. (). The Leitch review Summery. Available: http://www.britishparking.co.uk/includes/tinymce/jscripts/tiny_mce/plugins/filemanager/files/skills/061207_ssda_summary_of_leitch_report.pdf. Last accessed 9 may 2010. <br />Teacher net. (). 14 to 19 reform. Available: http://www.teachernet.gov.uk/teachingandlearning/14to19/qualifications. Last accessed 9 may 2010. <br />Geoff Stanton. (). Learning Matters. Available: http://www.cfbt.com/evidenceforeducation/pdf/LearnMatSum_WEBv4%20FINAL.pdf. Last accessed 9may 2010. <br />http://yp.direct.gov.uk. (2010). DIPLOMA. Available: http://yp.direct.gov.uk/diplomas/subjects/. Last accessed 9 MAY 2010. <br />DCSF publication. (2010). Functional Skills. Available: www.dcsf.gov.uk/14-19/functionalskills. Last accessed 9 may 2010. <br />Glossary<br />PSA - Government’s Public Service Agreement <br />DCSF – Department for children, schools and family<br />NEET – not in employment ,education or training<br />PLTS - Personal learning and thinking skills<br />“ Governments planning to raise the age of compulsory participation to 17 by 2013 and 18 by 2015.”<br />
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