11-19 Reforms and the role of the Secondary National Strategy
Improving pupil progression in English, mathematics and science
SNS support for core subjects as part of the renewed secondary curriculum reforms
11-19 Reforms and the role of the Secondary National Strategy January 2008
Objectives of this session
To provide Strategy Managers with an update on 11-19 reform
To discuss the implications of these reforms in relation to the role of SMs
To highlight the importance of functional skills in contributing to achievement and engagement in core subjects
To identify next steps for a co-ordinated approach to 11-19 delivery within schools
The landscape of 11-19 reform A Levels GCSEs Diplomas Apprenticeships Extended project Project Secondary Curriculum Review Foundation Learning Tier KS 4 Engagement Project Functional Skills
“… a greater focus on the basics – locking into all qualification routes the functional skills needed for everyday life, demonstrated through real application”
“… better curriculum choice “
“… new ways to tackle disengagement and to ensure that those in danger of dropping out can be motivated to stay in learning”
More young people to participate post-16 – at least 90% of 17 year olds by 2015, compared to 75% now
Reduction by at least 2 percentage points of learners outside education, employment and training ( Currently 10% of those under the age of 19 fall into NEET group, target 8% by 2010)
14-19 Education and Skills Implementation Plan
Why the Diploma and role of SNS
Achievement , attainment and retention
New and contemporary context for learning
A new choice combining theoretical and applied
17 lines of learning – 3 new from 2011: MFL, Humanities and Science
Functional skills in English, mathematics and ICT – mandatory part of Diplomas
Key role for SNS
Estimated future demand for Diplomas by 14-19 year olds, to 2013/14 0 100,000 200,000 300,000 400,000 500,000 600,000 700,000 800,000 900,000 2008/9 2009/10 2010/11 2011/12 2012/13 2013/14 Year Estimated number of 14-19 Diploma Diploma learners Third tranche Second tranche First tranche 800,000 650,000 500,000 300,000 150,000 39,000 Estimated numbers are rounded up/down to the nearest 50,000, except for 2008/9 where the number is rounded to the closest 1,000 and is based on estimates made by consortia NB. This work was completed before the announcement about the three additional Diplomas.
Diploma model: components Complementary learning adding breadth or depth Progression pathways Learner choice Functional skills: English, mathematics and ICT Personal learning and thinking skills Work experience Project Sector related Mandatory Minimum 50% applied Newly developed, unitised qualification Additional and/or specialist learning Generic learning Principal learning
The role of functional skills within the agenda for reform
2020 Vision – Gilbert recognises that functional skills are essential to achieving a ‘step change’ in raising standards
New secondary curriculum has a strong emphasis on the development of skills for life and work with functional skills embedded within POS at Key Stages 3 and 4
Functional Skills will contribute to the two levels of progress required for pupils between KS3 and 4
Functional skills will support cross subject working
The extent of the challenge
The contribution of the National Strategies to functional skills is critical to the standards agenda – both within GCSEs and Diplomas
From 2008 in order to gain a Diploma pupils will have to achieve all three functional skills at prescribed levels
From 2010 in order to achieve A*-C in GCSE English, Mathematics and ICT pupils will need to achieve the appropriate functional skills at level 2
Where are we now in relation to achieving this challenge?
Priority Review undertaken during November and December to answer the following question:
Given the support and training on offer, will enough effective practitioners be ready to deliver functional skills in 2007-08 and Diplomas in 2008-09?
Where are we now in relation to achieving this challenge (2)?
Main functional skills findings from priority review.
Reaction to functional skills training has been mixed and quality has been variable
More needs to be done to tailor functional skills training to different starting points
Greater flexibility and input of a distinct regional flavour required to meet all needs
Insufficient links between the teaching and learning of functional skills and Diplomas
Variability of attendance at events – some inconsistency between days
Implications for future delivery of 11-19 reforms for SNS
Collaborative planning within LA and across organisations to ensure CPD/support is coherently implemented at a local level to meet needs of all
Strong focus on standards – supporting and monitoring learner progress in core subjects within and across organisations and in range of subject areas
Workforce development – planning for development of all staff involved in delivering core subjects both within own subject and across the curriculum
Quality and accountability by LA for CPD and monitoring impact across institutions
NS Team 14-19 Team NS Coherent challenge and support 14-19
Where is your LA on this continuum? Have structures changed? Are they changing?
To what extent is your LA ‘NS team’ informed about 14-19 reforms including diplomas ?
What role does your LA 14-19 adviser play in functional skills development? For example linking with EN, MA, ICT consultants? .
Next steps – 2008-09
Functional skills will be a key part of the 2008-2009 annual plan
Functional skills will be integral to the planned delivery of support on the revised frameworks
CPD for functional skills will be more flexible and use a blended learning approach and delivered through LA/consortia networks
LA consultants will continue to play a pivotal role in workforce development for both functional skills as standalone and as part of Diplomas
LA consultants will continue to prepare schools for the national roll out of functional skills to all learners in 2010