14 19 Presentation 010208
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14 19 Presentation 010208 14 19 Presentation 010208 Presentation Transcript

  • Strategy Managers’ Meeting 1 st February 2008
    • Agenda
    • 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
    • Updates
  • 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
  • Reform priorities
    • “… 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”
    • Targets
    • 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
    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