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A presentation and discussion of the Implications of the Changes to the 14-19 Curriculum

A presentation and discussion of the Implications of the Changes to the 14-19 Curriculum

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Implications of the changes to the 14 19 curriculum Presentation Transcript

  • 1. Implications of the Changes to the 14-19 Curriculum Stuart Wiltshire 24/02/2010 A presentation and discussion on the new curriculum and its implications
  • 2. Why Reform?
    • Changes in the global economy and technology is driving the need for a work force that possess vocational skills knowledge and interpersonal skills in addition to the traditional academic and technical skill set
    • Recognition for less academic and technical pupils in offering a solid grounding for their future
    • Greater demand for jobs means that by 2020 there will be far fewer opportunities for
    • 3. unskilled and unqualified young people
    • Theory based teaching is not relevant to all learners
    • Teaching needs to recognise the requirements of business and industry
    • Create equal opportunity for all pupils in recognising and developing new skills
    Implications of the Changes to the 14-19 Curriculum
  • 4. Prior to Reform Implications of the Changes to the 14-19 Curriculum
    • Age 14 years
        • Options: Pupils choose subjects at GCSE from 'Traditional' Pool
    • Age 16 years
        • A Levels
        • 5. BTEC
        • 6. City & Guilds
        • 7. OCR Nationals
    • Age 18+ years
        • Higher Education
        • 8. Further Education
        • 9. Employment / unemployment
  • 10. Key Objectives Implications of the Changes to the 14-19 Curriculum
    • To ensure that by the age of 19, students have the qualifications and skills to help
    • 11. them succeed in life.
    • To provide the opportunity to gain practical work experience and acquire useful vocational
    • 12. and social skills via a new suite of Diploma qualifications in 17 subject areas by 2013
    • Raising minimum school leaving age to 17 by 2013 and 18 by 2015
    • New functional skill standards and qualifications to be created in English, Mathematics and ICT
    • Supporting lower level achievers through the Foundation Learning Tier
    • Placing responsibility onto Local Authorities for the education of all learners up to 18 years
  • 13. Reform Routes Implications of the Changes to the 14-19 Curriculum
  • 14. The Apprenticeship Implications of the Changes to the 14-19 Curriculum Implications of the Changes to the 14-19 Curriculum Implications of the Changes to the 14-19 Curriculum Implications of the Changes to the 14-19 Curriculum
    • 180 different types of Apprenticeship now offered by 130,000 employers covering 80
    • 15. employment sectors
        • Areas include: Media, Retail, Hospitality, Accounting, Local Government, Business Administration,
        • 16. construction and engineering
    • Every suitably qualified young person will have access to an apprenticeship
    • Small businesses to benefit from pilot wage subsidy programme
    • Employers able to develop their own accredited qualifications thus increasing range and scope
    • In 2009 and 2010 an additional 35,000 apprenticeship places will be available
  • 17. The Diploma Implications of the Changes to the 14-19 Curriculum Implications of the Changes to the 14-19 Curriculum Implications of the Changes to the 14-19 Curriculum Implications of the Changes to the 14-19 Curriculum Implications of the Changes to the 14-19 Curriculum
    • Available at three levels:
        • Foundation – equivalent to 5 GCSE's (grade D to G)
        • 18. Higher – equivalent to 7 GCSE's (grade A* to C)
        • 19. Advanced – equivalent to 3 ½ A levels
    • 10 Subjects currently available with another 5 in September 2010 leading to 17 subjects by 2013
    • Study involves both theoretical and practical involvement with real-life work experience
    • Functional Skills – English, Mathematics & ICT for everyday life scenarios
        • Students need to pass this element at level appropriate to their Diploma
        • 20. Skills geared towards practical situations relevant to vocational situations
  • 21. The Diploma Exams Course work assessed by Teacher External Tests Assessed in line with specific qualification Overall grade is aggregation of Principal Learning and Project achievement Implications of the Changes to the 14-19 Curriculum
  • 22. Foundation Learning Implications of the Changes to the 14-19 Curriculum
    • Pupils and teachers work together in devising a bespoke programme of learning,
    • 23. recognising the pupils current level of attainment and where they want to be
    • Programme of learning to incorporate vocational/subject learning, functional skills and
    • 24. personal and social skills
    • Learners able to achieve Diplomas, GCSEs or Apprenticeships through 'Stepping stones'
    • 25. of learning throughout their personalised programme
    • Less academic and technical learners given the opportunity to gain essential skills to
    • 26. succeed in life
  • 27. GCSE's / A Levels Implications of the Changes to the 14-19 Curriculum
    • GCSE
          • Controlled assessment to replace coursework
          • 28. Examination questions to contain a broader range of questioning to provide more opportunity for knowledge
    demonstration
          • Functional skills to be incorporated into core elements in recognising vocational requirements
    • A Levels
          • Extended writing assessment allowing students to develop at length application of knowledge
          • 29. More challenging and stimulating synoptic assessment to test understanding and subject relationship
          • 30. More focus on problem solving tasks rather than predominantly knowledge based assessment
          • 31. Most subjects will have reduction in unit content to ease burden of workload
          • 32. Better preparation for academic environment in Higher Education
  • 33. NEET Implications of the Changes to the 14-19 Curriculum
    • To reduce number of young people not in education, employment or training by 2% by 2010
    • New pathways enable young people NEET to take up less traditional learning routes
    • 34. to achievement
    • Utilise otherwise untapped potential through new ways of learning and motivating
    • Local Authorities use NEET indicator as measure of performance with Government
    • Creating partnerships between LAs, Government and industry in devising effective strategies
  • 35. Implications: The Stakeholders & their responsibility Implications of the Changes to the 14-19 Curriculum
    • Better developed individuals with vocational, social and functional skills
    • Traditional routes recognise functional skills and wider subject areas
    • Greater chance of employability with the skills to succeed
    • Opportunity for less academic pupils and students to achieve a relevant qualification
    • 36. tailored to their learning potential
    • Work place learning environment integrated within study programme
    • Potential for full-time employment apprenticeship whilst working towards vocation specific
    • 37. qualifications
    • Learners
  • 38. Implications: The Stakeholders & their responsibility
    • Teachers
    • New teaching strategies to implement effective learning
    • Greater range of study programmes requiring more effective management
    • Greater subject relevancy requiring ongoing learning and research
    • Greater diversity providing opportunity for greater job satisfaction
    • Opportunity to develop and enhance employability of less academic pupils
  • 39. Implications of the Changes to the 14-19 Curriculum Implications: The Stakeholders & their responsibility
    • Local Authorities & Industry
    • LAs responsible for learners and young people NEET
    • Opportunity to forge strong links with institutions and local employers
    • Employers receive better skilled individuals with the ability to assimilate work
    • 40. environment effectively
    • Work based qualifications relevant and/or specific to employment
    • More qualified and stronger UK workforce for the future
  • 41. Sources Implications of the Changes to the 14-19 Curriculum
    • Department for Children, Schools & Families
    • 42. www.dcsf.gov.uk
    • Becta 14 - 19: Technology to support reform
    • 43. becta.org.uk/14to19
    • Learning & Skills Council
    • 44. www.lsc.gov.uk
    • Teachernet: 14 to 19 Reform
    www.teachernet.gov.uk/teachingandlearning/14to19/
    • Introduction to the Diploma (animated film)
    www.dcsf.gov.uk/14-19/index.cfm?go=site.home&sid=3&pid=224&lid=542&ctype=Text&ptype=Single