Interview presentation teg june 2010

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14-19 Reform

14-19 Reform

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  • 1. IMPLICATIONS FOR TEACHING & LEARNING OF THE CHANGES TO THE 14-19 CURRICULUM
  • 2. WHY WAS REFORM NEEDED?
    • Allegations of exams becoming easier
    • Industry not satisfied with the basic skills of school leavers
    • Sir Mike Tomlinson, former head of Ofsted, said scrap GCSEs & replaced with Diplomas
    • Young people's education should be relevant to today's world
    • To raise the education & skills levels of students
    • 2009 49.7 per cent achieved 5 or more GCSEs at grade A*-C or the equivalent (TARGET for 2020 is 90% achieve equivalent 5 A* to C GCSEs)
  • 3. WHY WAS REFORM NEEDED?
    • “ The reforms I set out here are of vital importance. They are vital to our economy – equipping young people with the skills employers need and the ability to go on learning throughout their lives. They are vital for social justice – giving us the chance to break forever the historic link between social background, educational achievement and life chances that have dogged us as a nation. And most of all they are vital to each and every individual young person, whatever their needs and whatever their aspirations.”
    • Ruth Kelly, The Secretary of State for Education and Skills, 14-19 Education & Skills White Paper, 2005
  • 4. WHY WAS REFORM NEEDED?
    • Emerging technologies + the global economy = NEW knowledge workers with a broader range of work place competencies and soft skills that complement academic or technical skills.
  • 5.
  • 6.
  • 7.
  • 8. 14-19 REFORM TIMELINE
    • 2005 14-19 Education and Skills White Paper – discussed 10 year plan
    • 2006 Education & Inspections Act 2006
    • 2007 QCA was commissioned to lead on the review and ran a national consultation on the revised secondary curriculum
    • 2007 New secondary curriculum was published online
    • 2008 Promoting achievement, valuing success: A strategy for 14-19 qualifications
    • 2008 Revised As A2 qualifications taught
    • 2008 First teaching of the Diploma in Information Technology; Society, Health and Development; Engineering; Creative and Media; and Construction and the Built environment
    • 2009 Revised GCSE qualifications taught
    • 2009 First teaching of the Diploma in Environmental and Land-based studies, Manufacturing and product design; Hair and Beauty; Business, Administration and Finance; and Hospitality and Catering (335 consortia delivering up to 10 Diplomas)
    • 2010 First teaching of Diploma in Public Services; Sport and Active Leisure; Retail Business; and Travel and Tourism
    • 2011 Evaluation of the impact of the new secondary curriculum
    • 2013 14 Diplomas available to 14-16 year olds
    • 2013 17 Diplomas available to 16-19 year olds
    • 2013 Students leaving age from full-time education raised to 17
    • 2015 Students leaving age from full-time education raised to 18
  • 9. “ The aim of the 14-19 reform programme is to ensure that every young person, by the age of 19, has had the education or training that prepares him or her to succeed in life”. (DCSF, July 2009)
  • 10. KEY ELEMENTS OF THE 14-19 REFORM PROGRAMME
    • The Diploma has been developed by schools, colleges, universities and employers
    • Increase minimum age for leaving education & training
    • Introducing Diplomas in 17 subjects at foundation, higher & advanced levels
    • Reform A levels
    • New extended project qualification for Advanced Diploma & A level students
    • Create new functional skills standards & qualifications in English, Maths & ICT
    • Review & update GCSEs
    • Expand Apprenticeship opportunities
    • Extra support for learners
  • 11. KEY ELEMENTS OF THE 14-19 REFORM PROGRAMME
    • LAs responsible for overseeing the Diploma
    • Greater emphasis on Science, Technology, Engineering & Maths
    • Engage students that fall into the NEET category
    • 2013 will see the majority of students gain qualifications through one of these routes:
    • GCSEs and A-Levels
    • The Diploma
    • Apprenticeships
    • Foundation Learning
    • BUT the Government will fund popular courses that fall outside of the above routes, ie BTEC and other ‘stand-alone’ qualifications
  • 12. THE OVERVIEW
    • Students will gain the necessary knowledge & skills that employers & FE/HE want - teamwork, self-management & critical thinking skills
    • Students will experience different styles of learning at different educational establishments, school, college & the workplace,
    FOUNDATION HIGHER ADVANCED PROGRESSIVE
  • 13. THE DIPLOMA EXPLAINED
    • Be able to work in one of the UK’s main employment sectors
    • Flexibility and choice with options to follow any particular interests of their own
    • Try working in different industries before deciding on your chosen career
    • A high-quality qualification that is respected within industry and higher education
  • 14. WHAT DIPLOMAS CAN YOU STUDY FOR?
    • All major UK employment sectors are covered, from farming and manufacturing through to retail and the service industries.
    2008 2009 2010 2011 2012 IT Society, Health & Development Engineering Creative & Media Construction & The Built Environment Environmental & Land-based Studies Manufacturing & Product Design Hair & Beauty Studies Business Administration Hospitality Public Services Sport & Active Leisure Retail Business Travel & Tourism Humanities & Social Science Languages & International Communications Science (Foundation & Higher) Science (Advanced)
  • 15. SUMMARY OF THE DIMPLOMA
    • PRINCIPAL LEARNING – Learn about your subject, gain the knowledge & skills required for FE or HE and employment
    • GENERIC LEARNING – Functional skills in English, Maths & ICT, Personal Learning & Thinking Skills & work experience
    • ADDITIONAL/SPECIALIST LEARNING – Study part of your topic in more depth, study new or existing qualifications, ie GCSE’s or BTEC’s
  • 16. WHAT ABOUT THE TEACHERS?
    • Practitioners will be offered Professional Development Placements
    • Funding for schools and colleges
    • Extra funding to recognise the additional initial costs of teaching Diplomas.
    • Additional support to successful Gateway consortia
    • The Government say they are “ committed to supporting those involved in the delivery of new routes, as well as working with consortia to help them to identify efficiencies and savings as the number of Diplomas increases. ”
  • 17. WHAT ABOUT THE TEACHERS?
    • Practioners working collaboratively across educational establishments, sharing good practice
    • Practioners offer a range of teaching styles across the diploma subject, functional skills and personal learning and thinking skills
    • Initial teacher training modules reflecting the 14-19 teaching standards developed by TDA for Schools and Lifelong Learning UK.
    • CPD for all practioners to enable them to deliver these reforms, learning through collaboration
  • 18. WHAT ABOUT THE TEACHERS?
    • Road shows, web-based resources & information, publication
    http://www.ttrb.ac.uk/ http://www.diploma-support.org/
  • 19. COLLABORATION & PARTNERSHIPS
    • Will be crucial for the successful implementation of the new 14-19 Diplomas
    • Consortia partners - schools, colleges and employers
    • Delivery of a wide range of qualifications & curriculum choice
    • 14-19 Partnerships are a sub-group of the Children’s Trust & determine the strategy for 14-19 for a whole area (usually LA)
    • Where partnerships are already in place, collaboration is driving the reforms to improve educational opportunities for all students
  • 20. 2011 Evaluation of the impact of the new secondary curriculum
  • 21. REFERENCES
    • Big Huge Labs. (n.d.). Motivator: Create your own motivational posters! Retrieved June 4, 2010, from Big Huge Labs: http://bighugelabs.com/motivator.php
    • Creative Commons. (n.d.). Search by Creative Commons . Retrieved May 28, 2010, from Search by Creative Commons: http://search.creativecommons.org/
    • Department for Children, Schools & Families. (2007). DCSF 14-19 Reform . Retrieved May 16, 2010, from DCSF 14-19 Reform: http://www.dcsf.gov.uk/14-19/index.cfm?go=site.home&sid=1
    • Department for Children, Schools & Families. (2008). Delivering 14–19 Reform: Next Steps. Nottingham: DCSF Publications.
    • Department for Children, Schools and Families. (2009, October 15). DCSF: GCSE and Equivalent Results in England, 2008/09 (Provisional) . Retrieved June 3, 2010, from Department for Children, Schools & Families: http://www.dcsf.gov.uk/rsgateway/DB/SFR/s000880/index.shtml
    • Presented to Parliament by the Secretary of State for Education and Skills by Command of Her Majesty. (2005). 14-19 Education and Skills White Paper. London: The Stationery Office Limited.
    • Resources & Tools - Key Documents . (2010). Retrieved June 3, 2010, from Diploma Support: http://www.diploma-support.org/resourcesandtools/keydocuments
    • Teacher Training Resource Bank. (2006). 14-19 Diplomas . Retrieved June 3, 2010, from Teacher Training Resource Bank: http://www.ttrb.ac.uk/browse2.aspx?anchorId=11860&selectedId=11890&menu=17832
    • Teachernet. (2010, March 24). 14 to 19 reform . Retrieved June 1, 2010, from Teachernet: http://www.teachernet.gov.uk/teachingandlearning/14to19/
    • Working Group for 14–19 Reform . (2009, September 14). Retrieved June 3, 2010, from Wikipedia: http://en.wikipedia.org/wiki/Working_Group_for_14%E2%80%9319_Reform