Implications of the Changes to the 14-19 Curriculum

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Implications of the Changes to the 14-19 Curriculum

  1. 1. Implications of the Changes to the 14-19 Curriculum by Mohammed Ahsan
  2. 2. Why Reform? <ul><li>The world is changing </li></ul><ul><li>- make young people’s education more relevant to today’s world </li></ul><ul><li>Raise the skills levels of students to meet the needs of business and industry </li></ul><ul><li>Provide opportunities for young people to enhance their chances of: </li></ul><ul><li>- going into Higher Education </li></ul><ul><li>- finding employment </li></ul><ul><li>- learning key life experiences </li></ul>
  3. 3. What are the Goals? <ul><li>To equip young people with the necessary skills required for the modern world </li></ul><ul><li>Diploma qualifications in 17 subject areas by 2013: </li></ul><ul><li>- gain work experience </li></ul><ul><li>- acquire vocational and social skills </li></ul><ul><li>Functional skills in English, Mathematics and ICT </li></ul><ul><li>Foundation Learning Tier </li></ul><ul><li>Minimum school leaving age to be 18 by 2015 </li></ul>
  4. 4. The Reforms: Functional Skills <ul><li>Stand-alone qualifications in English, Mathematics and ICT </li></ul><ul><li>- skills required for life, work and study </li></ul><ul><li>These skills are included in: </li></ul><ul><li>- new 11-19 curriculum </li></ul><ul><li>- GCSEs </li></ul><ul><li>- Diploma </li></ul><ul><li>- Apprenticeships </li></ul><ul><li>- Foundation Learning Tier </li></ul><ul><li>To be taken by all young people from 2010 </li></ul>
  5. 5. The Reforms: Personal, Learning and Thinking Skills <ul><li>There are six personal, learning and thinking skills: </li></ul><ul><li>- team working </li></ul><ul><li>- independent enquiry </li></ul><ul><li>- self-management </li></ul><ul><li>- reflective learning </li></ul><ul><li>- effective participation </li></ul><ul><li>- creative thinking </li></ul><ul><li>Enable the workforce to have a wider set of skills </li></ul>
  6. 6. The Reforms: GCSEs <ul><li>Incorporation of Functional Skills </li></ul><ul><li>Coursework replaced with Controlled Assessment </li></ul><ul><li>Broader way of asking the student to demonstrate subject knowledge through exam questions </li></ul>
  7. 7. The Reforms: A Levels <ul><li>Most subjects will be reduced in number of modules </li></ul><ul><li>- typically 6 units will be reduced to 4 units </li></ul><ul><li>Introduction of a new A* grade </li></ul><ul><li>The Extended Project (optional) </li></ul>
  8. 8. The Reforms: Apprenticeships <ul><li>Access to an Apprenticeship for every suitably qualified young person </li></ul><ul><li>By 2020, one in five young people to take up an Apprenticeship place </li></ul><ul><li>Advanced Apprenticeships provide alternative route into Higher Education </li></ul><ul><li>Work with accredited training </li></ul>
  9. 9. The Reforms: The Diploma <ul><li>The Diploma was introduced in 2008, but limited in availability </li></ul><ul><li>From 2009, there are 10 subjects currently available </li></ul><ul><li>- Increase to 15 subjects in September 2010 and 17 subjects by 2013 </li></ul><ul><li>By 2013 entitlement to a Diploma for all students </li></ul><ul><li>Offered at three different levels: </li></ul><ul><li>- Foundation: equivalent to 5 GCSEs (grade D to G) </li></ul><ul><li>- Higher: equivalent to 7 GCSEs (grade A* to C) </li></ul><ul><li>- Advanced: equivalent to 3 ½ A levels </li></ul>
  10. 10. The Reforms: The Foundation Learning Tier <ul><li>Opportunities for lower level achievers to gain recognition </li></ul><ul><li>Working at Entry Level and Level 1 (below GCSE grade A* to C) </li></ul><ul><li>Personalised learning programmes to help students to work towards Level 2 (5 GCSEs) </li></ul>
  11. 11. Main Routes of the Reform
  12. 12. What are the Benefits? <ul><li>Offers more varied choice to young people </li></ul><ul><li>Provides greater educational opportunities </li></ul><ul><li>Tailored programmes to meet student’s needs </li></ul><ul><li>Increased chance of employability </li></ul>
  13. 13. What are the Limitations? <ul><li>Extra pressure on teachers </li></ul><ul><li>Limited work placements </li></ul><ul><li>Insufficient places available at Higher Education Institutions </li></ul>
  14. 14. References <ul><li>DCSF: 14-19 Reform </li></ul><ul><li>- http://www.dcsf.gov.uk/14-19/ </li></ul><ul><li>teachernet: 14 to 19 reform </li></ul><ul><li>- http://www.teachernet.gov.uk/teachingandlearning/14to19/ </li></ul><ul><li>The 14-19 Reforms and You: A guide for school staff </li></ul><ul><li>- http://www.dcsf.gov.uk/14-19/documents/48365_Reforms_Guide_for_Schools_p1-24.pdf </li></ul><ul><li>The 14-19 Reforms and You: A guide for college staff </li></ul><ul><li>- http://www.dcsf.gov.uk/14-19/documents/49210_Reforms_Guide_for_Colleges.pdf </li></ul><ul><li>The 14-19 Reforms and You: At a glance </li></ul><ul><li>- http://www.dcsf.gov.uk/14-19/documents/48216_DCSF%206pp_F-S_A5_4c_AW_p1-2.pdf </li></ul><ul><li>DCSF: Introduction to the Diploma (animated film) </li></ul><ul><li>- http://www.dcsf.gov.uk/14-19/index.cfm?go=site.home&sid=3&pid=224&lid=542&ctype=Text&ptype=Single </li></ul><ul><li>Reform Routes Map </li></ul><ul><li>- http://www.dcsf.gov.uk/14-19/documents/qualifications_map.JPG </li></ul>
  15. 15. Thank You For Listening! Any Questions?

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