Implications of the 14 19 Reform 16th Dec 2009

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Implications of the UK 14-19 Educational Reform

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Implications of the 14 19 Reform 16th Dec 2009

  1. 1. Implications of the Changes to the 14-19 Curriculum David Webb 16 th December 2009 THE 14-19 REFORM
  2. 2. The 14-19 Reform <ul><li>The reasons for reform </li></ul><ul><li>The key changes in the reform </li></ul><ul><li>An overview of each change and its implications </li></ul><ul><li>Implications for ICT Teachers </li></ul>
  3. 3. Why Reform? <ul><li>Current weaknesses: </li></ul><ul><ul><li>Low participation rates post 16 (UK ranked 25 th out of 29 developed countries)‏ </li></ul></ul><ul><ul><li>Low skill levels in numeracy, literacy and ICT </li></ul></ul><ul><ul><li>Low status and quality of vocational courses and qualifications </li></ul></ul><ul><ul><li>High assessment burden for learners and teachers </li></ul></ul><ul><ul><li>A complex web of qualifications </li></ul></ul><ul><li>By making improvements we can hope to compete better in a changing world market </li></ul>
  4. 4. What are the Key Changes? <ul><li>Functional Skills and Personal Learning and Thinking Skills (PLTS)‏ </li></ul><ul><li>The Diploma </li></ul><ul><li>Updated GSCEs and A Levels </li></ul><ul><li>The Extended Project </li></ul><ul><li>The Foundation Learning Tier </li></ul><ul><li>Apprenticeships </li></ul><ul><li>Raising the participation age </li></ul>
  5. 5. Functional Skills and Personal Learning and Thinking Skills <ul><li>The aim – to equip young people with the essential skills they need for life. </li></ul><ul><ul><li>Functional skills: </li></ul></ul><ul><ul><li>Personal Learning and Thinking Skills </li></ul></ul><ul><li>Team working, Independent Enquiry, Self-Management, </li></ul><ul><li>Reflective Learning, Effective Participation, Creative Thinking </li></ul>
  6. 7. The Diploma <ul><li>A new qualification combining practical and theoretical achievement </li></ul><ul><li>Reflects up-to-date requirements and teaches applied skills </li></ul><ul><li>Allows students to keep their progression options open </li></ul>
  7. 8. GCSEs, A Levels and the Extended Project <ul><li>Functional skills included into GCSEs </li></ul><ul><li>Coursework reviewed to reduce assessment burden </li></ul><ul><li>The Extended Project allows students to pursue an area of special interest </li></ul>
  8. 9. The Foundation Learning Tier <ul><li>Created to enhance opportunities for young people working at entry level and level 1 (below GCSE grade A* to C)‏ </li></ul><ul><li>Learning is broken down into small manageable chunks </li></ul><ul><li>Personalised learning programmes to include: </li></ul><ul><ul><li>Personal and social development </li></ul></ul><ul><ul><li>Functional Skills </li></ul></ul><ul><ul><li>Vocational knowledge and skills </li></ul></ul>
  9. 10. Apprenticeships <ul><li>The aim to have 1 in 5 young people to be able to take up an apprenticeship place by 2020. </li></ul><ul><li>New online vacancy matching service </li></ul><ul><li>Young apprenticeship places available for those still studying at Key Stage 4 </li></ul><ul><li>Offer an alternative route to higher education </li></ul>5
  10. 11. The Participation Age <ul><li>Young people required to participate in education or training past 16 </li></ul><ul><ul><li>By 2013 – until they are 17 </li></ul></ul><ul><ul><li>By 2015 – until they are 18 </li></ul></ul><ul><li>Young people can choose to stay in school, work based training or part-time education. </li></ul>
  11. 12. Implications in ICT Teaching <ul><li>ICT is seen as a key area in the Functional Skills initiative. </li></ul><ul><li>Students to study longer </li></ul><ul><li>New courses </li></ul><ul><li>Improved existing courses </li></ul>
  12. 13. Summary <ul><li>Our young people will stay in learning and training longer </li></ul><ul><li>This will create a more educated population </li></ul><ul><li>More choices for young people </li></ul><ul><li>Teachers and employers will need to adapt to make the changes work </li></ul>
  13. 14. References Thanks for listening Any questions? www.dcsf.gov.uk/14-19 www.teachernet.gov.uk/publications www.actiononaccess.org

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