Introduction to ArtificiaI Intelligence in Higher Education
Tracy hartshorn implications of the changes to the 14 -19 curriculum
1. Implications of the Changes to the 14 -19 Curriculum July 6 th 2010 Tracy Hartshorn
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4. Foundation Learning Apprenticeship Foundation Learning Main routes through 14-19 education and training in 2015 and beyond GCSE / A-Level 2. PATHWAYS CONSIDER OPTIONS 17 GCSE Foundation or Higher Diploma Higher or Advanced Diploma Employment with training CONSIDER OPTIONS 14 Further education Higher education Employment Employment with training Apprenticeship post 18 CONSIDER OPTIONS 18 CONSIDER OPTIONS 16
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Editor's Notes
Change – rapidly changing world - preparing students for jobs that don’t yet exist - higher level of skills, aspirations and competiveness - half work force is not qualified beyond level 2 (A* - C GCSE) - falling behind other countries 17 th in reading and 24 th in Maths - more scientists and engineers are required - 12 new jobs created in the knowledge industries compare to only 1 job created everywhere else . Targets are ambitious when looking at current achievements - currently rank 17 th in reading and 24 th in Maths compared to other countries . Raising participation age - children starting secondary school in 2008 will remain until they are 17 - those children starting in 2009 will remain until they are 18 . Tailoring education – Pathways - offers all a route to success by assessing their needs, abilities, learning styles and aspirations
All Pathways - education and training tailored towards needs, ability, learning styles and aspirations so all students can be successful in what they choose to do. - Federations and partnerships working together to achieve far more than one institution in isolation. - All pathways take on PLTS and FS Foundation Learning Tier - Large suite of level 1 units tailored towards the individual - includes personal and social development, Functional Skills & Vocational Subjects - for lower ability students or for those that have missed out on learning - aim to equip students for employment and general life skills to foster independence GCSEs - going to be updated and modernised to make them more relevant, interesting and of a higher quality - controlled assessment in class to replace course work A Levels - make them more stretching and challenging, open ended questions and extended writing - A* grade in 2010 - extended project – take a special interest to a deeper level to foster independent learning – valued by universities Diplomas - theoretical and practical, learning and application - broad view, not a narrow path to one job, employment options across a sector Those who leave at 16 from 2013 to go into employment must do 1 day a week in part-time education or accredited training.
Partnerships & Federations – more communication and organisation required than before - working together sharing knowledge and skills will achieve far more than one institution working on their own. - challenge because institutions are not used to working in partnerships Timetables - internal timetables and timetables with partnerships - time tabling is already complex, now we have to consider students going off the premises and additional students coming onto the premises - students going off the premises may miss key lessons if timetables are not done properly…how will they catch up? HSE implications - parental permissions..what if parent says no? - who is responsible at what point of the journey? - who is on the premises and when? Path Selection - how do we ensure that the student is on the right path? - how are we going to analyse and evaluate and at what intervals to ensure the student is on the right path and suceeding? Functional Skills - re-consider how teachers teach and are taught to teach to ensure that FS is covered as much as possible in the classroom in order to develop independent thinkers who can apply knowledge and solve problems.
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