Implications of the changes to the 14 19 curriculum


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  • Confederation ofbritish industryPublicly funded training and skills support is not relevant (CBI/KPMG 2009.)And the associated decrease in the ecomonomy of demand for low skilled workers.Not in employment, education or training “Being NEET is a major predictor of later unemployment, low income, teenage motherhood, depression and poor physical health” (Dfes 2005)
  • Encourage students to keep learning and achieve more by 19.Goal for 2020 is for 90% of students to achieve level 2 (5 A* A-C equivalent.) 70% to achieve level 3.
  • Can be a mix of each.
  • Where it is the best way of assessing subject specific skills.Skills employees find essential.Stretch the most able students.Reducing some modules from 6 to four modules.Allow students to demonstrate the full breadth and depth of understanding and knowledge.Challenging students to bring together what they know from the subject as a whole.
  • Can take place in different locations, another school college or workplace.There are three levels of Diploma, each taking two years to complete:Foundation Diploma - a level 1 qualification, equivalent to five GCSEs at grades D to GHigher Diploma - a level 2 qualification, equivalent to seven GCSEs at grades A* to CA spokesman for the department of education said the number of vocational qualifications taken in England had risen from 22,500 in 2003-04 to 540,000 in 2008-09.Yrs 10 and 1 english maths science and physical education.Previous government saw them as a possible predecessor to the General Qualification. Alan johnson describing it as the ‘missing link’ between vocational and academic education.Take up low
  • ‘wrap around’ support is particularly important at this stage, information, guidance, assesment and ongoing review.Support students at the lower end of the educational scale.
  • Average of £170.
  • Skills for life – literacy, numeracy, ICTUnderstanding that the decisions that students make now impact upon future career choices, also skills and knowledge that they learn in school should be transferable into the workplace.An understanding that students are likely to have a variety of different jobs when they leave school, they need to have an ability to change and adapt, being able to learn new skills and quickly put them into practice.Making sure that numeracy, literacy and ICT skill are at a good level, these are the underpinnings of teaching- need these skills to progress in the workplace and the modern society.Stretching the most able whilst supporting those that are under-achieving- “every child matters.” Maximum individual potential.Advice, support and information from teachers about future career plans and choices by students should be guided in line with this.Social Software and Learning (Owen et al., 2006), reviews the emerging technologiesand discusses them in the context of parallel, developing trends in education. These trendstend towards more open, personalised approaches in which the formal nature of humanknowledge is under debate and where, within schools and colleges, there is a greater emphasison lifelong learning and supporting the development of young people’s skills in creativity andinnovation.
  • New conservative liberal democrat government to produce a white paper on education released later this year, uncertain as yet what this will mean for the national curiculum reform.Thank-you for listening- any questions?also would not preclude the study of other GCSEs outside of this core or any vocational qualifications that would be of genuine benefit for student’s progression to post-16 education and employment. Same concerns- different ways of tackling them- employability, core competencies.
  • Implications of the changes to the 14 19 curriculum

    1. 1. Implications of the changes to the curriculum for 14-19 year olds.<br />Sarah Morrell <br />
    2. 2. Why is reform needed?<br />National Skills Shortage- 47% of employers doubted that they would find an employee to meet their needs (CBI 2008.)<br />Migrants Stepping In To Fill Gaps- 21% of engineering vacancies being filled by migrant workers (CIPD/KPMG 2010.)<br />Increase in Demand for highly skilled workers (HMG 2009.)<br />Increase in NEET young people (DfES 2005.)<br />
    3. 3. What are the implications of reform?<br />Raising the age when students leave school to 18 by 2015.<br />Introducing new qualifications- including 17 new diplomas by 2013. <br />Creating ‘functional skills’ in English, Mathematics and ICT.<br />Reviewing and updating GCSE’s and A Levels.<br />Expanding Apprenticeships.<br />Support for students with foundation learning.<br />Increased emphasis on Science, Technology, Engineering and Mathematics.<br />
    4. 4. the reform<br />Age 14 - 3 choices:<br />General Qualifications (GCSE’s.)<br />Diplomas (Foundation/higher diploma alongside GCSE’s)<br />Foundation Learning<br />
    5. 5. the reform<br />Age 16 - 4 choices:<br />General Qualifications (GCSE’s/ A Levels)<br />Diplomas (Foundation/higher/advanced diploma often with GCSE’s or A levels)<br />Foundation Learning<br />Apprenticeships <br />
    6. 6. General Qualifications<br />Changes to GCSE’s<br />Controlled assessment to replace coursework.<br />Functional skills, Mathematics, English and ICT to be incorporated.<br />Examinations with broad questioning styles to allow students to demonstrate their own knowledge and skills.<br />Changes to A Levels<br />Reduce the burden of assessment.<br />Broader ranges of questions and extended writing to ‘stretch and challenge’.<br />Synoptic assessment.<br />New A* grade for those who achieve an overall A grade and 90% and above at A2.<br />
    7. 7. Diplomas<br />Designed in partnership with stakeholders- Universities and employers. It should be focused on future study or work.<br />It involves practical hands on experience as well as classroom based learning.<br />Diplomas are flexible so can be taken alongside GCSE’s A levels and compulsory subjects.<br />Diplomas include: Business administration and finance and hair and beauty.<br />
    8. 8. Foundation Learning<br />Students and teachers agree a personalised path towards an intended destination, with a view to enhance opportunities for progression.<br />Foundation learning should motivate and enable young people who are at risk of becoming NEET.<br />Provides students with a minimum level upon which to build, with either further education or employment in mind.<br />
    9. 9. Apprenticeships<br />For students that have a good idea of what career they would like to follow.<br />Apprentices receive on the job training and develop skills in the classroom.<br />Receive a weekly wage of at least £95.<br />Apprenticeships include accountancy and engineering.<br />
    10. 10. Implications of the changes<br />For Students:<br />Skills for life.<br />Career specific.<br />Transferable skills.<br />For Teachers:<br />Focus on the basics.<br />Individualised teaching.<br />Future career focus.<br />
    11. 11. Forthcoming Government White Paper<br />What the white paper will look at:<br />A simpler, more focused national curriculum.<br />Restoring faith in the qualifications system.<br />Tackling poor discipline.<br />Increasing the number of quality teachers in schools.<br />