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Implications of the changes to the 14 19 curriculum v2

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Keele University

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Implications of the changes to the 14 19 curriculum v2

  1. 1. IMPLICATIONS OF THE CHANGES TO THE 14-19 CURRICULUM JEREMY WALKER – Keele University Interview Tasks 28 th July 2010
  2. 2. Agenda <ul><li>Educational Reform (14-19) Programme Goals </li></ul><ul><li>Catalyst for change </li></ul><ul><li>14-19 Implementation delivery priorities </li></ul><ul><li>14-19 Entitlement </li></ul><ul><li>Qualifications – Four Routes </li></ul><ul><li>Core & Generic skills Integral part of learning 14-19 (curriculum embedded) </li></ul><ul><li>Challenges & Opportunities </li></ul><ul><li>Questions </li></ul>
  3. 3. Programme Goals <ul><li>To ensure that all young people participate until at least their 18 th Birthday – in education and training that stretches and challenges them to achieve their potential and go on to further or higher education or skilled employment </li></ul><ul><li>To give people the knowledge and skills that employers need to prosper in the 21 st Century </li></ul><ul><li>To close the achievement gap so that all have an equal opportunity to succeed, irrespective of gender, race, disability or background </li></ul>
  4. 4. Catalyst For Change <ul><li>There are still too many young people who are not in education, employment or training, and too many leaving education with few or no qualifications </li></ul><ul><li>Employers and Higher Education say that the skill level of young people must improve further to close the skills gap indentified by the Leitch Review </li></ul><ul><li>Socio-economic background and factors such as gender, race, disability remain too strong a predictor of attainment </li></ul><ul><li>The need to develop a modern, world class curriculum that will inspire, challenge and prepare for the future </li></ul><ul><li>Bridging the vocational – academic gap </li></ul>
  5. 5. World Economic Foundation - Global Competiveness Index 2006/7 <ul><li>Education and skills investment key distinguishing factor </li></ul><ul><li>1: Switzerland </li></ul><ul><li>2: Finland </li></ul><ul><li>3: Sweden </li></ul><ul><li>4: Denmark </li></ul><ul><li>5: Singapore </li></ul><ul><li>6: United States </li></ul><ul><li>7: Japan </li></ul><ul><li>8: Germany </li></ul><ul><li>9: Netherlands </li></ul><ul><li>10: United Kingdom </li></ul><ul><li>Leitch Review – Optimal skills mix to maximise economic growth, productivity & social justice – World Leader for skills 2020 </li></ul><ul><li>  </li></ul>
  6. 6. Changing Society – The Future <ul><li>Technology </li></ul><ul><li>World globalisation </li></ul><ul><li>Changing maturity levels in schools </li></ul><ul><li>Expanding knowledge of learning </li></ul><ul><li>World economic climate / uncertainty </li></ul>
  7. 7. 14-19 Curriculum Changes <ul><li>Raising the participation age to give every young person the opportunity to remain in education or training – raise the participation age to 17 by 2013 and 18 by 2015 </li></ul>
  8. 8. 14-19 Entitlement – Learning Opportunities <ul><li>All young people will study (14-16): </li></ul><ul><li>Core curriculum English, Mathematics and Science </li></ul><ul><li>ICT, PE and Citizenship </li></ul><ul><li>Work-related learning and enterprise </li></ul><ul><li>Religious Education </li></ul><ul><li>Sex, drug, alcohol and tobacco education </li></ul><ul><li>Careers education </li></ul><ul><li>A course in at least one of the following - arts, design & technology, the humanities and/or modern foreign languages </li></ul>
  9. 9. Qualifications From One of Four Routes <ul><li>Apprenticeships – by 2013 an entitlement for all suitably qualified 16 year olds </li></ul><ul><li>Diplomas – by 2013 an entitlement for all 14-16 year olds to the first 14 Diplomas and for 16-18 year olds all 17 Diplomas </li></ul><ul><li>Foundation Learning Tier – by 2010 an entitlement to study one of the progression pathways </li></ul><ul><li>General Qualifications, e.g. GSCE’s and A Levels </li></ul>
  10. 10. World Class Apprenticeships <ul><li>Department of Innovation, Universities and Skills published a strategy for apprenticeships 2008 </li></ul><ul><li>Mainstream option for 16-18 year olds </li></ul><ul><li>High quality learning for young people and employers </li></ul><ul><li>Entitlement to off the job training </li></ul><ul><li>High quality theoretical and competence based learning </li></ul><ul><li>Integrate functional and PLTS with Apprenticeship </li></ul><ul><li>Progression routes available to HE </li></ul><ul><li>Target is 400,000 by 2020 </li></ul>
  11. 11. Diplomas – Helping Employers & Higher Education <ul><li>Valued qualifications combining theoretical and more applied learning </li></ul><ul><li>The Diploma is made up of three elements </li></ul><ul><li>1: Principle learning – compulsory core to give knowledge and skill in work related context </li></ul><ul><li>2:Generic Learning – improving functional skills & PLTS that Employers & HE insist on </li></ul><ul><li>3:Additonal & specialist learning – give the opportunity for learners to add depth & breadth to studies </li></ul><ul><li>Diploma is available at 3 levels, foundation, higher & advanced </li></ul><ul><li>Diploma Development Partnerships have brought together employers, HE, learning providers and subject bodies </li></ul><ul><li>17 Diplomas with phased introduction </li></ul>
  12. 12. Foundation Learning Tier – Support Wider Participation and Higher Achievement <ul><li>Provision below level 2 (entry level) </li></ul><ul><li>FLT is based upon clear pathways which contain a range of appropriate learning and qualifications that make sure the learner has the skills and knowledge for their next stage of learning/employment </li></ul><ul><li>Each pathway has three components </li></ul><ul><li>1:Functional skills in English, Mathematics & ICT </li></ul><ul><li>2:Personal, learning and thinking skills </li></ul><ul><li>3:Subject & vocational learning </li></ul><ul><li>Progression routes, Foundation Diploma, GSCE & Apprenticeship </li></ul>
  13. 13. GCSCs, A levels <ul><li>Reforming GCSEs and A Levels ensuring that their content is up to date and engaging </li></ul><ul><li>Robust and challenging assessment </li></ul><ul><li>A levels – Reducing units but maintaining breadth and standard </li></ul><ul><li>Coursework no longer allowed </li></ul><ul><li>Extended project – learner planning, preparation and research skills (universities & employers requirement) </li></ul><ul><li>Revised Criteria for majority of GCSEs – coursework replaced by controlled assessment allowing greater control over task setting, task taking and task marking </li></ul><ul><li>Criteria for English, Mathematics and ICT that incorportate functional skills </li></ul>
  14. 14. Personal, Learning & Thinking Skills <ul><li>These skills are essential in helping young become successful </li></ul><ul><li>learners, confident individuals and responsible citizens </li></ul><ul><li>PLTS framework – six groups of skills </li></ul><ul><li>1:Independent enquirers </li></ul><ul><li>2:Creative thinkers </li></ul><ul><li>3:Reflective learners </li></ul><ul><li>4:Team workers </li></ul><ul><li>5:Self managers </li></ul><ul><li>6:Effective participators </li></ul><ul><li>PTLS skills and the functional skills of English, Mathematics and ICT are essential to success </li></ul>
  15. 15. Employability Skills <ul><li>These skills are essential in readying young people for employment </li></ul><ul><li>and the workplace </li></ul><ul><li>1:Self management </li></ul><ul><li>2:Team working </li></ul><ul><li>3:Problem solving </li></ul><ul><li>4:Communication & Literacy </li></ul><ul><li>5:Positive attitude </li></ul><ul><li>6:Application of IT </li></ul><ul><li>7:Application of numeracy </li></ul><ul><li>8:Business & customer awareness </li></ul>
  16. 16. Every Child Matters <ul><li>The Government's aim is for every child, whatever their background or their circumstances, to have the support they need to: </li></ul><ul><li>1: be healthy </li></ul><ul><li>2:stay safe </li></ul><ul><li>3:enjoy and achieve </li></ul><ul><li>4:make a positive contribution </li></ul><ul><li>5:achieve economic well-being. </li></ul>
  17. 17. Challenges & Opportunities - 14-19 <ul><li>Change in focus to what a young person requires not what can be provided </li></ul><ul><li>Staff Training / re training </li></ul><ul><li>Integration of functional skills / generic skills into the curriculum </li></ul><ul><li>Successful integration of elearning </li></ul><ul><li>Curriculum management & timetabling </li></ul><ul><li>Building relationships with employers </li></ul><ul><li>Sharing and managing learning resources </li></ul><ul><li>Managing change / transition (staff & students) </li></ul><ul><li>Quality assurance of courses and assessment </li></ul><ul><li>Learning in different environments (away from school/classroom) </li></ul><ul><li>Longer learning sessions </li></ul><ul><li>Sixth form growth & diversity </li></ul>
  18. 18. Questions
  19. 19. Bibliography <ul><li>http://www.dcsf.gov.uk/14-19/ </li></ul><ul><li>http://www.staffordshire.gov.uk/bsf/ </li></ul><ul><li>14-19 education and training reforms – implications for information, advice and guidance </li></ul><ul><li>Curriculum assessment and 14-19 reforms ASCL </li></ul><ul><li>http://www.teachernet.gov.uk/publications </li></ul><ul><li>http://www.dcsf.gov.uk/everychildmatters/ </li></ul>

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