Implications for teaching and learning of the changes to the 14-19 curriculum


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Implications for teaching and learning of the changes to the 14-19 curriculum

  1. 1. “ Implications for Teaching and Learning of the changes to the 14-19 curriculum ” By Mr N S Mahal
  2. 2. Contents of Presentation <ul><li>Why are there changes to the 14-19 curriculum? </li></ul><ul><li>What are the changes? Key changes </li></ul><ul><li>How this affects Learning </li></ul><ul><li>Conclusion </li></ul><ul><li>How this affects Teaching </li></ul>Slide 1 Slides 2 Slides 5-7 Slide 3 Slide 4
  3. 3. <ul><li>Provide a wider of choice academic routes for 14-19 year olds </li></ul><ul><ul><ul><li>All routes will lead to a valuable qualification and further learning </li></ul></ul></ul><ul><ul><ul><li>Provide for different learning styles to motivate young people </li></ul></ul></ul><ul><ul><ul><li>Provide routes to higher education or skilled employment </li></ul></ul></ul><ul><li>Provide core functional skills in Literacy, Maths and ICT </li></ul><ul><li>Improve the quality and availability of Vocational routes </li></ul><ul><li>Encourage young people to think for themselves and nurture their creativity in learning </li></ul><ul><li>Reduce exam assessments and increase teacher assessments to improve the quality of teaching and learning </li></ul><ul><li>Make it easier to understand study routes and the value of qualifications </li></ul>Why are there changes to the 14-19 curriculum?
  4. 4. <ul><li>Key changes: </li></ul><ul><li>Reduce assessment burden in A’ Levels </li></ul><ul><li>Stretch and challenge students </li></ul><ul><li>Regular updates of curriculum, allowing for a foundation level (i.e. entry level/level 1) </li></ul><ul><li>All will learn core skill in English, Maths and ICT needed in day to day life and employment (i.e. Functional Skills) </li></ul><ul><ul><li>Set of common skills needed by all for adult life (e.g. communication, team work, problem solving etc…) </li></ul></ul><ul><ul><li>Essential for learning, personal development, employment and filling the skills gap </li></ul></ul><ul><li>For all to acquire and develop Personal, Learning and Thinking Skills (PLTS) </li></ul><ul><li>Have a more flexible approach to secondary curriculum to focus on basics for those who need them, and provide more challenges for more capable learners </li></ul>What are the changes?
  5. 5. <ul><li>More qualifications to provide for all levels and capabilities </li></ul><ul><ul><li>Curriculum overlap across qualifications </li></ul></ul><ul><li>Have the challenge of learning new /updated curriculum and exploring new ways to teach (i.e. moving away from ‘Chalk and Talk’) </li></ul><ul><li>Able to tailor learning according to student needs and interests </li></ul><ul><li>More control on assessment – ‘professional judgment valued’ </li></ul><ul><li>Curriculum kept up to date with real life </li></ul><ul><li>Can deliver a more interesting curriculum, lowering the chance of disengagement </li></ul><ul><li>Reward of helping gifted and low ability young adults </li></ul>How this affects Teaching
  6. 6. <ul><li>A flexible way to study, as it will fit around what the learners interest are </li></ul><ul><li>Will have a solid core in preparation for academic and practical life </li></ul><ul><li>Can work on and excel their strengths and explore their interests so they will be more motivated to learn </li></ul><ul><li>They are set targets that are realistic to the individual capabilities </li></ul><ul><li>Learning at a level they can handle and achieve </li></ul><ul><li>Year 7’s will have to stay in education to the age of 19 (year 13) </li></ul>How this affects Learning
  7. 7. <ul><li>Change!! </li></ul>Summary
  8. 8. Summary
  9. 9. Summary