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

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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<br />
  2. 2. INTRODUCTION <br /><ul><li>The Key Changes
  3. 3. Why The changes happened
  4. 4. Implications of Learning
  5. 5. Implications of Teaching
  6. 6. Conclusion
  7. 7. Bibliography
  8. 8. Question Time</li></ul>MargaretHeron<br />
  9. 9. THE KEY CHANGES<br /><ul><li>To raise the minimum age that young people leave education or training
  10. 10. New qualifications e.g. Diplomas
  11. 11. Reformed A levels
  12. 12. Extended project qualification
  13. 13. New functional skills standards and qualifications</li></ul>Margaret Heron<br />
  14. 14. THE KEY CHANGES<br /><ul><li>GCSEs (Reviewed and updated)
  15. 15. Expanded Apprenticeship opportunities
  16. 16. Foundation learning tier
  17. 17. Placing responsibility for education and training of all young people to 18 with local authorities (NEET)
  18. 18. Increased emphasis on science, technology, engineering and maths </li></ul>Margaret Heron<br />
  19. 19. Diplomas<br /><ul><li>Diplomas will cover 17 subjects
  20. 20. Offered at Foundation, Higher and Advanced
  21. 21. Advanced Diploma can lead on to university or into a career. </li></ul>Margaret Heron<br />
  22. 22. A levels <br /><ul><li>Most subjects will be reduced from six units to four
  23. 23. A broad range of question types
  24. 24. A requirement for extended writing
  25. 25. Synoptic assessment
  26. 26. A* grade</li></ul>Margaret Heron<br />
  27. 27. Functional Skills <br />“Functional Skills are a key element to these reforms, bringing a sharper focus on the basics so that young people and adults can apply what they have learned, in the context of their daily life.”<br />(Department for Children, schools and families)<br /><ul><li>Help make sense of daily life
  28. 28. Using English, maths and ICT in everyday situations
  29. 29. They are essential for:
  30. 30. Getting the most from education and training
  31. 31. Personal development of all young people and adults
  32. 32. Developing employability skills
  33. 33. Tackling England’s skills gap </li></ul>Margaret Heron<br />
  34. 34. GCSEs<br /><ul><li>Replacing coursework with controlled assessment
  35. 35. Examination papers with a broad range of question styles
  36. 36. Applied and general pathways within the same qualification
  37. 37. Incorporating functional skills into GCSEs</li></ul>Margaret Heron<br />
  38. 38. Apprenticeship<br /><ul><li>Apprenticeships combine paid work with on-the-job training, qualifications and progression
  39. 39. Apprenticeships funding planned to increase to over £1 billion by 2009-10
  40. 40. From 2013, all suitably qualified young people will be entitlement to an Apprenticeship place</li></ul>Margaret Heron<br />
  41. 41. Foundation Learning<br /><ul><li>Foundation Learning (FL) is the national suite of learning for 14 to 19 year old predominantly at entry level or level 1
  42. 42. Learners and practitioners negotiate and agree an individual learning programme
  43. 43. Learning programmes integrate vocational/subject learning, personal and social development, and functional skills
  44. 44. By 2010/11, all areas are expected to be delivering some FL on a 14-19 basis</li></ul>Margaret Heron<br />
  45. 45. Further education<br />Apprenticeship post 18<br />Higher education<br />Employment<br /> Employment with training<br />CONSIDEROPTIONS<br />Higher or Advanced Diploma<br />GCSE<br />18<br />Foundation or Higher Diploma<br />CONSIDEROPTIONS<br />CONSIDEROPTIONS<br />16<br />14<br />Employment withtraining<br />CONSIDEROPTIONS<br />17<br />Main routes through 14-19 education and training in 2015 and beyond<br />GCSE / A-Level<br />FoundationLearning <br />Foundation Learning<br />Apprenticeship<br />There are, of course, many other optionsafter you turn 18, including a gap year and volunteering<br />Functional Skills and Personal,Learning and Thinking Skills<br />Well before the decision points information and advice will be critical to guide young people to make the best choice for them in relation to their prior learning.<br />Some students may change paths at 17 because<br />there are more one year courses available after 16.<br />The Diploma combines theoretical study with practical experience based around a work-related curriculum. It is available at Foundation, Higher and Advanced level (Level 1 - Level 3).<br />Higher or Advanced Diploma<br />CONSIDEROPTIONS<br />GCSE and A level qualifications are regularly updated to ensure that they remain high quality, relevant and interesting. They can be combined with Diplomas.<br />GCSE / A Level<br />Apprenticeships allow students to learn at work and gain qualifications. The number and range of Apprenticeships is increasing hugely so 1 in 5 will take this route by 2020.<br />Apprenticeship<br />This is for learners not ready for a full level 2 qualification and include a mix of learning to suit the individual.<br />FoundationLearning<br />
  46. 46. Why?<br />In 2020 only 600,000 jobs available to those with no qualifications compared to 3.2 million now <br />Education needs to be more relevant to business needs <br />40 % of all jobs in 2020 will require a graduate level qualification<br />Raise participation and achievement rates post 16<br />Ensure young people achieve specified levels in mathematics, literacy and ICT<br />Encourage students to be more innovative and creative about their learning<br />Making the 14-19 curriculum and qualifications far less complex<br />Give students greater choice of career paths<br />Margaret Heron<br />
  47. 47. Implications Of Teaching <br /><ul><li>Increase workload for teachers
  48. 48. Greater range of study programmes requiring more effective management
  49. 49. Greater subject relevancy requiring ongoing learning and research
  50. 50. Greater diversity providing greater job satisfaction
  51. 51. Pupils will study for longer thus increasing numbers </li></ul>Margaret Heron<br />
  52. 52. Implications Of Teaching <br /><ul><li>Training required for new qualifications and subjects
  53. 53. Changes to approaches to teaching and learning throughout the curriculum
  54. 54. New teaching strategies to implement effective learning
  55. 55. Opportunity to forge strong links with institutions and local employers
  56. 56. Good communication with learners to forge a agreed personal teaching plan
  57. 57. Natural levels of increased motivation in a learning environment due wider choices available for students</li></ul>Margaret Heron<br />
  58. 58. Implications of Learning<br /><ul><li>Greater chance of employability with the skills to succeed as ICT is seen as a key area in the Functional Skills initiative which is a current in today's society
  59. 59. Better developed individuals
  60. 60. Opportunity for less academic pupils and students to achieve a relevant qualification and enhance employability as well as further education in a practical environment which may not happen using traditional routes</li></ul>Margaret Heron<br />
  61. 61. Implications of Learning<br /><ul><li>Learning plans tailored to the learners specific needs with more learning environment available including the work place learning environment
  62. 62. Better communication with teachers with clear, agreed learning objectives in place
  63. 63. More choices for students with new courses and improved current courses as well as more study routes available
  64. 64. Lack of Apprenticeships available in the current economic climate</li></ul>Margaret Heron<br />
  65. 65. Conclusion<br /><ul><li>More choices for young people
  66. 66. Our young people will stay in learning and training longer
  67. 67. Better opportunities for people in Learning and training
  68. 68. More options for the students in terms of a career
  69. 69. Constant review and adaptation to the changes to ensures success</li></ul>Margaret Heron<br />
  70. 70. Conclusion<br /><ul><li>Employers receive better skilled individuals with the ability to assimilate work
  71. 71. More qualified and stronger UK workforce for the future
  72. 72. More Educated As A Population
  73. 73. Teachers and employers will need to adapt to make the changes work
  74. 74. More training opportunities for teachers
  75. 75. Better communication across the board </li></ul>Margaret Heron<br />
  76. 76. Bibliography<br /><ul><li>http://www.dcsf.gov.uk/14-19
  77. 77. http://www.qcda.gov.uk
  78. 78. http://publications.teachernet.gov.uk
  79. 79. http://news.bbc.co.uk/1/hi/in_depth/education/14-19_learning/default.stm
  80. 80. http://www.lluk.org/14-19.htm</li></ul>Margaret Heron<br />
  81. 81. Thank You for Listening<br />Any Questions?.....<br />Margaret Heron<br />

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