The 14-19 Reform introduces changes to broaden and enhance students' education to prepare them for employment, including increasing the minimum leaving age, adding new grades, and introducing new diplomas and apprenticeships. It aims to motivate students to stay in education and acquire functional skills. Schools will need to deliver revamped qualifications and diplomas in a more engaging way through cooperation with other institutions. Students will have more choice in their education and gain skills relevant for future careers, while employers will be able to better gauge applicants' capabilities. The reforms require significant resources for schools to ensure successful implementation.

1. Implications of the Changes to the 14-19 Curriculum By Leon Marfleet

2. Introduction The 14-19 Reform Strategic Objective – why its been introduced? What the 14-19 Reform consists of Benefits of the Reform! How the reforms will be delivered, managed and assessed? My own personal viewpoints! Quick question and answer session!

3. What is the 14-19 Reform?? Is a range of changes designed to enhance and broaden a student’s education experience and skill set to enable them to realise their potential and gain skilled employment. It is structured to provide wider choice, clearer alternatives to traditional routes to qualifications and placements that empower students with knowledge and experience for today’s employment market.

4. The Strategic ObjectiveWhys its been introduced! The Reform started with the Tomlinson Report in 2003. He suggested that education for 14-19 year olds need to change in order to meet future demands. The reform is designed to motivate and encourage students to stay learning and gaining functional skills. The Reform was designed to reduce the number of students leaving education with no functional skills.

5. What does 14-19 Reform Consist of? The most important changes are: Increasing the minimum leaving age to 17 2013 and 18 2015. Adding a new grade of A* in A Levels and GCSE’s A range of 17 Diplomas in total at three levels that challenge and stretch a student’s skills and experiences. Functional apprenticeships that reflect current employment trends. Increased flexibility of how the diplomas will be delivered, managed, tracked and assessed.

6. What does this mean for schools? Schools would need to deliver a range of revamped GCSE’s and Diplomas in a more modern, engaging approach that challenges students. A diploma no longer has to be delivered by one school. It can be achieved through a co-operative approach within several institutions meaning a student can travel between different schools to participate in the course. Schools have to fully commit to e-learning as a result of the changes in delivery. Tracking and time tabling needs to be achieved through common e-gateways that multiple institutions can have access to?

7. What does this mean to Students? Students can now start to specialise in a subject of interest to them and at a level that matches their ability. Students have more choice and able to gain more relevant skills for future demands. Students can have a say how the diploma will be achieved, they can travel to multiple schools and institutions that offer diploma modules. They can gain access to placements that are relevant to their subject choice, making work experience more effective in a students education.

8. What does this mean to employers? Employers will be able to gauge a student’s capability by looking not just at a range of traditional qualifications but a standard of subject specific skills that are relevant to the industry. They can form partnerships with schools and other institutions enabling employment led influence in functional skills. It will allow agile changes to diplomas as the employment market changes allowing pre-emptive modifications to reflect market trends.

9. How will the Reforms be delivered, managed and assessed? From 2013 it will become the legal right of a student to be able to choose a diploma as their line of education! Time tabling of these diplomas will be done through a common e-gateway that will allow multiple institutions to manage and track attendance. Local authorities will assist in providing commutable services for students who will travel to multiple sites. Delivery and assessments can be tracked electronically to enable accountability and quality of service.

10. Own Personal Viewpoints? The 14-19 Reform reflects a massive investment in the future of education and the employment market. The full implications will not truly be felt for years after. I hope that the reform results in students who are more engaged in their future and want to succeed. I feel that the employment market will become increasingly more competitive in the next 10 years and the reformswill respond to that challenge. I also believe that schools require considerable resources and ongoing training to make the reform succeed.

11. Any Questions??

12. References www.publications.dcsf.gov.uk/eOrderingDownload/DeliveringReform.pdf www.dcsf.gov.uk/publications/14-19educationandskills/ www.14-19reforms.co.uk/ www.teachernet.gov.uk/teachingandlearning/14to19/ www.ofsted.eu/.../Implementation-of-14-19-reforms-an-evaluation-of-progress