The document outlines major structural changes being made to the UK education system, including raising the leaving age to 18, revising pathways and qualifications, and introducing new programmes like Diplomas. Diplomas are intended to have a vocational emphasis and include core subjects plus work experience. The changes aim to improve skills training, increase participation in education, and better prepare students for the job market and technological changes. However, there are also implications for teachers, schools, and local authorities in implementing the new system.

1. Agenda Rationale Structural Changes The New Programmes Implications Summary

2. Rationale Largest change to education in 30 years New emphasis on practical, life and social skills Technological change Quality learning pathway for all Holistic provision of support services Drive to increase participation – tackling NEET Goal = 90% to achieve L2 (5 >C GCSE) by 2020

3. Structural Changes Raising the leaving age to 18 by 2015 Revised Pathways and Qualifications Diplomas Reform of GCSE and A Levels Extended project for Diploma & A Level Students Improvement to Apprenticeships Foundation Learning Tier New functional skills and personal learning Tailored learning programmes Moves responsibility to local authority

4. The New Programmes Source: www.qca.org.uk

5. Diplomas Most profound change Vocational emphasis Common Maths, English & ICT components 10 days work experience Foundation (5 x GCSE D-G) Higher (7 x GCSE A*-C) Advanced (3.5 A Levels) Extended version 2011

6. Implications Major change for Local Authorities New structures and processes Training Demanding timetable Strong potential for improving service delivery and relationships with other agencies Balancing provision & feasibility Employer engagement Apprenticeships – public sector must play its part!

7. Implications New scope for teachers and institutions Innovative teaching School ethos (what is our vision?) Better inter-subject connection means need for strong communication across departments The 'coherent learning environment' New courses, new ways of thinking, assessing & supporting Diploma = entirely new course structure

8. Implications Personalised learning IAG/ Pastoral role Choice means flexibility which in turn demands Coherent strategy Planning Resources Training (professional development) Measurement strategies, processes and tools Performance management & assessment

9. Summary Complete overhaul Modernisation (see videos) Opportunity to track technological change Societal change Chance for wider engagement/retention Risk and change management Providing industry with what it wants but at the determent of 'pure' academia?

10. Questions? Sources Department for Children, Schools and Families www.dcsf.gov.uk Sector Skills Council for Business and Information Technology ( E-Skills) www.e-skills.com Qualifications and Curriculum Authority www.qca.org.uk Learning and Skills Council www.lsc.gov.uk AQA www.aqa.org.uk National Union of Teachers www.teachers.org.uk