The document summarizes the key changes to the UK's 14-19 curriculum. It outlines reasons for reforming the curriculum, such as the changing job market and need for higher skilled workers. The reforms include new progression routes like diplomas, apprenticeships, and functional skills qualifications. Implications are that students will have more options to customize their learning, though challenges include ensuring sufficient funding, resources, and collaboration between education and industry stakeholders.

1. IMPLICATIONS OF THE CHANGES TO THE 14-19 CURRICULUM By Munnas Ahmed

2. AIMS Reasons for reforming Changes to the curriculum Affects of changes for teachers and pupils Advantages of reforming Disadvantages of reforming

3. Reasons for Reforming The world is changing fast. The UK is falling behind By 2020 there will be 5 million fewer low skilled jobs. 40% of all jobs will require a graduate level qualification. Employers are looking for high skilled employees. Employees lack basic skills in numeracy, literacy and IT. Education will be more relevant to today’s world.

4. Before Reform Age 14 GCSE’s Age 16 A-Levels BTEC’s Age 18 University Employment

5. After Reform – Progression Routes Foundation Learning Tier For learners not ready for a full level 2 qualification. Will help pupils to progress their studies to level 2. Personal learning programmes to cater for pupils needs. GCSE Regularly updated to ensure high quality. Functional skills incorporated into Maths, Science and ICT. Challenging and preparing pupils for higher education and employment.

6. After Reform – Progression Routes Diploma’s New qualification as part of 14-19 reform Practical experience through work experience and project. It will allow pupils to find out about an area of their interest. Many options open for pupils as following the diploma.

7. 17 NEW DIPLOMAS Business, Administration and Finance Construction and the Built Environment Creative and Media Engineering Environmental and Land-Based Studies Hair and Beauty Studies Hospitality Information Technology Manufacturing and Product Design Public Services Retail Business Society, Health and Development Sports and Active Leisure Travel and Tourism Humanities and Social Sciences

8. After Reform – Progression Routes Apprenticeships The aim is to have one in five young people in apprenticeships by 2020. Apprenticeships will continue to include NVQ’s, BTEC and City and Guilds qualifications. Advanced apprenticeships will allow young people to achieve foundation or honours degree. Working with accredited training. From 2013 pupils going into full or part time work at age 16 will need to continue in part time education until the age of 17. Part time education will need to be one day a week on equivalent. By 2015 the age will increase to 18.

9. After Reform – Progression Routes Functional skills Introduced to ensure pupils have the skills required for employment and higher education. Stand alone qualification equivalent to GCSE for each functional skill. Functional skills for Maths, ICT and English will be taught to all students from 2010.

10. Functional Skills “ Functional Skills are practical skills in English, Information and Communication Technology (ICT) and Mathematics, that allow individuals to work confidently, effectively and independently in life”. OCR

11. Implications - Learning Decisions are made from a young age. At age 14, pupils can choose: GCSE Foundation or Higher Diploma Foundation learning At age 16, in school or college, they can take: The Diploma GCSE/A-Levels An Apprenticeship Foundation learning Employment with Training At age 18, they can: FE or HE Apprenticeship post 18 Employment Employment with Training

12. Implications - Teaching Collaborating and integrating with employers, colleges and schools. ICT is a functional skill New courses Pupils will stay on longer thus increasing numbers Workload will increase.

13. Advantages of the Reform Young people to take charge of their own learning. Many pathways and options available for pupils. Boosts self-esteem by setting young people up for success. Schools creating links to businesses. Provides an environment where young people can apply key and functional skills with learning. Opportunities to transfer skills into different areas. Prepares young people for a continually changing world.

14. Disadvantages of the Reform All stakeholder need to work together to ensure success. Government funding and plans are essential to the success of the initiative. More choices may create more problems? Will there be enough places for apprenticeships because of the recession? Changes to the curriculum will mean a review of university admission policies and entry requirements for all programmes

15. Every Child Matters How does this link in? The Governments aim is for every child, whatever their background, or their circumstances, to have the support they need to: Be healthy Stay safe Enjoy and achieve Make a positive contribution Achieve economic well-being

16. Will Reform work ?

17. References http://www.dcsf.gov.uk/14-19/ http://www.14-19reforms.co.uk/ http://www.ttrb.ac.uk/ http://www.universitiesuk.ac.uk/14-19Curriculum/ http://www.bbc.co.uk/news/10406595