The document highlights the main implications of changes made to the 14-19 curriculum in England. It describes differences like new functional skills, apprenticeships, diplomas and foundation learning being introduced, while GCSEs undergo quality assurance. Key implications are that students will have more choice in targeted learning, and schools will need to collaborate with partners to contextualize and deliver this learning in a way that benefits prospective employers. The document also questions who will contextualize learning under the new system and whether the changes will achieve the goal of parity between vocational and academic qualifications.

1. implications for teaching and learning of the changes to the 14-19 curriculum By Corey Harris

3. To highlight the main implications from the changes made to the 14-19 curriculum.

4. Objectives

5. Describe what is different about the reformed curriculum

6. Identify the implications of employing the reformed curriculum

8. Apprenticeships

9. Diplomas

10. Foundation Learning

11. GCSE

13. Targeted Learning

15. Delivering learning

18. Identified the implications of employing the reformed curriculum

19. Considered the external caveat to the changes“The way to get vocational qualifications to have parity with academic ones is to ensure all qualifications contain an element of both” David Miliband