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The document discusses the proposed reforms to the 14-19 education system in the UK, including the introduction of a new Diploma qualification. The Diploma combines theoretical study with practical work experience and will be available at three levels by 2011 in 17 subject areas. It is designed to better prepare students for further education, employment, or apprenticeships by developing both academic and vocational skills. The reforms have implications for students, teachers, and schools, requiring changes to the curriculum, longer schooling, and more cooperation between educational institutions and businesses.
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This document summarizes the key changes to the 14-19 curriculum in the UK, including the implications of those changes. It outlines the new pathways students can take, including foundations learning, apprenticeships, and GCSE/A-Level routes. It also discusses how personal learning and thinking skills (PLTS) and functional skills (FS) will be embedded across subjects to better prepare students for rapidly changing workplace needs. Teachers will need to adapt their teaching methods to focus on general skills development in addition to content. Schools will also need to work more closely with businesses to tailor education to individual students and workforce requirements.
Tracy hartshorn implications of the changes to the 14 -19 curriculum
This document summarizes the key changes to the 14-19 curriculum in England. It outlines the new pathways students can take, including apprenticeships, diplomas, and GCSEs/A-Levels. It also discusses the implications of greater emphasis on personal learning and thinking skills (PLTS) and functional skills (applied math, English, and ICT) across different subjects. Teachers will need to adapt their teaching methods to focus more on general skills and applying skills in real-world contexts. Schools will also need to work more closely with businesses to tailor education to students' individual needs and the capabilities required in a changing world.
Tracy hartshorn implications of the changes to the 14 -19 curriculum
This document summarizes the key changes to the 14-19 curriculum in the UK, including the implications of those changes. It outlines the new pathways students can take, including foundations learning, apprenticeships, and GCSE/A-Level routes. It also discusses how personal learning and thinking skills (PLTS) and functional skills (FS) will be embedded across subjects to better prepare students for rapidly changing workplace needs. Teachers will need to adapt their teaching methods to focus more on general skills development in addition to content. Schools will also need to work more closely with businesses to understand capability requirements.
Implications of the changes to the 14 19 curriculum
The document discusses reforms to the UK's 14-19 curriculum. Key changes include increasing the school leaving age, introducing diplomas in various subjects, and expanding apprenticeship opportunities. The reforms aim to ensure all young people participate in education or training until 18, acquire skills needed by employers, and close achievement gaps. Positive implications are greater choice of career paths for students and opportunities for disadvantaged students. Negative implications could include a potential shortfall in apprenticeship vacancies and increased workload for teachers.
Interview presentation teg june 2010
The document discusses the reforms to the 14-19 curriculum in the UK. It outlines that the previous system of GCSEs was deemed inadequate for preparing students for further education and employment. A new system of diplomas covering major employment sectors was introduced between 2008-2013 to develop students' academic, vocational and soft skills. Key elements of the reform included introducing diplomas, raising the minimum school leaving age, expanding apprenticeships and improving teacher training for the new curriculum.
Implications of the changes to the 14-19 curriculum
The document summarizes key changes to the UK's 14-19 curriculum including the introduction of diplomas, apprenticeships, functional skills qualifications, and an increased school leaving age. Diplomas offer more practical, vocational learning across 17 subject areas while apprenticeships combine paid work with on-the-job training. Functional skills focus on essential skills like math, English, and ICT. Raising the school leaving age aims to reduce the number of youth unemployed or not in education. While these changes intend to better prepare youth for further education and work, some concerns include the ability to deliver new programs and whether there will be enough apprenticeship positions.
Implications for teaching and learning of the changes to the 14-19 curriculum
The UK government has introduced changes to the 14-19 curriculum to make education more relevant and give students better opportunities. Key changes include raising the minimum school leaving age, introducing new qualifications in subjects like ICT, English and maths, and expanding apprenticeship programs. Students now have more options like diplomas, apprenticeships or general qualifications that suit their individual needs and abilities. These reforms aim to help all students achieve and acquire skills needed for employment or further education. The changes have implications for both teachers and learners, such as requiring additional teacher training and giving students a more diverse range of opportunities and courses.
Presentation - Implications Of The Changes To The 14-19 Curriculum
This document discusses the implications of reforms to the 14-19 curriculum in the UK. The reforms aim to ensure students leave education at 19 with the skills needed to succeed in life by offering more choices at ages 14 and 16, expanding apprenticeships and diploma programs, and emphasizing functional skills in core subjects. Key implications include local authorities taking responsibility for overseeing education and training up to age 19, increased workload for teachers, and whether there will be enough apprenticeship places and if participation and achievement targets can be met.
Implications of the changes to the 14 19 curriculum
The document discusses reforms to the UK curriculum for 14-19 year olds to address skills shortages and increase opportunities for students. It outlines implications of the reforms, which include raising the compulsory school leaving age to 18 by 2015, introducing new qualifications like diplomas, and expanding apprenticeship programs. The reforms aim to provide students with skills for life, career-specific training, and transferable skills for future study or employment.
Implications Of The Changes To The 14 19 Curriculum
The document outlines the implications of reforms to the 14-19 curriculum in the UK. The reforms aim to ensure students are prepared for life after school by raising the school leaving age, offering more choices and qualifications, and increasing opportunities for apprenticeships and work experience. Key goals are to help all students reach their potential regardless of background, strengthen relationships with employers, and increase employability and prospects for higher education. The reforms could face issues with meeting targets and providing sufficient work placements, but overall are intended to create a more educated population with students better prepared to learn and succeed in the changing world.
Pgce presentation
The 14-19 reforms are the biggest changes to education in over 30 years and aim to raise skill levels by delivering a more well-rounded curriculum. Key changes include raising the minimum school leaving age, introducing new diploma qualifications, and reforming A-Levels. The diploma will be available at foundation, higher, and advanced levels equivalent to GCSEs and A-Levels. This reform will affect how students learn by providing more applied, work-related skills and increasing choices for further education and career options. Teachers will need to adapt their teaching to focus more on applied learning skills.
Pgce presentation
The 14-19 reforms are the biggest changes to education in over 30 years and aim to raise skill levels by delivering a more well-rounded curriculum. Key changes include raising the minimum school leaving age, introducing new diploma qualifications, and reforming A-Levels. The diploma will be available at foundation, higher, and advanced levels equivalent to GCSEs and A-Levels. This reform will affect how students learn by providing more applied, work-related skills and increasing choices for further education and career options. Teachers will need to adapt their teaching methods to focus more on applied learning skills.
Implications Of The Changes To The 14-19 Curriculum
This Is A Presentation On 'The Implications of the changes to the 14-19 curriculum'. Author: Ankit Patel. Purpose: For PGCE University Interview.
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Presentation - Implications Of The Changes To The 14-19 Curriculum
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- 1. Implication for Teaching and Learning By Gio Cutts - BSC (Hons) Computer Science 25-Feb-2010 Education & Business for The 21st Century The Diploma For a world that is changing fast…. Learners in the Driving Seat Theory + Practical Work
- 3. Components of the Diploma
- 4. Main Routes for 14-19 through Education and Training
- 5. Implications for Students and Teachers
- 7. Components of the Diploma Principal Learning must ensure skills learnt are fit for purpose & context Learning by Doing Keeping up-to-date from relevant sector and subject Generic Learning must include: Functional Skills – English, Mathematics and ICT A Project – As an additional Task
- 8. Further education Apprenticeship post 18 Higher education Employment Employment with training CONSIDEROPTIONS Higher or Advanced Diploma GCSE 18 Foundation or Higher Diploma CONSIDEROPTIONS CONSIDEROPTIONS 16 14 Employment withtraining CONSIDEROPTIONS 17 Main routes through 14-19 education and training in 2015 and beyond GCSE / A-Level FoundationLearning Foundation Learning Apprenticeship There are, of course, many other optionsafter you turn 18, including a gap year and volunteering Functional Skills and Personal,Learning and Thinking Skills 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). 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. Some students may change paths at 17 because there are more one year courses available after 16. Higher or Advanced Diploma CONSIDEROPTIONS GCSE and A level qualifications are regularly updated to ensure that they remain high quality, relevant and interesting. They can be combined with Diplomas. GCSE / A Level 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. Apprenticeship i For further Information, please visit www.dcsf.gov.uk/14-19 This is for learners not ready for a full level 2 qualification and include a mix of learning to suit the individual. FoundationLearning
- 9. What are the Implications of the Reform? Shake-up of the whole secondary curriculum Children will stay longer in Education Students, Teachers and Business in the driving seat DfES expects 40% of students to take up the new Diploma Students need to be driven and involved in their education goals Teachers must be able to interact with all the stakeholders involved in the project
- 10. What are the Implications of the Reform? Schools must cooperate with each other and create consortium Teaching and Learning must be aligned with market and business needs Reform is needed to adapt education to new emerging professions IT is the driving force behind business, society and every day life Are we ready for the 21st Century challenge: from Homo Sapiens to Homo Interneticus.
- 11. The ICT Diploma
- 12. Only 20% of workforce…why?
- 13. References http://yp.direct.gov.uk/diplomas/subjects/Information_Technology/ Department for Children, Schools and Families - 14-19 Reform: http://www.dcsf.gov.uk/14-19/ The Diploma: an overview of the qualification www.qcda.gov.uk/.../The_Diploma_An_overview_of_the_qualification_v3_March_2008.pdf - The Diploma and its pedagogy: www.qcda.gov.uk/libraryAssets/.../The_Diploma_and_its_pedagogy.pdf
- 14. References Various pictures and charts related to the Diploma from: www.dcsf.gov.uk/14-19 The Virtual Revolution: how the Internet has reshaped our lives in 20 years: http://www.bbc.co.uk/programmes/b00n4j0r