PLI Information Sessions- Fall 2018
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The Principal Leadership Institute (PLI) prepares, inducts, and supports a diverse community of equity focused school leaders who will improve education for vulnerable and historically underserved students in California’s public schools in support of social justice.
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The document discusses reforms to the UK's 14-19 curriculum. It aims to address issues like too many youth being NEET after school and employers finding graduates lack basic skills. Key reforms include raising the school leaving age to 18, revising qualifications like GCSEs and A-Levels, expanding apprenticeships and diplomas, and improving vocational options. The goals are to offer more pathways tailored to students' needs and help them develop skills for work or further education. While necessary, the reforms also bring challenges of increased workload and need for more resources.
14 19 Reform (alt format)
The document summarizes key changes to the UK's 14-19 curriculum. The reforms aim to address low participation rates in post-16 education, low skill levels, and a complex qualifications system. Key changes include incorporating functional skills in numeracy, literacy, and ICT; introducing a new Diploma qualification; revising GCSEs and A-levels; expanding apprenticeships; and requiring students to participate in education or training until age 18. The reforms seek to equip young people with essential skills for life and work and provide more choices and pathways for students.
14 19 Reform 16th Dec 2009
The document summarizes key changes to the 14-19 curriculum in the UK. The reforms aim to address low participation rates in post-16 education, low skill levels, and a complex qualifications system. Key changes include incorporating functional skills in numeracy, literacy, and ICT; introducing a new diploma qualification; revising GCSEs and A-levels; and requiring young people to participate in education or training until age 18. The reforms seek to equip young people with essential skills for life and work and provide more choices and flexibility in qualifications.
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The document discusses reforms to the UK education system for 14 to 19 year olds. Key reforms include raising the minimum school leaving age, introducing new diploma qualifications in 17 subjects at three levels, expanding apprenticeship opportunities, and developing functional skills in core subjects. The goals are to provide more flexibility and opportunities for students, better prepare them for employment or higher education, and develop skills like independent learning, teamwork, and problem solving.
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The document summarizes the changes to the UK's National Curriculum for 14-19 year olds. The reforms aim to create a less complex system that offers more choices for students, such as diploma qualifications combining practical and theoretical learning. The changes also seek to keep students in education longer through new options like apprenticeships and foundation learning programs. The overall goal is to help students of all academic levels qualify for higher education or employment.
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The document discusses reforms to the 14-19 curriculum in the UK. It aims to make education more relevant to today's world and raise skill levels to meet business needs. Key reforms include incorporating functional skills in English, maths and ICT; personal, learning and thinking skills; changes to GCSEs, A-Levels, apprenticeships, and introducing diplomas and foundation learning programs. The benefits are more choice for students and improved employability, but limitations include pressure on teachers and limited university and work placements.
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The document discusses reforms to the UK's 14-19 curriculum. It aims to address issues like too many youth being NEET after school and employers finding graduates lack basic skills. Key reforms include raising the school leaving age to 18, revising qualifications like GCSEs and A-Levels, expanding apprenticeships and diplomas, and improving vocational options. The goals are to offer more pathways tailored to students' needs and help them develop skills for work or further education. While necessary, the reforms also bring challenges of increased workload and need for more resources.
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The document summarizes key changes to the UK's 14-19 curriculum. The reforms aim to address low participation rates in post-16 education, low skill levels, and a complex qualifications system. Key changes include incorporating functional skills in numeracy, literacy, and ICT; introducing a new Diploma qualification; revising GCSEs and A-levels; expanding apprenticeships; and requiring students to participate in education or training until age 18. The reforms seek to equip young people with essential skills for life and work and provide more choices and pathways for students.
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Project AP Bound is an initiative to increase access to Advanced Placement (AP) courses for low-income students and English language learners in Districts 17 & 20. The goals are to increase the number of these students taking AP exams and pre-AP/AP courses by providing professional development for teachers, student activities, and online resources. Data on participating staff, students, course enrollment, and exam performance will be collected.
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The document discusses reforms to the UK education system for 14 to 19 year olds. Key reforms include raising the minimum school leaving age, introducing new diploma qualifications in 17 subjects at three levels, expanding apprenticeship opportunities, and developing functional skills in core subjects. The goals are to provide more flexibility and opportunities for students, better prepare them for employment or higher education, and develop skills like independent learning, teamwork, and problem solving.
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The document summarizes the changes to the UK's National Curriculum for 14-19 year olds. The reforms aim to create a less complex system that offers more choices for students, such as diploma qualifications combining practical and theoretical learning. The changes also seek to keep students in education longer through new options like apprenticeships and foundation learning programs. The overall goal is to help students of all academic levels qualify for higher education or employment.
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The document discusses reforms to the 14-19 curriculum in the UK. It aims to make education more relevant to today's world and raise skill levels to meet business needs. Key reforms include incorporating functional skills in English, maths and ICT; personal, learning and thinking skills; changes to GCSEs, A-Levels, apprenticeships, and introducing diplomas and foundation learning programs. The benefits are more choice for students and improved employability, but limitations include pressure on teachers and limited university and work placements.
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The document discusses reforms to the United Kingdom's National Curriculum for 14-19 year olds. The reforms aim to make the qualifications system less complex, offer more choices to students, and encourage young people to stay in education longer. Key changes include the introduction of diplomas that combine academic and vocational skills, expanding apprenticeship programs, and foundation learning options for skills development. The reforms seek to better prepare young people for employment or further education through qualifications that have input from schools and employers.
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The document summarizes recent reforms to the 14-19 curriculum in the UK. It overviews changes made to GCSEs, A-Levels, and the introduction of new courses like diplomas and foundation learning. The goals of the reforms are to maximize each student's potential through education, offer more choice in courses, and better prepare students for employment through useful skill development. Key changes include replacing GCSE coursework with controlled assessment, reducing the number of exam units for A-Levels, and ensuring apprenticeship and diploma access for all students by 2020 and 2013 respectively.
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