The document discusses the implications of reforms to the 14-19 UK curriculum. The reforms aim to place a greater emphasis on developing functional skills while applying knowledge to daily life. The reformed curriculum will combine vocational studies with academics. This is intended to address issues like many students currently having "dead end" options after age 16 with no chance of further education or training. The reforms are expected to have implications for both learners and schools, offering students more choices in qualifications and helping to ensure all young people have a curriculum that prepares them for further education, skilled employment, and life.

1. Implications of the Changes to the 14-19 Curriculum Presented By Nasar Khan

2. What is 14-19 Curriculum Reform? As stated by the “department for Children school and family’s” the reform will : Have a greater emphasis on developing functional skills (English, maths, ICT), making sure that students can apply their knowledge in the context of their daily lives; So what is Curriculum Reform? Curriculum Reform is transition of the school curriculum from a exam based assessment to a more vocational based teaching, developing and grading method. The 14-19 curriculum will be a mix of vocational studies (learning through doing) with strong academic content.

3. Why is it required? Previous education systems offer options that turn into ‘dead ends’ for students. No chance of further progression or opportunity for many. No means of encouraging and continuing education beyond the age of 16 for more challenged students. Will offer a more, different, exciting and challenging way of learning.

4. Statistics Evidence The last few years has seen a steady increase in the number of 16 - 17 year old Not in Employment, Education or Training (NEET). “Being NEET is a major predictor of later employment, low incomes, teenage motherhood, depression and poor physical health.”(DfES, 2005b)

5. Aims The reform is a long term, structural transformation of the 14 -19 education system. There are three main aims: Raising attainment now. Designing new curriculum and qualifications. ‘Delivering on the ground’.

6. Implications for Learners No choice but to continue education till 18. Compulsory Access to alternative curriculum routes. Choices Opportunity to experience ‘real world’ jobs. Can inform future career decisions Work experience whilst still schooling. Access to knowledge and skills to prepare them to be successful in future, work and life.

7. Implications for Schools Providing a curriculum that is engaging and more meaningful for students. Offer more qualification choices. Basic skills courses. New apprenticeships. Young Apprenticeship programme for 14 – 16 year olds. Flexible timetabling. Personalised learning. New curriculum and qualifications has key implications for schools in terms and staffing and training.

8. Implications of Change in the Future The option to choose the type of learning that motivates, interests and challenges them. More appealing opportunities for young people to choose will enable them to achieve more by the age of 19. Vocational based learning. ‘Practical approach to learning’. Apprenticeships. Increased role of employers in changing / shaping the curriculum content.

9. Summary This is a evolution of GCSE’s, A levels and Vocational Courses into a new pathway, providing students to select a mixed pattern of subjects / areas of learning. “to ensure that every young person has a high quality, interesting and useful curriculum that will help them achieve their potential and progress to further and higher education and skilled employment”

10. Opinions ‘Inclusive for all’ Will enable all learners regardless of ability to achieve their full potential. Provide more practical approach to learning. Equip students with the necessary skills in the work place. Enable all to have a develop a range of skills, knowledge and experience. Encourage more students to continue their learning, and hence achieve more by the age of 19. Better job prospects. Better skilled workforce. Could lead to a social divide Non-academic students Academic route (university)

11. References http:// www.teachernet.gov.uk/publications http:// www.dcsf.gov.uk/14-19 http://www.regen.net/news/879278/Data-Check---Neet-numbers-rise http:// www.qca.org.uk/qca_15735.aspx http://www.teachers.tv