Implications of the changes to the 14 19 curriculum v2
- 1. IMPLICATIONS OF THE CHANGES TO THE 14-19 CURRICULUM JEREMY WALKER – Keele University Interview Tasks 28 th July 2010
- 2. Agenda Educational Reform (14-19) Programme Goals Catalyst for change 14-19 Implementation delivery priorities 14-19 Entitlement Qualifications – Four Routes Core & Generic skills Integral part of learning 14-19 (curriculum embedded) Challenges & Opportunities Questions
- 3. Programme Goals To ensure that all young people participate until at least their 18 th Birthday – in education and training that stretches and challenges them to achieve their potential and go on to further or higher education or skilled employment To give people the knowledge and skills that employers need to prosper in the 21 st Century To close the achievement gap so that all have an equal opportunity to succeed, irrespective of gender, race, disability or background
- 4. Catalyst For Change There are still too many young people who are not in education, employment or training, and too many leaving education with few or no qualifications Employers and Higher Education say that the skill level of young people must improve further to close the skills gap indentified by the Leitch Review Socio-economic background and factors such as gender, race, disability remain too strong a predictor of attainment The need to develop a modern, world class curriculum that will inspire, challenge and prepare for the future Bridging the vocational – academic gap
- 5. World Economic Foundation - Global Competiveness Index 2006/7 Education and skills investment key distinguishing factor 1: Switzerland 2: Finland 3: Sweden 4: Denmark 5: Singapore 6: United States 7: Japan 8: Germany 9: Netherlands 10: United Kingdom Leitch Review – Optimal skills mix to maximise economic growth, productivity & social justice – World Leader for skills 2020
- 6. Changing Society – The Future Technology World globalisation Changing maturity levels in schools Expanding knowledge of learning World economic climate / uncertainty
- 7. 14-19 Curriculum Changes Raising the participation age to give every young person the opportunity to remain in education or training – raise the participation age to 17 by 2013 and 18 by 2015
- 8. 14-19 Entitlement – Learning Opportunities All young people will study (14-16): Core curriculum English, Mathematics and Science ICT, PE and Citizenship Work-related learning and enterprise Religious Education Sex, drug, alcohol and tobacco education Careers education A course in at least one of the following - arts, design & technology, the humanities and/or modern foreign languages
- 9. Qualifications From One of Four Routes Apprenticeships – by 2013 an entitlement for all suitably qualified 16 year olds Diplomas – by 2013 an entitlement for all 14-16 year olds to the first 14 Diplomas and for 16-18 year olds all 17 Diplomas Foundation Learning Tier – by 2010 an entitlement to study one of the progression pathways General Qualifications, e.g. GSCE’s and A Levels
- 10. World Class Apprenticeships Department of Innovation, Universities and Skills published a strategy for apprenticeships 2008 Mainstream option for 16-18 year olds High quality learning for young people and employers Entitlement to off the job training High quality theoretical and competence based learning Integrate functional and PLTS with Apprenticeship Progression routes available to HE Target is 400,000 by 2020
- 11. Diplomas – Helping Employers & Higher Education Valued qualifications combining theoretical and more applied learning The Diploma is made up of three elements 1: Principle learning – compulsory core to give knowledge and skill in work related context 2:Generic Learning – improving functional skills & PLTS that Employers & HE insist on 3:Additonal & specialist learning – give the opportunity for learners to add depth & breadth to studies Diploma is available at 3 levels, foundation, higher & advanced Diploma Development Partnerships have brought together employers, HE, learning providers and subject bodies 17 Diplomas with phased introduction
- 12. Foundation Learning Tier – Support Wider Participation and Higher Achievement Provision below level 2 (entry level) FLT is based upon clear pathways which contain a range of appropriate learning and qualifications that make sure the learner has the skills and knowledge for their next stage of learning/employment Each pathway has three components 1:Functional skills in English, Mathematics & ICT 2:Personal, learning and thinking skills 3:Subject & vocational learning Progression routes, Foundation Diploma, GSCE & Apprenticeship
- 13. GCSCs, A levels Reforming GCSEs and A Levels ensuring that their content is up to date and engaging Robust and challenging assessment A levels – Reducing units but maintaining breadth and standard Coursework no longer allowed Extended project – learner planning, preparation and research skills (universities & employers requirement) Revised Criteria for majority of GCSEs – coursework replaced by controlled assessment allowing greater control over task setting, task taking and task marking Criteria for English, Mathematics and ICT that incorportate functional skills
- 14. Personal, Learning & Thinking Skills These skills are essential in helping young become successful learners, confident individuals and responsible citizens PLTS framework – six groups of skills 1:Independent enquirers 2:Creative thinkers 3:Reflective learners 4:Team workers 5:Self managers 6:Effective participators PTLS skills and the functional skills of English, Mathematics and ICT are essential to success
- 15. Employability Skills These skills are essential in readying young people for employment and the workplace 1:Self management 2:Team working 3:Problem solving 4:Communication & Literacy 5:Positive attitude 6:Application of IT 7:Application of numeracy 8:Business & customer awareness
- 16. Every Child Matters The Government's aim is for every child, whatever their background or their circumstances, to have the support they need to: 1: be healthy 2:stay safe 3:enjoy and achieve 4:make a positive contribution 5:achieve economic well-being.
- 17. Challenges & Opportunities - 14-19 Change in focus to what a young person requires not what can be provided Staff Training / re training Integration of functional skills / generic skills into the curriculum Successful integration of elearning Curriculum management & timetabling Building relationships with employers Sharing and managing learning resources Managing change / transition (staff & students) Quality assurance of courses and assessment Learning in different environments (away from school/classroom) Longer learning sessions Sixth form growth & diversity
- 18. Questions
- 19. Bibliography http://www.dcsf.gov.uk/14-19/ http://www.staffordshire.gov.uk/bsf/ 14-19 education and training reforms – implications for information, advice and guidance Curriculum assessment and 14-19 reforms ASCL http://www.teachernet.gov.uk/publications http://www.dcsf.gov.uk/everychildmatters/