14 19 Reform Presentation

Saturday, April 8, 2023 114-19 Reform

14 – 19 Reforms

The aims of this session are :

1. to develop an awareness of the changes in the 14-19 curricula;

2. to have a knowledge and understanding of the scope and range of 14-19 diplomas available to young people and the skills necessary to contribute to diploma learning;

3. to develop awareness of Careers Education and Information Advice and Guidance (IAG).

Saturday, April 8, 2023 14-19 Reform 2


Why Reform?

The Nuffield Review (2009)

Education for All: The future of education and training for 14-19 year olds

The Leitch Report (2006)

Long term skills needs

Educational Reform Act (1988)

NC @ KS 1- 4

The Key Question

What counts as an educated

19 year old in this day and age?


Values shape all that we do and decide, not least in education. The values we hold affect our opinions – and ultimately our decisions on such questions as:

• Whether or not to select by ability,

• Whether to make the arts compulsory or optional in the 14-19 curriculum,

• Whether to build on or to ignore the experiences young people bring into school,

• Whether to reward academic achievement rather than practical capability,

• Whether to encourage young people to progress to higher education rather than to sign up for apprenticeships.


The Review, therefore, argued for an understanding of education for all which would provide:

• the knowledge and understanding required for the ‘intelligent management of life’

• competence to make decisions about the future in the light of changing economic and social conditions;

• practical capability – including preparation for employment; • moral seriousness with which to shape future choices and

relationships; • a sense of responsibility for the community.

Leitch - recommends that the UK commits to a compelling new vision - to become a world leader in skills by 2020. By this date:

• 95% of working age adults should have basic skills in both functional literacy and numeracy, rising from 85% and 79% respectively in 2005;

• More than 90% of adults should be skilled to GCSE level or to vocational equivalents (at least level 2), rising from 69% in 2005;

• The number of apprentices in the UK to be boosted to 500,000 each year,

• Double the current number, with improved quantity, quality and esteem for intermediate skills;

• More than 40% of adults to be skilled to graduate level and above, up from 29% in 2005.

14 – 19 Reform

The Diploma: new, in both what students will learn, but also how they will learn.

Functional Skills and Personal, Learning and Thinking Skills: to ensure that students can apply their knowledge in English, |Maths and ICT, together with opportunities to develop skills for life such as teamwork, communication and presentations.

Updating and modernising GCSEs, to incorporate employability skills. GCSEs in English, maths and ICT to have Functional Skills and Personal, Learning and Thinking Skills built into them.

Strengthening A levels, to ensure that students are stretched and challenged. Adding an A* grade, to recognise exceptional performance.


Increasing the number of Apprenticeships, and the number of sectors in which they’ll be available. Apprenticeships will be one of four main routes through to learning at 18.

Raising the participation age: by 2013, everyone will stay on in learning or training, to age 17, and to age 18 by 2015.

Extended project: a new, free-standing qualification, equivalent to half an A level, which allows students to pursue an area of special interest to them, through independent research and learning.

Foundation Learning Tier: additional support for students who are not yet ready for Level 2 qualifications). The Foundation Learning Tier establishes a learning framework which will allow students to progress towards Level 2.


New pathways

CONSIDEROPTIONS

17

GCSE

Foundation Learning Tier

Apprenticeship

Foundation or Higher Diploma

Foundation Learning Tier

Foundation, Higher or Advanced Diploma

GCSE / A-Level

Employment withtraining

CONSIDEROPTIONS

16

CONSIDEROPTIONS

14

Further education

Higher education

Employment

Employment with training

Apprenticeship post 18CONSIDEROPTIONS

18

The Diploma

Phase 1 – 2008 Phase 2 - 2009 Phase 3 - 2010 Phase 4 - 2011

Construction and the Built Environment

Creative and Media

Engineering

IT

Society, Health and Development

Business, Administration and Finance

Environmental and Land-based Studies

Hair and Beauty Studies

Hospitality

Manufacturing and Product Design

Public Services

Retail Business

Sport and Active Leisure

Travel and Tourism

Humanities and Social Sciences

Languages and International Communication

Science

The Diploma and its Pedagogy

• rich and varied learning environments that engage learners in authentic tasks

• different ways of learning, including ‘learning by doing’, use of new technologies and collaborative, problem-based approaches, that meet affective as well as cognitive needs;

• playing a central role in planning and reviewing their own learning to meet their interests and needs;

• interactions with a variety of others, particularly those with experience of working in relevant sectors or contexts;

• assessment for learning and development of meta-cognitive capabilities, such as reflection, that promote deeper learning and the making of connections



Collaborative Learning

• Schools and colleges should work together to offer a comprehensive range of learning pathways from age 14

• 14-19 Partnerships, led by the local authorities, are required to set out their strategy and development plans

• Diploma delivery - Consortium

Delivery Model

School 1 School 2 School 3

College A

College B

Employer 1

Employer 2

Work Based Learning

Provider

HE

Diploma Enrichment Project: 10/05/10 – 09/06/10

• The experience will enable trainee teachers to contribute to teaching at level 2 or above of the Diploma line(s). In particular, you will acquire: – Experience of assessing work related learning; – Experience of teaching in a work-related environment or

simulated environment; – Understanding of the nature and extent of the

collaboration necessary for effective 14-19 Diploma delivery, and have demonstrated high level communication skills in a collaborative environment;

– Ability to relate school-based learning to real life experience within relevant industrial/commercial sector.

InformationTechnology

CreativeAndMedia

Business, Administration and Finance

Diploma Experience

Diploma Enrichment Project Contact:

[email protected]

Louise Quinn

14-19 Co-odinator

mailto:[email protected]


Useful Websites

14 – 19 Curriculahttp://www.dcsf.gov.uk/14-19http://www.qcda.gov.uk/20891.aspxhttp://www.teachernet.gov.uk/teachingandlearning/14to19/http://yp.direct.gov.uk/diplomaswww.direct.gov.uk/14-19prospectus

Functional skills training online at:

http://www.edexcel.com/quals/func-skills/Pages/training.aspx

14 19 Reform Presentation

Education

Transcript of 14 19 Reform Presentation