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Implications Of The Changes To The 14-19 Curriculum
- 1. Implications Of The Changes To The 14-19 Curriculum Ankit Patel
- 2. Reasons For 14-19 Reform Technological & Global Economy Changes More Demand For Soft Skills & Work Place Competencies Alongside Academic & Technical st Skills For 21 Century Help Young People Reach Their Full Potential To close the achievement gap, irrespective of race, gender, disability or background Participation In Education Or Training Over 16 is lower when compared to other countries ( Organisation for Economic Co-operation and Development figures)
- 3. Aims Of 14-19 Reform Ensure By The Age Of 19 – Students have had the education or training to succeed in life. Give Young People the Knowledge & skills so they and the economy can prosper in 21st century Help More Students Achieve Level 2 & 3 to enable them to get and keep jobs in the future By 2020 - 90% Of Young People Achieving Level 2 and 70% Achieving Level 3
- 4. Strategy For 14-19 Reform School Leaving Age Raised To 18 By 2015 Reduce NEET Numbers – Aged 16 -18 Students Offered Choice At 14 & 16 Diplomas Available in 17 Subjects By 2013 Expanding Apprenticeship Opportunities Functional Skills – ICT, Maths & English More Responsibility With Local Authorities
- 5. Four Options – 14-19 Reform Apprenticeships Diplomas Foundation Learning Tier General Qualifications – GCSEs / A Levels
- 6. Apprenticeships Paid Work With On-the-job training leading to qualifications. Aimed at those who know which route they wish to take - Hospitality, Media, Retail, Construction.... Entitlement to a place by 2013 for all 16 year olds suitably qualified. DCSF expects 1 in 5 young people to take apprenticeships over the next decade
- 7. Diplomas Differs From GCSEs and A Levels Mix of 'class work' and 'hands on experience' Work Experience – Life Skills Gives Insight Into Area Of Interest 3 Levels – Foundation / Higher/ Advanced Entitlement by 2013 for all 14-16 year olds to the first 14 Diplomas and for 16-18 year olds to all 17 Diplomas
- 8. 17 New Diplomas Construction and the Built Environment Creative and Media Engineering Information Technology Society, Health and Development Business Administration and Finance 2009 Onwards Environmental and Land-based Studies Hair and Beauty Studies Hospitality Manufacturing and Product Design Public Services 2010 Onwards Retail Business Sport and Active Leisure Travel and Tourism Humanities and Social Sciences 2011 Onward Languages and International Communication Science Source : www.dcsf.gov.uk
- 9. Functional Skills “Functional skills are practical skills in English, information and communication technology (ICT) and mathematics, that allow individuals to work confidently, effectively and independently in life.” OCR
- 10. Functional Skills Key Element To Reform - Key To Success Core Emphasis On English, Maths And ICT Develop Skills For Employment - Team working - Communication - Presentation - Problem solving
- 11. Foundation Learning Tier Supports Learners Aged 14 And Over Who Are Working Below Level 2 Raise Learners – Participation, Achievement & Progression Combinations Of Qualifications At Entry Level And Level 1 – Personalised Learning Enable progression pathways to higher level qualifications.
- 13. REFORM – 14-19 Routes
- 14. 14-19 Reform Implications Local Authorities Responsible for Under 19s In Education Or Training Training & Structures Timetables & Funding Communication Barriers Between Employers, Institutes And Colleges Teachers With Increased Workload Will There Be Enough Places On Apprenticeships – Current Global Climate More Choices – More Problems
- 15. Conclusion More Educated As A Population More Choices For Students Teachers/Schools/Employers Will Need To Adapt To New Changes For Reform To Work Will Targets Be Met?
- 16. References 14-19 Reform http://www.dcsf.gov.uk/14-19/ 14-19 Diplomas http://yp.direct.gov.uk/diplomas/ Diplomas And Life Changes http://www.qca.org.uk/qca_10325.aspx Functional Skills http://www.qca.org.uk/qca_6062.aspx Foundation Learning Tier http://www.qca.org.uk/qca_8153.aspx