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Implications of the changes to the 14 19 curriculum mark weston
Hinweis der Redaktion
- Tech and Global changes – the majority of employment is becoming more technical – for the UK to compete in a global market place we need citizens who are equipped educationally to meet that challenge. Education is the best method of delivering the improvements required. Within the reforms to the 14 – 19 curriculum are the Personal, Learning and Thinking skills framework which teaches the pupils how to be more effective within the workplace. Encourage Students – by allowing more choice within the curriculum pupils will feel that they are more in charge of their education. This is a good lesson to learn at an early age and will encourage life long learning. This is another useful tool for the UK workforce as there are no such things as jobs for life. Most people will have to, or may wish to, change career at least once within their working life. These changes may require gaining new knowledge and learning how to complete the new job. Bridging the gap – close the achievement gap, irrespective of race, gender, disability or background Holistic Support – By returning the educational requirements of young people to local authorities more support can be given to young people. Local authorities have the lead responsibility for reducing the proportion of young people NEET in their areas. By increasing opportunities through education and apprenticeship the student life choices Review and update – when the options are determined between the pupil and mentor a review process is initiated with regular review points. This will ensure that the students progress is maintained and any issues are raised before they become problems.
- Increasing the minimum school leaving age to 18 will deliver a more educated workforce to UK businesses. It will also increase the number of those participating in apprenticeships which will, hopefully, lead to higher employment. Diplomas -
- More options delivers a more flexible framework giving greater opportunities to shape the curriculum for individual student needs. Students will have four options dependant upon their own requirements.
- Controlled assessment is internal assessment in a supervised environment/classroom and is replacing coursework from September 2009 for most subjects E xamination papers– allowing all students to demonstrate their knowledge Functional skills - core elements of English, mathematics and ICT that provide individuals with the skills and abilities they need to operate confidently, effectively and independently in life, their communities and work. Individuals possessing these skills are able to progress in education, training and employment and make a positive contribution to the communities in which they live and work. Individual investigation into a subject reflects the education delivered at higher education levels. More experience in an andragogic form of learning will enhance the learning experience at later stages.
- It's a new qualification available at school or college. There are currently up to 14 subjects to choose. By 2011, there will be 17 subjects. Practical experience as well as learning in class is gained Students find out about an area of work they're interested in Foundation Diploma = 5 GCSEs grades D to G Higher Diploma = 7 GCSEs grades A* to C Advanced = 3 ½ A Levels Mandatory Subjects - Maths, English, Science and PE for 14 – 16 year olds
- Foundation Learning programmes combine subject or vocational learning with functional skills and personal and social development. They provide learners with choice and the opportunity to specialise – and a clear path towards level 2 qualifications or other goals. Foundation Learning will be nationally available from September 2010.
- Functional Skills are practical skills in English, maths and information and communications technology (ICT). They are a new set of qualifications, launching in 2010. They will be available for all learners aged 14 and above (although it will be possible to take them at a younger age too). Functional Skills are not just about knowledge in English, maths and ICT. They are also about knowing when and how to use the knowledge in real life situations.
- The personal, learning and thinking skills (PLTS) framework supports young people in their learning across the curriculum. The skills should be developed through the range of experiences and subject contexts available in the national curriculum, so that the PLTS framework supports and complements the subject programmes of study.
- To give students the best chance of success in their chosen career, they will need to carry on developing your skills throughout their working life. Apprenticeships deliver the opportunity to learn and gain nationally recognised qualifications. Apprenticeships are available in more than 190 roles across a wide variety of industry sectors. There are three levels available: Apprenticeships (equivalent to five good GCSE passes) Advanced Apprenticeships (equivalent to two A level passes) Higher Apprenticeships (lead to qualifications at NVQ Level 4 or, in some cases, a Foundation Degree)
- More engagement with parents will be necessary to structure this educational direction. This may be difficult in areas of social and economic degradation. In England, virtually all young people entering higher education in 2010 will have been assessed in different ways from previous cohorts, whether they are entering higher education with A-levels or with another qualification As well as teaching subject materials teachers will need to understand the overall process, how their subject is integrated into the learning pathway, deliver individual learning paths for all their students and deliver, potentially different lessons to each group. Apprenticeships are available in more than 190 roles across a wide variety of industry sectors. Recessions will impact on the places available. Geography will also play a part. If a student from an economically deprived background wishes to participate in an apprenticeship and the apprenticeship is a distance away will they be able to start/ conclude this form of education?
- Additional service providers may be necessary to deliver the students chosen curriculum – courses may be best served To monitor a students progress in a streamlined fashion schools will require an e-portfolio system allowing each teacher the opportunity to log in and monitor the progress of their students. The emphasis of this will be for students to keep the material on the e-portfolio up to date as this will be one of the sources for proof of learning. E-learning should be used to emphasise specific topic areas. This will allow the student to review the material when they need to. This will give the student more options for learning. Individual Learning Plans will be necessary – these could be made part of the e-portfolio system ICT Enabled systems need to be reviewed and implemented well for them to succeed. Systems with errors will reduce the effectiveness of such systems as they will create doubt in their use. The creation of learning resources is always costly. If a school/organisation can share the initial outlay with other service providers the cost per school/organisation will be reduced. It will also mean a more homogenised learning experience as all students will benefit from the same learning experience. Continual Professional Development will be required for all professional teachers as they will need to maintain their level of expertise in their chosen field.