Slide 1 by HC12073009479

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									The 14-19 Reform
Programme
An overview for schools
     The big picture

 What is driving the Reforms?
 Why do we need them?
     Substantial progress has been made

 64% of students now achieve
  5 A*-C grades at GCSE compared
  with 45% in 1997
 78% of students now continue
  their education post 16
     But…

 Up to 10% of our 16-18 year olds are
  not in education, employment or
  training (NEET)

 And the world is changing fast – new
  skills are needed for changing labour
  markets and jobs that didn’t exist a
  few years ago, and young people
  need to be qualified to higher levels
The World is Changing




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       The challenge

   To provide the opportunity for all young
    people to succeed at a higher level:
    – by creating clear learning routes that
      provide the skills and knowledge they need
    – by offering young people the chance to
      learn in different ways
    – by offering qualifications that are widely
      understood
Fulfilling Potential




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       Raising the participation age

   Progression is at the heart of the reforms
   Aim to ensure all young people develop
    their potential
   From 2013 all young people required to
    continue in education or training post 16*
   This could be in:
    – full-time education - school and college
    – work-based learning - Apprenticeship
    – part-time education or training -
      employment, self-employment,
      volunteering 20+ hours a week
*Until 17 from 2013 and until their 18th birthday from 2015
              New pathways

           The qualifications currently available are being brought
           together into a series of distinct pathways:


                                            Foundation, Higher or              Further education
                 GCSE                        Advanced Diploma
             Foundation or                                                     Higher education
             Higher Diploma                    GCSE / A-Level

CONSIDER   Foundation Learning   CONSIDER   Foundation Learning     CONSIDER
 OPTIONS                          OPTIONS                            OPTIONS   Apprenticeship post 18
                   Tier                             Tier
  14                               16                                 18
                                               Apprenticeship                  Employment

                                              Employment with
                                                                               Employment with training
                                                 training



                                                  CONSIDER
                                                   OPTIONS
                                                     17
Creating Opportunities




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Individual strands



A closer look at the individual
       reform strands
        Functional skills

   Functional skills aim to equip young
    people with the essential skills they need
    for life, work and study
   Will be taken by all young people from
    2010
   They are:
    – part of the secondary curriculum and the
      Diploma, Foundation Learning Tier and
      (from 2010) Apprenticeships
    – being embedded in GCSE English, maths
      and ICT specifications but also assessed
      separately
       Personal, learning and thinking
       skills
   Embedded in the new secondary
    curriculum
   Cover six areas:
    – Independent enquiry
    – Creative thinking
    – Reflective learning
    – Team working
    – Self management
    – Effective participation
   Highly valued by employers and HE
        The Diploma

   By 2013 an entitlement to all students
   Combines practical and theoretical achievement
   Provides access to university as well as to skilled
    employment and training
   Helps students understand why certain skills and
    knowledge are important and lets them apply
    these to realistic problems and scenarios
   Existing qualifications such as BTECs, GCSEs
    and A Levels are available as components
   Delivered in partnership with other schools,
    colleges, employers and HEIs
       The Diploma

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


 Construction       Business,          Public Services     Humanities and
  and the Built       Administration     Retail Business      Social Sciences
  Environment         and Finance        Sport and Active    Languages and
 Creative and       Environmental       Leisure              International
  Media               and Land-based     Travel and           Communication
 Engineering         Studies             Tourism             Science
 IT                 Hair and Beauty
 Society, Health    Studies
 and                 Hospitality
 Development         Manufacturing
                     and Product
                     Design
        The Diploma

   Available at 3 levels - Foundation, Higher
    and Advanced
   Sits alongside statutory curriculum at KS4
   Full-time programme over one
    or two years post 16
   3 components :
    – Principal Learning: mandatory and applied
    – Generic Learning: functional skills; personal,
      learning and thinking skills; project; 10 days’
      work experience
    – Additional and Specialist Learning: options
     Apprenticeships

 In future, more Apprenticeships
  in a greater variety of sectors
 1 in 5 students to have access
  to an Apprenticeship place by
  2020
 Advanced Apprenticeships can
  lead towards a foundation or an
  honours degree
     Work with accredited training

 Some may wish to take up work at 16
 From 2013, 16 year olds in work will
  need to continue their education or
  training part-time
 They will be expected to do at least
  a day a week or the equivalent
 This provision funded by the
  employer
     GCSEs

 Updated and modernised
 More emphasis on functionality
  in English, maths and ICT
 Controlled assessment replacing
  coursework
     A Levels

 Number of modules reduced in many
  subjects
 Stronger connections between topics
 More extended written work
 New A* grade to recognise the highest
  attainment
     The Extended Project

 Students can pursue an area of
  special interest
 Worth half an A Level at A2
 Develops independent study skills
 Good preparation for higher
  education and employment
     Foundation Learning Tier

 Progression for learners below level 2
 Small, manageable chunks of learning
  and recognition for their achievements
  along the way
 Personalised learning programmes
  that all include personal and social
  development, functional skills and
  vocational knowledge and skills
        Current qualifications

   All qualifications need to be trusted and widely
    understood within a system that is easy to
    navigate
   The current wide range of qualifications are
    being brought together into the defined pathways
    – many are already part of a Diploma
    qualification or Apprenticeship framework
   From 2013, only those included in the Diploma,
    Apprenticeships, the FLT or which are GCSE or
    A Level will be publicly funded, unless a
    qualification meets very specific industry or
    learning needs
       Information, advice and guidance

    The right guidance is vital:
   All to have personal tutor by 2010
   All 16 and 17 year olds are guaranteed a
    suitable place in learning in their area
   14-19 area prospectuses which are clearer
    and easier to use
   Common application process (CAP) for
    post-16 courses by 2010
   Continued financial support for those who
    need it post 16
        Collaborative working

   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
   Support is available:
     – Diploma and functional skills training and CPD
       programmes
     – Capital funding available
     – Guidance and planning tools on a wide range of
       issues
Learning to Work




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       Help and support

   The 14-19 area of the DCSF website is a
    good starting point for:
    – further details about aspects of the reform
      programme
    – a database of FAQs and case studies
    – a series of videos on individual strands and useful
      links
               www.dcsf.gov.uk/14-19

   Additional weblinks are available in The
    14-19 Reforms and You: a guide for
    school staff
The 14-19 Reform
Programme
An overview for schools

								
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