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14-19 OPPORTUNITY AND EXCELLENCE The Governments Response on the by yurtgc548

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									14-19: OPPORTUNITY AND
       EXCELLENCE

The Government’s Response on the
       14-19 Green Paper

             Ian Williams
         QCA Principal Officer
        Design and Technology
      Rationale for 14-19 Initiative
• To increase participation in education and
  training
• to improve standards of attainment
• to create a 14-19 phase of education and training
  with greater coherence between institutions
• to create greater flexibility so that institutions can
  better meet the individual needs of every learner
• to offer a range of learning programmes mixing
  general and specialist qualifications
• to encourage greater collaboration between
  institutions
  National Developments 14-19

• Inquiry into A level standards,
  December 2002
• Success for All – vision for the future,
  November 2002
• 14-19: Opportunity and excellence,
  January 2003
          Success for All

The (learning and skills) sector must ensure
that 14-19 learners have greater choice and
higher standards, with a wide range of
academic and vocational programmes
providing clear opportunities to progress to
higher education and skilled employment.

                    Secretary of State’s foreword
   Teaching and Learning Strategy
• consistent with KS3 and Skills for Life strategies, 14-
  19 agenda
• identification of best practice in teaching and
  learning, teacher support and training, kite-marking
  of learning materials
• regional network of co-ordinators and advanced
  practitioners
• initial priority areas - construction, business, science
• e-learning strategy, including extension of
  Curriculum Online
• a coherent approach for all working with 11-19 year
  olds
• an 11-19 teaching and learning framework
        14-19: Opportunity and
              Excellence

The key to higher achievement is to put the
needs of students at the centre of 14-19
provision. They need a coherent and
motivating curriculum, delivered in a wide
range of institutions, recognised by a coherent
qualifications system. We owe it to our young
people to put this in place.

                         Secretary of State’s foreword
 Next Steps: Curriculum Proposals

• Increased flexibility at key stage 4
• English, mathematics and science remain
  compulsory
• PE, citizenship, RE, sex education and careers
  education are compulsory
• ICT to remain compulsory for now
• all students learn about work and enterprise
• all students entitled to study the arts, D&T,
  the humanities and MFL
• entitlement post 16 to literacy, numeracy and IT
  to level 2
   Work for QCA on 14-19 Curriculum

• revision of science programme of study to create
  a small core applicable to all and leading to a
  range of qualifications
• development of statutory framework for work-
  related learning, including enterprise
• development of non-statutory specification for
  four entitlement areas of arts, d&t, humanities
  and mfl
• review of ICT programme of study to determine
  whether changes are needed to increase the
  numbers gaining qualifications, and to consider
  the need for separate specification
Schools should provide a D&T
experience in AT LEAST TWO of the
following areas:


• Product Design (including Textiles
  Technology, Resistant Materials
  Technology, Graphic Products) or
  Manufacturing.
• Food Technology (including specialist
  areas in due course).
• Systems and Control, Electronic Products,
  ECT or Engineering.
        14-19 Curriculum Work
             (continued)

• scope for greater co-ordination and
  cross-curricular delivery of citizenship,
  RE, careers and sex education
• guidance on PE to emphasise physical
  fitness, health and well-being
• guidance on pace
• phase out disapplication
  Proposed Timeline for Changes to Key
     Stage 4 Statutory Requirements
2002
• no change to disapplication purposes
• simplified disapplication arrangements
2003
• revised purposes for disapplication to reflect
  planned changes
• advice to Ministers by 17 April
• statutory consultation May - July
• information to schools autumn 2003
2004
• new statutory requirements implemented
        Curriculum Guidance
• Developing provision for C2K – QCA Sept. 2002
• C2K in action on www.qca.org.uk/ca/14-19/16-
  19/introduction.asp
• 14-19 case studies being added to gifted and
  talented website www.nc.uk.net/gt/
• 14-19 guidance/case studies on
  www.qca.org.uk/ca/14-19/approaches.asp
• Pathfinders information on www.dfes.gov.uk/14-
  19
     Forthcoming 14-19 Guidance

• New QCA 14-19 website due for launch in
  spring, including
    pace and progression
    maximising learning from work-related
     experiences
    extended work-related programmes
• post-16 Curriculum Online
• information on qualifications
Opportunity and Excellence
    in the 14-19 Phase


     Key Qualifications
      Developments
            General Issues

    Qualifications are not the whole 14-19
    curriculum but are the key driver of
    curriculum change

•   Funding of schools and colleges
•   Public Service Agreement (PSA) targets
•   School and college performance tables
•   Progression into higher education,
    training and employment
    General Issues (continued)


• Determine curriculum content and
  approaches to teaching, learning and
  assessment
• Are a powerful tool for supporting
  innovation
• And therefore must be fit for purpose
Aims of the innovative approaches to
D&T and its assessment project:


• To research into interpretation of the
  National Curriculum Importance of
  design and technology statement.
• To develop strategies and suggest
  methodologies that will encourage a
  range of approaches to curriculum
  delivery and assessment processes.
• To enskill school teachers in the use
  of appropriate assessment tools and
  processes with special reference to
  how creativity and innovation is
  fostered.
• To make provision for increased
  teacher confidence in developing
  innovative and challenging work.
Objectives of the innovative approaches
to D&T and its assessment project

 • To exemplify the interpretation of
   GCSE assessment criteria so as to
   properly reflect the National
   Curriculum Importance of design and
   technology statement.
 • To explore how these criteria might
   bear upon the potential long term
   development of the Attainment
   Target level descriptions.
• To develop assessment procedures for
  GCSE, empowering teachers with the
  skills and confidence to derive reliable
  judgements of quality.
• To develop and pilot new tools for
  assessment that support teachers to
  make judgements of quality.
• To develop these new tools in a
  manner that requires and supports the
  assessment of student performance
  incorporating new and future
  technologies.
        Fitness for Purpose
 Credibility depends on the fine
 balance between:

• Manageability (can the system cope?)
• Dependability (can users trust the
  results?)
• Validity (do the qualifications support
  curriculum intentions?)
Advanced Level: Stabilisation and
      Modest Expansion

                  A level
• Ensure that the current system works
  (Tomlinson Inquiry)
• Make improvements where necessary
  (re-sit and cashing in rules)
• Plan for longer term change (14-19
  working group)
• Introduce critical thinking A level (2005)
Advanced Level: stabilisation and
 modest expansion (continued)

          Vocational A level

• Introduce AS/A2 elements
• Re-launch in September 2005 (rather
  than 2004)
• Test out approaches to assessment and
  vocationality (during 2004)
Advanced Level: Stabilisation and
 Modest Expansion (continued)

 Advanced Extension Awards (AEAs)

• Develop new awards for use in Summer
  2005 in areas such as D&T, business,
  art and design, music, computing
• Pilot an AEA in a vocational subject
   GCSE – Evolution rather
      than Abolition
The Government response to the Green
Paper states that:

“During consultation, some argued that the
GCSE qualification should be scrapped. But
many others accepted our argument in the
Green Paper that the GCSE serves several
important functions, and that it is more
prudent to think in terms of its evolution rather
than its abolition.”
GCSEs in Vocational Subjects



• Extend range by September 2004 in
  areas such as performing arts and
  construction
• Explore opportunities for smaller
  qualifications
          ‘Hybrid’ GCSEs


• Based around core and optional general
  and applied units
• Science and geography pilots available
  from September 2003
• Pilot ‘hybrid’ model in D&T to be
  developed
• Investigate ‘evolution’ of GCSE
    33%                    67%
  ‘Theory’        Internal Assessment


                       Made Product
Context with
questions that
                 ‘Portfolio’ or Design Diary
offer access
to students
with interests            Report
in D&T
Engineering        Collaborative Activity
Manufacturing           Responses
        Evolution of GCSE?
• Broaden the base by integrating ‘general’ and
  ‘applied’ study and assessment within a single
  coherent qualification
• Test out innovative forms of assessment
• Explore ways of reporting achievement at
  levels 1 and 2 of the National Qualifications
  Framework in a positive fashion
• Reduce the overall burden of assessment
• Retain rigour required for public credibility
• Build an emerging credit and unitisation
  developments
       Evolution of GCSE?
          (continued)

• Reintegrate some subjects into GCSE
  framework
• Develop a single, coherent family of
  qualifications (including GCSEs in
  vocational subjects, ‘hybrid’ GCSEs and
  traditional GCSEs) supporting
  progression 14-19
         Longer-Term Reform
To:
• provide a much stronger vocational offer, with a
  stronger underpinning of general education
• allow for more manageable assessment, which
  recognises all a young person’s achievements
• broaden choice and stretch students, with a
  unified framework of qualifications

  Working group, chaired by Mike Tomlinson to
  consider these issues, report in 12 and 18
  months
INNOVATIVE APPROACHES TO
  DESIGN AND TECHNOLOGY
    AND ITS ASSESSMENT
Design and technology is important
because it:
extends students’ general education by
 developing their confidence and
 capabilities as it encourages them to
 apply their knowledge, understanding,
 and cultural experience;
prepares students to participate in
 tomorrow’s rapidly changing
 technologies including computer aided
 design, computer aided manufacture, new
 and smart materials;
is flexible enough to give teachers
 the scope to build their teaching
 around it in ways which will
 encourage students to think and
 intervene creatively to improve the
 quality of life;
encourages reflection and evaluation
 of present and past design and
 technology.
Design and
technology involves
students in:

developing,
planning and
communicating
ideas that match
knowledge and
understanding of
materials and
components with
processes
D&T involves students in evaluating processes
and products
D&T involves students in the discriminating
and informed use of products
D&T involves students in product analysis,
focused practical tasks and design and make
assignments including activities related to
industrial practices
D&T involves students in the application of
systems and control
D&T involves
students in
developing and
defining cultural
experience as
they are inspired
to look for needs,
wants and
opportunities
D&T involves students in using computer aided design
(CAD) and computer aided manufacture (CAM)
D&T involves students
in combining practical
skills with an
understanding of
aesthetics

								
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