BCPL Autumn Conference 2012

14-19 Education and Employability Joint Conference

Black Country Partnership for Learning

30th November 2012

Welcome

Black Country Partnership for Learning

30th November 2012

Background to the Conference

Sarah Middleton, Black Country Consortium and Patrick Highton, BCPL

Black Country LEPSkills Challenge – 30th November 2012

Sarah MiddletonBlack Country Consortium

Education & Skills

Environmental Change

30 year Vision and

4 Objectives

£5.9bn Output gapJobs

£1.7bnSkills

£1.4bnBusiness£2.8bn

Productivity Challenge

£5.9bn Output gap

Jobs £1.7bn

Skills £1.4bn

Business

£2.8bn

Transformational Sectors:

• Advanced Manufacturing• Building Technologies• Transport Technologies

including Aerospace• Business Services)• Environmental

Technologies

Enabling Sectors:

• Retail• Visitor Economy• Sports • Public Sector• Health

Black Country Key Sectors

• Programming Logic Computer (PLC) programmers

• Need for Combined electronic and mechanical engineering skills (mechatronics)

• Specific foundry skills. Many company type qualifications at Level 4 aren’t supplied locally

• CAD and CNC programming skills • Electronic Design. General

hydraulic engineering

• Design engineers, maintenance fitters, skilled machine setters; need help with training

• Maintenance fitters• Graduates not work-ready • Finer element analysis • The delivery of fit for

purpose training for the castings industry”

Advanced Manufacturing: Specific Skills Gaps

Building Technologies: Specific Skills Gaps • Sector is facing a demographic time bomb in terms of

professional skills. RICS has introduced Associated qualifications to take non-graduates through entry level.

• CAD Training• Accreditation - BSI PAS91:20• There is a need for more specialist trainers with the right skills

to deliver courses

• Specialist design

• Production engineers (cited by MOOG)

• Engineering

• Stress-testing for materials

Transport Technologies : Specific Skills Gaps

• Total quality control

• Programme and project management

• Systems engineering

• Operations management

Business Services: Specific Skills Gaps

• Poor basic literacy and numeracy• Customer handling• IT Skills• Graduates not work-ready

Environmental Technologies: Specific Skills Gaps

• Design engineers and power engineers within heavy industries • Process engineers with experience in waste treatment• Computer-Aided Design and software engineers • High-level mechanical, chemical or electrical engineers with

postgraduate qualifications • Specialist research skills such as fuel cell technology • Sales and marketing people with good understanding of the

different technologies• Support with developing leadership and management skills to drive

business performance improvements

Next Steps: The Black Country Skills FactorySkills Plan for the Black Country Enterprise

Zone Black Country Apprenticeship planSkills PledgeBlack Country City Deal

The 14-19 Education Landscape

Steve Besley, Pearson Education

BCPL Conference.

November 2012

The changing face of 14-19 provision

• Different set of policy drivers

• Extensive reform of the qualification system

• New principles for the operation of the examination system

• Increasingly diverse and more autonomous provider system

• ‘Modernisation’ of teaching profession

• Creation of more targeted forms of accountability

• Reform and rebalancing of the funding systems

• But, some familiar challenges

2. Reforming the qualification system

Big picture

• Two challenging dynamics– Concerns about standards, impact on learning, costs, international performance– Concerns about speed and extent of change

• Current architecture– An independent regulator but with a brief to maintain standards and ensure healthy markets– A drive to simplify the qualification market but make it both more responsive and more accountable– A continued commitment to a core programme of learning measured by exams at 16– Emphasis on more formal methods of testing and assessment

• Leading to – Retreat of the National Curriculum to essential knowledge requirements– Review of exams at age 16 around core requirements– A new quality assured model of exams at age 18– A post Wolf model of vocational qualifications– A surge of interest in Bacc variants– A new set of quality ‘controls’ for apprenticeship programmes

2. Reform of the Qual System. GCSEs• Current position

– White Paper signals reform of exam system (Nov 2010)– Ofqual confirm changes to GCSE assessment (Dec 2011)– Long-term concerns about GCSE reflected in controversial Mail ‘leak’ (June 2012))– Select Committee issue Report calling for changes to exam system (July 2012)– Pearson launch International Expert Panel (August 2012)– Grading issues lead to Ofqual Report and calls for an Inquiry (August 2012)– Education Committee and Ofqual Reports (Oct 2012)

• Key issues– Modularisation; early and multiple entries; grade inflation; public confidence; grading system;

performance tables; literacy/numeracy levels; exam at 16+; global standards; iGCSE• What to look out for

– Consultation on new design principles (Sept 2012)– Introduction of 2 yr linear GCSE programme and new Geography specs (Sept 2012)– Formal consultation on revisions to National Curriculum (Jan 2013)– First SPaG assessments (Jan 2013)– Grade boundaries for GCSE English deferred to summer series (Jan 2013)– Regulatory requirements drafted for new EBC core subjects (Spring 2013) – Further pronouncements on the National Curriculum (Spring 2013)– Possible intro of new core EBC subjects (2015) and others (2016)

2. Reform of the Qual System. EBCs 1. What are EBCs• Subject suites from current EBacc listings• Intended to enhance qual status at age 16 and provide for progression2. What will they look like?• Challenging syllabuses based on preferred content• Typically similar in size to a GCSE• Bit like an iGCSE overall3. How will they be assessed/graded?• Largely end of course exam• Clearer, more transparent grading system• Accountability through revamped performance table system4. Who’ll take them?• ‘Most’ students at age 16, emphasis on Eng/ma by age 18 remaining• School based Statement of Achievement for others 5. Who’ll design them?• AOs through tendering process involving Ofqual, DfE• Quals approved on a 5-year cycle6. When will they happen?• 2015, 2016, 2017

2. Latest research on the EBacc• DfE/IPSOS Mori research, conducted June/July 2012, over 600 schools• Report published October 2012 • Key messages

– Adoption of EBacc subjects now reached steady state– Impact on some schools marginal, others adopting range of strategies

• Adjusting option blocks • Introducing some compulsion• Making some changes to the curriculum• Beefing up some Depts • Briefing parents and pupils

– Impact on subjects • Biggest surge in numbers taking science options• Languages often a tipping point• Exclusion of RE still a concern• Wider concerns about impact on other subjects and some staffing

• Two key concerns– Dangers of sharpening school stratification– Any potential loss of curriculum balance

2. Reform of the Qual System. A levels 3. A level developments• Current position

– White Paper signals reform of exam system (Nov 2010)– Michael Gove sets context in correspondence with Ofqual (March 2012)– Ofqual publish ‘Fit for Purpose’ and international benchmarking Reports (April

2012)– Consultation proposes 9 design conditions (June 2012)– Ofqual announce reduction in exam series and resits (Nov 2012)

• Key issues– Modularisation; role of AS; grade inflation; resits; the A*; knowledge content;

exam questions; purpose of A level; Russell Group ‘Informed Choices’ Paper; HE endorsement;

• What to look out for– Response to further consultation issues including (autumn 2012)

• Provision for annual autumn Panel to undertake comparability exercise• Some reduction in number of separate A levels• Confirmation of position on AS and involvement of HE• Some changes to pedagogy and assessment, desire to import curiosity and challenge• Emergence of ABacc model

– Small changes to assessment (Sept 2013,) possible extended roll-out of new style A levels and A Bacc (from Sept 2014)

2. Reform of the Qual System. New models?• EBCs

– Primarily aimed at 16 yr olds, long-term GCSE replacement– Largely knowledge based, core academic subjects– Offered through tendered exam process

• ABacc– Possible IB variant to complement A level reforms– Incorporating ‘contrasting’ subject, dissertation, community activity

• Tech Bacc– Labour alternative for 14-19– Conditional on L2 Eng/maths, an accredited L3 qual, ‘quality’ work experience– Builds on Adonis thinking, informed through Husbands’ Review

• Adonis models– A-Bacc: based on IB, create greater challenge at A level, incorporate a

contrasting subject, project, theory of knowledge, community service – Tech Bacc: 2 levels, Eng/maths, a sector qual, formal work experience

• Wolf model– 14-16: emphasis on core learning, streamlined voc offer, revised performance

measures, greater mobility of staff and students, diversity of providers– 16-19: coherent programme of substantial qual; L2 Eng/ma; work placement

• Not forgetting– IB, Welsh Bacc, Birmingham Bacc, Mod Bacc and other variants

2. Reform of the Qual System. VQs • Current position

– Wolf Review launched (Sept 2010)– Government accepts Wolf recommendations in full (May 2011)– Identification of perf table criteria for 14 – 16 quals (2011 -2012)– Confirmation of position on funding and PoS for 16 – 19 (July 2012)– Development of next generation BTECs (2011 – 2013)– Review confirmed for perf table criteria for 16-19 VQs (Nov 2012)

• Key issues– FL; 16+ maths; assessment instruments; perf table changes; work experience;

careers guidance; pre-apprenticeships; employer role• What to look out for

– Ministerial Group overseeing 16 – 19 reforms (autumn 2012)– Further diversification of provider market (autumn 2012)– Implementation of next generation BTEC quals (2012/13)– Focus on English/maths provision (2012/13)– Implementation of new 16-19 POS and funding system (2013)– Common performance measures for post-16 providers (2013) – Introduction of revamped PL element of Engineering Diploma (2014)– Application of new performance tables (2014, 2017)

2. Reform of the Qual System. Apprentices • Current position

– Big policy push to grow numbers and opportunities (Nov 2010)– Key aspect of Wolf recommendations (May 2011) – Issues about provision of some programmes (2011)– Announcement of Youth Contract (Nov 2011)– Launch of Quality Action Plan (Dec 2011)– Series of Reports and Inquiries (2012)

• Key issues– minimum durations; Eng/maths provision; SASE; pre entry programmes; school

engagement; employer engagement• What to look out for

– Impact of new quality arrangements (autumn 2012)– Flexing up of AGE (Sept 2012)– Higher Apprenticeship consultation (Sept 2012)– Select Committee Report on Apprenticeships (Nov 2012) – Updates on apprenticeship numbers (autumn 2012)– Increase in FS funding rates (2012/13)– Publication of Richard Review (Dec 2012)– EFA funding announcements (Dec 2012)– Traineeships (Spring 2012)

2. Reform of the Qual System. What else?• Disapplication of ICT (Sept 2012)

• Removal of KS4 WRL requirement (Sept 2012)

• New careers provision (Sept 2012)

• Local development of Foundation Learning programmes (autumn 2012)

• Emerging work on alternative maths quals (autumn 2012)

• Changes to the operation of the exam system (2012 on)

• UCAS New Qualification Information Systems Project (autumn 2012)

• CBI ‘First Steps’ Report on schools (Nov 2012)

• Next round of PISA tests for 15 yr olds (Nov 2012)

• Ofsted Access and Achievement Expert Panel (report due next year) • Strategic refocusing of the DfE (2013 on)

What does it all mean?• The Bacc emerging as template for excellence

• Learning programmes built around an extended spine of Eng/maths

• Rigour determined by volume of external assessment

• Qualification worth defined by user value rather than equivalency

• Foundation learning left to local devices

• Recognition of curriculum autonomy but outside prescribed limits

• Gradual extension of a national curriculum structure • Transition in accountability culture

• Application of international benchmarking as lever for reform

• World class performance, joy all round

Academies Overview

Sue Reekie, Education Funding Agency

Academies Overview

November 2012

Sue ReekieAcademies DivisionSouth West and West Midlands

1

Academies Landscape

• Overall numbers

• Timeline

• Proportions of Academies

Overall Numbers November 2012

*Excludes CTCs

Type NumberSponsored Academies 534 Schools Converting 1,923 Free Schools 79 Studio Schools 11 UTC 5 Total 2,552

Overall Numbers November 2012

*Excludes CTCs

Type NumberSponsored Academies: 534

Primary 146Secondary (inc. all through) 383

Special 5Schools Converting: 1923

Primary 718Secondary 1152

Special 52Pupil Referral Unit (AP) 1

Subtotal: 2457Free Schools 79 Studio Schools 11 UTC 5 Total 2,552

Timeline

Academies by date of opening

Source: EFA/DfE list of Academies *Includes Free Schools, UTC and Studio schools. Excludes CTCs

Sponsor Academies by date of opening

Source: EFA/DfE list of Academies

Converter Academies by date of opening

Source: EFA/DfE list of Academies*Includes Free Schools, UTC and Studio schools. Excludes CTCs

Proportions of Academies

Of maintained schools, November 2012

Source: EFA/DfE list of Academies (including new schools opening in September 2012) and January 2012 School Census*Includes Free Schools, UTC and Studio schools. CTC shown as Not Academy

Phase AcademyNot

Academy Total%

AcademiesPrimary 901 15,939 16,840 5%Secondary 1,593 1,725 3,318 48%Special 57 910 967 6%Pupil Referral Unit 1 402 403 0%Total 2,552 18,976 21,528 12%

Of all secondary schools with 6th forms, November 2012

Source: EFA/DfE list of Academies (including new schools opening in September 2012) and January 2012 School Census*Includes Free Schools, UTC and Studio schools. CTCs shown as Not Academy. Excludes Pupil Referral Units

N %Academy 1,153 57%Not Academy 875 43%Total 2,028 100%

Secondary Schools with Sixth

Of all schools, November 2012

Source: EFA/DfE list of Academies (including new schools opening in September 2012) and January 2012 School Census*Includes Free Schools, UTC and Studio schools. CTCs shown as Not Academy.

Territory Region Academy Not AcademyTotal% Academies

East East Midlands 333 1,697 2,030 16%East of England 365 2,182 2,547 14%

East Total 698 3,879 4,577 15%Lon-SE London 324 2,114 2,438 13%

South East 364 2,950 3,314 11%Lon-SE Total 688 5,064 5,752 12%North North East 101 1,045 1,146 9%

North West 212 2,908 3,120 7%Yorkshire and The Humber 227 2,023 2,250 10%

North Total 540 5,976 6,516 8%West South West 372 1,956 2,328 16%

West Midlands 254 2,101 2,355 11%West Total 626 4,057 4,683 13%Total 2,552 18,976 21,528 12%

All schools, November 2012

Source: EFA/DfE list of Academies (including new schools opening in September 2012) and January 2012 School Census*Includes Free Schools, UTC and Studio schools. Excludes Pupil Referral Units

11 LAs with the highest % of Academies… Darlington (65%)North East Lincolnshire (49%)Swindon (37%)Slough (37%)Torbay (37%)Bromley (33%)Bournemouth (31%)Thurrock (31%)Leicestershire (30%)Bristol, City of (29%)Nottingham (29%)

LAs with no AcademiesCity of LondonKnowsleyIsles of ScillyHartlepool

Secondary schools, November 2012

Source: EFA/DfE list of Academies (including new schools opening in September 2012) and January 2012 School Census*Includes Free Schools, UTC and Studio schools. Excludes Pupil Referral Units

Secondary schools, November 2012

…in 43% (66) of Local Authorities, at least 50% of secondary schools are now Academies Source: EFA/DfE list of Academies (including new schools opening in September 2012) and January 2012 School Census*Includes Free Schools, UTC and Studio schools. Excludes Pupil Referral Units

4 LAs with no Secondary AcademiesBarking and DagenhamKnowsleyBuryHartlepool

Bexley (100%)Darlington (100%)Rutland (100%)Bromley (94%)Kingston upon Thames (90%)North East Lincolnshire (90%)Cambridgeshire (90%)Richmond upon Thames (88%)Medway (88%)Hillingdon (84%)Harrow (82%)Leicestershire (82%)Swindon (82%)Gloucestershire (82%)Southwark (81%)Westminster (80%)North Somerset (80%)Thurrock (80%)

18 LAs with 80%+ Secondary schools now Academies

Proportion of secondary schools which are Academies by Local Authority.September 2011

Proportion of secondary schools which are Academies by Local Authority.October 2012

Future Developments

Funding Reform 2012/13 - working towards a national funding formula - move to a simpler, more transparent system - 12 standard factors (2 compulsory) + scope for optional - School Forums - High needs reform

Increased freedoms and flexibilities

DfE review

The EFA’s remit

We provide £52bn a year to fund schools and colleges to educate children and young people in England.To do this we: Fund academies directly and ensure they meet the terms of their

funding agreements. Fund local authorities to fund maintained schools. Fund sixth forms, colleges and training providers to educate 16 to

19-year-olds, and those with learning difficulties or disabilities to age 24.

Provide bursaries to disadvantaged young people. Deliver building and maintenance programmes for schools and

sixth-form colleges, including project managing new builds for schools in greatest need.

52

The Wolf Report Recommendations and Implementation 2012 – 16-19 Study Programmes

Sue Clarke, Dept for Education – Wolf Implementation Team

The Wolf ReviewRecommendations and Implementation 2012

PRESENTATION FOR THE BLACK COUNTRY LEARNING PARTNERSHIP CONFERENCE NOVEMBER 2012

Sue Clarke Head of 16-19 Study Programmes DfE

BackgroundHigh quality vocational education plays a crucial role in:

2010

2011

2012

9 Sept Wolf Review launched

3 March Report & recommendations

submitted to Secretary of State

12 May Government accepts all

recommendations

31 JanuaryAnnouncement of reforms to

qualifications included in KS4 performance tables from 2014

16 MarchFinal list of KS4

qualifications approved for 2014 performance tables

20 NovemberKS4 2015 list published

Consultation on KS5 reforms announced

improving overall educational performance; contributing towards economic growth; improving social mobility; inspiring ambition in young people.

► KEY QUESTION: How can we improve vocational education for 14-19 year olds?

Why the need for change? “Alongside the many young people for whom vocational education

offers a successful pathway into employment or higher education, there are hundreds of thousands for whom it does not”

“The staple offer for between a quarter and a third of the post-16 cohort is a diet of low-level vocational qualifications, most of which have no labour market value”

“English and maths GCSE at grades A* to C are fundamental to young people’s employment and education prospects”… “yet less than 50% of students have both at the end of Key Stage 4; and at age 18 the figure is still below 50%”

“Many of our 16 and 17 year olds move in and out of education and short-term employment… in an attempt to find either a course which offers a real chance to progress, or a permanent job, and are finding neither”

Underlying these problems is an attitude that vocational education is a second choice, easy option for the less able.

Wolf Recommendations – 27 all accepted

Apprenticeships

Ofqual &Qualifications

Design

WorkExperience

Enrolling students in

college pre-16 Vocational teaching

in schools

Performance indicators & published information

16-18Funding

Lower attainingpupils

16-18Curriculum

14-16 VQs

across a range of themes

What are the needs of the labour market?“ The labour market of today is very different from that of ten, let alone twenty years ago. We need to equip young people to enter it successfully and to thrive in the long term; and in too many cases we have been failing to do so” Alison Wolf, June 2012

•The UK has the third highest University-level graduation rate in the OECD•74% achieve 5 good GCSEs or equivalent (also higher than average) •But 515,000 people aged 18 to 24 are currently out of work (17%) •In 2011 12% of employers had vacancies (636,000 jobs).•Vacancies for skilled trades eg electricians, plumbers or chefs were double this •One in three vacancies due to skills shortages•Other vacancy rates above the national average:

o Manufacturing (24% vacancy rate)o Agriculture (26% vacancy rate) o Social and personal service (22%vacancy rate).

The labour market in 2020 According to UKCES• In 2012 young people are overwhelmingly represented in sales

(such as retail assistants) and occupations such as waiters and bar staff)

• By 2020 these occupations will grow by around 140,000

• Managers, professionals and associate professionals occupations will grow by more than 13 times this amount with net growth of 1.9m

• Mid-skill occupations are set to decline, lessening chances of upward occupational mobility

What will help young people get jobs?

Labour market analysis suggests the likelihood of a young person securing employment is based on:

• Professional qualifications• A degree or other tertiary qualification• Academic Qualifications – GCSEs, A levels,

recognised vocational qualifications (mainly at level 3)

• Qualifications secured through work• Basic skills - maths and English, GCSE,• Work experience

Smaller Level 1 and Level 2 qualifications have no, or a negative impact, on the likelihood of young person securing employment

Priorities for changeMatthew Hancock: “For vocational education to be valued and held in high esteem we must be uncompromising about the value added of vocational education.”

Four priority areas:

Apprenticeships

Traineeships

Vocational qualifications

Minimum standards

Qualifications reform: aims and methodologyDfE reforms to vocational qualifications aim to: raise the quality of vocational qualifications and give students

and employers confidence that qualifications are of proven occupational value.

encourage schools, colleges and training providers to focus on qualifications which meet urgent labour market demand for occupational skills.

DfE will achieve these aims by: reforming performance tables to incentivise uptake of high-

quality, rigorous qualifications working with employer-led groups and awarding organisations

to develop qualifications that meet skills shortages

KS4 Performance Table Reforms We are reforming performance tables, to remove

the perverse incentives that devalue vocational education.

From 2014, all non-GCSE/iGCSE qualifications have to demonstrate a tough set of characteristics to count.

Only 4% of current qualifications demonstrate these characteristics.

Schools will remain free to offer other qualifications accredited and approved for teaching to 14- to 16-year olds.

We are also reforming equivalences, so that from 2014, one will count for ‘one’ in the tables.

A maximum of two qualifications per pupil that are not GCSEs, established iGCSEs or AS levels will count.

140

3175

2011:

2014:

Number of qualifications that will count in the school performance tables:

117

2015:

Aim: ‘breadth, depth and progression into higher education, further study or skilled

employment without unduly limiting options’

Main features:‘coherent, well thought out study programmes’ should be governed by a set of principles relating to content, structure, assessment and contact time, and:

• not be wholly occupational • include at least one qualification of substantial size which offers progression into

education or employment• include high quality work experience or internships (where appropriate) and non-

qualification activity, for example tutorial time, study skills and other enrichment activities

• include GCSE A*-C in English and/or maths or qualifications that lead towards this level, for students who have not already achieved them.

Study Programmes for 16-19 year olds

Vocational Qualifications for 16-18 year oldsAll students will take a ‘substantial’ qualification: A level or a substantial Vocational Qualification

What?

• Comparable size, challenge and rigour to A levels

• Proven progression record

• Recognised by Higher Education Institutions

Occupation-specific qualifications:

• Supported by national employers

• Meet the need of local employers and the local labour market

16-18 (KS5) Performance Table Reforms

.

The Government is planning to consult on major reforms to the provision of post-16 technical and vocational education. The reforms will:

end the practice of counting A levels and vocational qualifications as ‘equivalent’ in performance tables.

limit the number of 16-18 vocational qualifications that can count in performance tables.

introduce new minimum standards for all schools and colleges for 16-18 year olds.

Post-16 Vocational Education

Proposed reforms:

• Establish two categories of vocational qualifications – more ‘general’ vocational qualifications and ‘occupation-specific’ qualifications

• End practice of counting different types of qualification as ‘equivalent’. Report performance in those types of qualifications separately, and alongside performance in A levels and academic qualifications

• Require vocational qualifications to meet rigorous standards in order to be counted

Next steps

Consultation (early in New Year)

Jan 2013 – 2012 KS5 performance tables report A level performance separately, as well as combined measures.

Publish list of qualifications that meet rigorous standard (autumn 2013)

Jan 2014 – 2013 KS5 performance tables report A level and VQ performance separately, no combined measures.

List comes into effect for courses taught from September 2014

Jan 2017 – 2016 16-18 PTs report A level and 2 categories of VQs separately, no combined measures. Only quals on the list count.

Expansion of work experience Our priority is to ensure that students are offered high quality

and meaningful work experience as part of their post-16 education

• In line with Wolf recommendations, we believe 16-19 year olds would benefit more from work experience than younger students, where it will have more relevance to their post-16 vocational studies and is better placed to prepare them for employment or higher education. We are committed to supporting schools and colleges in achieving this aim.

• We need to ensure that employers are on board and there is better provision and supply of work experience from September 2013 when work experience will form an integral part of the 16-19 Study Programmes.

What defines good quality work experience?Evidence suggests that the following components contribute to a meaningful experience for the student: • Purposeful, substantial, offers challenge and is relevant to the young

person’s career aspirations. • The individuals are matched to employers according to their interests

and/or career aspirations. • Serves a real business need for the employer; the time spent at the

employer is structured and planned and provides tangible outcomes. • Managed well under the direction of a supervisor to ensure that the

student feels supported and obtains a genuine learning experience suited to their needs.

• Up-front clarity about roles and responsibilities and the expectations of the student and employer.

• It is reviewed at the end: the employer provides some form of reference or feedback based on the young person’s performance

English and maths – opportunities and challenges

Professor Wolf recommends:

“All young people should get a Level 2 in English and maths by 19 to ensure effective progression to further education or employment”

• Until 2015 all students will be expected to take or work towards GCSE A*-C in English and/or maths as part of their Study Programme if they have not already achieved this with the aim of achieving these qualifications by age 19.

• Funding conditions will enforce the inclusion of teaching of English and maths in Study Programmes. Functional Skills and FSMQs qualify for these conditions.

• Reformed 16-18 performance tables will provide clear and easily understood measures of the achievements and progress of students attending each school or college. In future these will also capture student retention.

• A new inspection framework has been published. From September 2013 particular attention will be paid to the quality and coherence of students’ study programmes and their appropriateness in providing a route onto further or higher education or employment.

• Robust minimum standards will be introduced. All post-16 providers will be required to meet minimum standards of performance. Institutions which fail to meet these will face robust financial penalties, intervention and ultimately closure.

Measurement and Accountability

Minimum Standards for 16-19 Providers DfE will introduce a clear and transparent 16-19 process for

identifying underperformance that will apply to all maintained school sixth forms, Academy sixth forms, 16-19 Academies, UTCs and Studio Schools, Sixth Form Colleges and general FE colleges based on their performance in 2011/12.

There will be two triggers that will identify if a school or college delivering education or training to 16-19 year olds is underperforming. These triggers are:

- Receiving an overall Ofsted judgement of inadequate (or, in the case of a maintained school 6th form or an Academy 6th form if the narrative assessment of the 6th form states the 6th form is inadequate); or- Falling below the National Minimum Standard set each year. The national minimum standards will use separate measures for performance in A levels and vocational qualifications.

Education destinations published as experimental data

Summer 2012

Spring 2013

Employment destinations published as experimental data.

Jan - Mar 2014

Jan - Mar 2016

16-18 performance tables including destinations

Jan - Mar2017

Sept 2012

New common inspection framework in place

2013/14 2014/15

2015/16

2016/17

2011/12

Revised 16-18 performance tables

Sept 2014

New A levels start to be taught

Maths and English Conditions of Funding Introduced

EBC taught at KS4

New Qualifications, being taught and all new accountability measures available

Sept 2013

Study Programme and funding Reforms Introduced

Announcement - study programmes and funding reform

All students offered courses based on study programme principles

June 2012

Five Year Timeline2012/13

Jan - Mar 2013

Maths and English EBC taught post-16

Teaching of English and maths becomes a condition of funding

New 16-18 performance tables EBC taught at KS5

Sept 2017

The 16-19 Funding Formula Review from 2013

Geoff Daniels, Projects Director Education Funding Agency

16-19 Funding Formula Review for 2013

Black Country Partnership for Learning30th November 2012

Geoff DanielsEducation Funding Agency

A new paradigm

Funding per

student

Studyprogrammes

Raising Participation

Age

• Students will take either academic programme or a substantial vocational qualification recognised by employers – these must help them secure skilled work or a university place

• Where appropriate students will also take part in work experience

• Students who don’t have GCSEs grade C in English and maths at 16 will continue to study these subjects

• Students who aren’t able to study a substantial qualification will take a programme of work experience and continue to develop their numeracy and literacy skills

StudyProgrammes

Funding per

student

Studyprogrammes

Raising Participation

Age

The new 16-19 funding formula

Total Programme

Funding

Programme Cost

Weighting

Disadvantage Funding

Area Cost

Allowance

Student Numbers

National Funding Rate per student

Retention Factor( )

High Needs Students (HNS)

The place – EFA Funded• Element 1 This is the standard 16-19 Funding Formula as just described

– it is based on lagged student numbers – this aspect rolls on from year to year.

• Element 2 This is the first £6,000 of additional support – numbers are calculated based on information provided by the local authority about the number of places it is going to commission from each institution and the EFA adds £6,000 for each place to the allocation – completing the place funding.

The Plus – Top up Funding – LA Funded• Element 3 any funding the individual requires above the first two

elements is negotiated and agreed with the student’s home LA

?TP from 11/12 ? ?High

Needs Students

Student Support Funding

Formula Protection Funding

Emerging Themes from Provider feedback

Shadow Allocations and tool kit welcomed and clear Impact of Programme Cost weightings for some occupational

areas 540 hours participation too high for second year A level students Single rate is insufficient for some Large Programmes Movement of high cost ALS to LAs needs longer planning time Clarity needed on activity that will count for funding purposes Want to see the audit guidance

i Needs Students

Student Support Funding

• New funding formula simpler to operate and transparent

• Reduction in quantity of data required• Aligning data requirements across sectors • Reduce time taken to approve qualifications• Reviewing Audit

Reducing Bureaucracy

Panel Q & A

Lunch and networking

“What Employers Want to See for the Training and Development of Young People and Upskilling of Employees – and is it happening?” - The Skills Pledge

Vicki Wilkes, Managing Director, Phoenix Calibration Services & LEP Board – (Employment, Education and Skills)

What Employers want to see for the Training and Development of

Young People and Employees

Vicki WilkesPhoenix Calibration & Services Ltd

Phoenix Services

• Small, privately owned, advanced engineering company

• Design and build bespoke hydraulic testing machines

• Established March 2003, investing, expanding and recruiting for nearly 10 years

Phoenix Services

• Jobs at our company include– Administration– Mechanical / electronics design engineer– Hydraulic fitter– Software engineer– Electronics engineer– Service and calibration engineer– CNC operator

Phoenix Services

• Employee backgrounds include

– Degree– Traditional apprenticeship– Modern apprenticeship– No formal qualification

Barriers to growth?

• Ability to recruit suitably skilled and motivated people

• Access to suitable training for existing staff• Supply chain problems• Ageing workforce

What do we want?

• Well informed young people– What career options are there for me?– What qualifications do I need?

• Well informed careers advice– Staff who have access to a wide range of

employers and understand the needs and options

What do we want?

• Young people prepared for the workplace

– Discipline and behaviour– Flexibility– Initiative and desire to learn

What do we want?

• Access to information

– Where do I go to recruit an apprentice?– How much flexibility is there in the framework?– How does progression work?– Where do I go to actually get the training?

What do we want?

• Access to information

– Where can I go to get a member of staff trained for core skills?

– How long will it take?– Can I get a bespoke service if required?

Is it happening?

• Not yet– Employers are not currently able to recruit young

people with the skills and motivation we need– Difficult to access information and training – Promising developments with UTC, Dudley College

CAM proposal– Recognition that we are working towards the

same single outcome – growth of the economy

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Education: 5 things to do:1. Invest more in ‘Work Skills’

2. Buddy a school to build best practice3. Build links with business

4. Offer structured and supported work experience 5. Deliver impartial IAG

Business: 5 things to do1. Invest more in skills

2. Mentor a budding entrepreneur3. Build links with education

4. Offer work placements to young people and unemployed5. Employ an apprentice/s

3 reasons to do them:• You will help all young people reach their potential

• You will help tackle child poverty• Your local economy will grow raising aspirations and attainment

3 reasons to do them:• You will help someone reach their potential

• Your business will benefit• The economy in which you do business will grow

One Positive Outcome: the Black Country economy will grow by £5.9bn.

Thank You!!

• Thank you for listening

– Any questions?

‘Universities, Industry, Schools and Colleges Working in Partnership’ – UTCs in the Black Country – A Case Study of Technical Skills

Chris Hilton, Principal, Black Country University Technical College, Walsall

The First Year: Meeting our Goals with Employers

Mr Chris Hilton, PrincipalBlack Country UTC

Our Mission“Bringing Engineering and Science to life”

“ Proud to be the very first school to carry the title: ‘University Technical College’. Our

greatest passion is bringing engineering and science to life; our greatest legacy is the talent

of our learners: skilled, professional and enterprising.”

Major Employer Partner: Siemens

“UTCs create a route for technician engineers with practical skills that can be more readily used in the workplace. They give students an early career focus to help engender engineering aspiration through specialist teaching and equipment.

Siemens UK fully supports the UTC ethos and vision and is delighted to support the forthcoming Black Country UTC, investing in the skills of the future.”

Brian Holliday, Divisional Director , Siemens UK

Our Strategic Partners• Lead Sponsor: Walsall College• Co Sponsor: The University of

Wolverhampton• Major Employer Partner: Siemens• Wider Business Links: Over 50 employers• Identified Skills Priorities for the region and

sub-region

Achieving Educational Transformation1. Inspirational Leadership with high

expectations2. Innovative Curriculum3. Holistic learning experience4. Inspirational learning environment

Strong experienced leadership• Skilled Governors• Experienced Executive Leadership team• Directors of Subject• Industry mentors/Student mentors• Comprehensive Staff induction- Industry focus

Employer Partnership Updates

• Siemens have quarterly reviews related to our development

• Employers regularly meet on the site led by our employer engagement appointment

• Resources and Training

Curriculum Development • The English Baccalaureate – English, Mathematics Science, German (Business orientated) and History

(Related to Engineering )• Sciences GCSE courses (Triple)- A Science route….• Meeting the standards agenda • Supported by the Engineering Diploma – Developing

the technical, vocational and skills based

curriculum• What is the future of the diploma?• What will the curriculum look like?

Curriculum• Principles designed with employers partners ’• Integrated project led approach- (Development time

needed)• What about the core?• Pre 16: Optional subjects: History or Business• Post 16: 12 Optional courses• Qualification development with ASFI and other

accrediting bodies• Pre –Apprenticeships and Apprenticeships Level 2 and 3

Curriculum with partners: Key Stage 4

• Haughton Design – Design an entertainment system for children and young adults for use in a hospital environment.

• Sandvik – Manufacture an accurate component from the system designed in project 1

• ZF Lemforder – Produce 5 finished components using CNC machining operations

• Siemens – Design and produce a system for the automation of heating and lighting control within a given building

Curriculum with partners– Post 16 • Stratasys – Suggest product improvements

through the use of rapid prototyping, additive manufacturing and thermoplastics.

• Finning – Carry out diagnostic maintenance on a caterpillar excavator to include oil analysis, MTTF rates and detailed measurement.

• South Staffs Water – Assess the impact of engineering on the environment including analysis of water, air and soil.

• Chamberlin – Produce components using casting processes with explanations of the structural change to the material

Holistic learning experience• Induction • Learning Companies• Student Executive Board• Managing Directors• The WOW factors• Enrichment for all• The Black Country UTC graduate scheme• Development and recording of employability skills• The UTC term and day structure

Employer Engagement

Vision working with employers• An ethos of ‘Skilled, Professional and Enterprising’ • Linked to local and regional regeneration priorities• Reinvigorating Black Country engineering / manufacturing

heritage• Employers to play a strategic role in delivery• Strong links to partner institutions and local schools• Strong professional STEM networks• Learning companies supporting commercial exposure

Ethos• Extended School Day – 8:30am to 5pm• 5 term year• ‘Real-life’ Project briefs• Employability and Enterprise • Work experience• Industry exposure• Progression to Sixth Form/University/Apprenticeships • Increased employment opportunities

Our approach• Awarding Bodies approached • Siemens Technical Academy Germany• Matched Employers to Diploma Units• Development team• Project Briefs• Consultation• Assessments • Mapped across other subjects

Project Sponsors•

Principal Learning Units – Advanced Engineering Diploma – Level 3

F556: Engineering Businesses & the Environment

F557: Applications of Computer Aided Designing

F558: Selection & Application of Engineering Materials

F559: Instrumentation& Control Engineering

F560: Maintaining Engineering Systems

F561: Production & Manufacturing

F562: Innovative Design & Enterprise

F563:Mathematical Techniques & Applications for EngineersF564:Scientific Principles & Applications for Engineers

Resource Funding• Employer Advice• Educational / Industrial• Value for Money• Sustainable• Sponsorship• Discounts• Technology Leasing

Learning Environment• Designed like the work place• Consultancy with companies re the new design • Corporate image• Uniform branded by Siemens and the Baker Dearing

Trust• The UTC way, consistent language, consistent

expectations for all• Designing the new build and refurbishment

Glass partitions to highlight the interdependency between processes, skills and technology.

Central “hub” for access to different areas of the Technical Centre.

Rooms to follow a logical order, reflecting the movement through the design and manufacturing process.

Design CAD Prototype

Production

Manufacturing

Mechatronics

Changing facilities

Changing facilities are located at the entrance to each workshop to ensure adequate PPE is worn at all times.

Science and engineering stores to share a central preparation area and stores. This will ensure maximisation of resources and reinforce the link between the two specialisms.

Thank youQuestions

‘Giving Employers What They Want – Further Education College Case Studies - Linking with Employers

Mike Hughes, Faculty Director, STEM, City of Wolverhampton College

Advanced Manufacturing – Working with Jaguar Land Rover

Working With Jaguar Land Rover.

And others!

Mike Hughes Director of Learner Responsive &

HE

About us

• General FE college in The Black Country's only City.

• The first college to gain TQS status part A at our first attempt.

• Our engineering facility is on a heritage site !

We have invested in Engineering

• For 2009 / 10 we invested:• £530, 000 on Motor Vehicle and Body

and Paint Facility.• £175,000 on Welding and Fabrication.

• For 2011/12 we invested:• £475,000 in The Engineering Learning

Zone.

Our Engineering and Manufacturing Learners 2011/12• 332 Full Time Learners L 1 to L3.• 243 Part Time Learners L1 to L3.• 65 Learners on HNC / HND.• 136 Apprentices in Learning with 68

companies.• Deliver Technical Certificates for 5

partner training providers who have 68 learners.

JLR Journey• Contact to our customer services in Feb 2012

asking if they could arrange an informal meeting – they didn't want to meet the Principal.

• End of May invited tender for Apprentice provision – I54 Engine Plant

• Bid complete 8th June• Presentation 15th June- Informed by 25th July of the

outcome.• 20th August Feedback on tender -Decision

meeting!• 8 apprentices started with us 1st October.

The Engineering Learning Zone.• New concept in engineering and

manufacturing training.• The learning zone areas run as cells.

Learners are taught skills and processes including Lean Manufacturing , CAD /CAM and Fluid Power.

• Not a new replacing old workshop.• Development driven by Industry Partners

and SEMTA supported.• Supports Learning from L1 to L5.

A Workshop that was opened on April 6th 1962

June 2012

Zone Development July 2012

Learning Zone opens 12th October 2012

The Engineering Learning Zone

The Engineering Learning Zone

Happy Customers

NEW Challenge with JLR

• Secure the training contract for the estimated 600 operatives .

• Help the people of Wolverhampton to • Develop engineering and

manufacturing skills.• Plant begins production Sept 2014.

Happy to take questions.

Working with the Royal Bank of Scotland

Mark Kent, Deputy Principal King Edward College, Stourbridge – Business Services

FINANCE BACCALAUREATE

Sponsored

by

http://www.mei.org.uk/

BEGINNINGS OF THE PROJECT

Staff at King Edward’s met with RBS Head of Global Recruitment in 2010-11 to discuss a new curriculum initiative.

The bank were keen to develop opportunities for bright A level students from diverse backgrounds with the potential to be successful in a career in finance.

RBS commissioned a research project during 2011-12.

Mathematics in Education & Industry (MEI) and the Institute for Financial Studies (IFS) developed L4 materials, piloted at K.E.

RBS supplied an immersion day

A sample of universities and schools/colleges were visited plus DfE and papers submitted to parliamentary select committees.


WHAT DOES THE FINANCE BACCALAUREATE INVOLVE?

Students undertake at least three A levels, which include Maths and finance-based A levels, such as Economics

A programme of maths and finance-based work at level 4

The programme involves class-based and computer-based activities

Attendance at ‘finance-based’ enrichment activities, such as careers advice relating to banking and finance

Taking part in an ‘immersion visit’ such as at the Royal Bank of Scotland headquarters in London


WHO IS THE FINANCE BACCALAUREATE AIMED AT?

An academic vocational ‘umbrella qualification’ intended for:

High calibre A level students with an interest in finance who are studying Mathematics and finance-based subjects

such as Economics, Business Studies and Accounts.

Students who are keen to extend their learning want the challenge of first year undergraduate work, Level

4 modules are keen to be involved in finance and maths-based

enrichment activities are able to express themselves in reports and projects,

such as the EPQ


PROJECT OUTCOMES:

The Students


“As I am intending to enter the finance industry, it was a good insight into the sort of mathematical operations I might be doing. The calculations were tough however, but I’m sure with more time studying the course the calculations wouldn’t seem too bad.”

WHAT DID THE STUDENTS THINK?During the course . . .

“The economic topics helped, as I was learning the topics in my business studies lessons.”

“I felt the additional information provided in email attachments was very helpful in allowing me to complete the assignments and learn about the topics being covered and how maths is used in finance.”


“Overall a very good course and I would recommend to other Economists/Maths students.”

WHAT DID THE STUDENTS THINK?At the end of the course . . .

“I found the course interesting and would recommend it to future students.”

“The topics covered were enjoyable with good links to current issues and would be good for other students.”


FINANCE BACCALAUREATE: THE ‘IMMERSION DAY’ AT

Time Session

10:30 Registration 10:30 – 10:45 Welcome to RBS, Global Banking and Markets10:45 – 11:30 Current State of Global Economy – Given by a current RBS economist11:30 – 11:40 Break

11:40 – 12:15

Next Steps – What do the students need to do in order to be successful in securing graduate roles in finance in the future.

12:15 – 13:00

Networking Lunch – Students will informally meet with graduates from different areas of the bank.

13:00 – 14:30 First Rotation14:30 – 14:45 Break and transition to second rotation14:45 – 16:15 Second Rotation16:15 – 16:45 Mike Maddick, Head of RBS Global Recruitment. Feedback


‘IMMERSION’ DAY AT THE ROYAL BANK OF SCOTLAND,29TH February 2012


“I have nothing but praise for the day and am extremely grateful for the opportunity presented to me. I would 100% recommend this course to anyone who is thinking of pursuing a career in finance.”Omar Aftab

STUDENT FEEDBACKImmersion Day at The Royal Bank of Scotland, 29th February

2012

“The best thing about the day was being allowed on the trading floor, which was very exclusive. RBS were also great by allowing so many staff the time to give us advice on their careers. ”Robert Dunn

“I really enjoyed the day which provided a brilliant insight to RBS and I would definitely recommend it to anyone who has an interest in finance. The trip exceeded my expectations and has definitely left me considering applying to RBS' Graduate recruitment programme. ”Daniel Carrington-Foster


PROJECT OUTCOMES: SCHOOLS AND COLLEGES A number of sixth form colleges and grammar schools involved in

research.

Students and staff at all levels were surveyed.

All were positive about the potential opportunity and some students wanted to start straight away!

Staff were positive about the direct application to student progression, low-cost nature of delivery, links between subjects and level of challenge.

Some staff were concerned about their ability to teach the Maths elements.


A HEADTEACHER’S VIEW

‘It appeals to a distinct group of students who are

leaning towards Mathematics and Economics.

A great way to give these very talented students something more – a distinct area that is not catered for and the basic structure of

Maths and one of Economics and Business is

brilliant and would meet a lot of students needs.’

[Lawrence Sheriff School]


A HEADTEACHER’S VIEW

‘‘the students are quite savvy, they will only do extra work, if they think it will result in something. If this is seen as a way to get into a city job and it gives students the chance to network very early on, that is a major attraction…I think having access to people in the banking sector and a different ‘type’ of work experience…having targeted careers advice, by the people who are there and are doing the job, that is also a key factor…” [King Edward VI Aston School]


UNIVERSITIES’ VIEWS

‘The Accounting and Finance courses, such as at Warwick University, are likely to be particularly interested in students taking this qualification’[Cambridge University]

‘The Finance Baccalaureate provides a good mixture of stats, maths, economics and finance (theory and applied).’ [Leeds University]

‘With regard to admissions teams at universities, you have certain universities that are looking for motivation as much as anything else and the fact that students have gone down this sort of route would indicate they are keen to do it…’[Birmingham City University]


FINANCE BACCALAUREATE YEAR 2: 2012-13

Research well-received by RBS who agreed to fund expansion over two years.

Now 100 students approximately in 3 schools and 3 colleges

3 other colleges and possibly 2 schools to join in 2013-14

Finance Conference in March with Leeds University, LSE and RBS providing sessions

MEI working with OCR to formally accredit L4 materials


SOME OF THE ORGANISATIONS INVOLVED

The next slides show the variety of institutionstaking part currently or from 2013-14


SCHOOLS INVOLVED IN THE FINANCE BACCALAUREATE

‘Outstanding’ Midlands schools including:

King Edward VI Handsworth School

OFSTED rated ‘outstanding’ 2005 and 2008. Continually ranked in the top 20 state schools for A Level results.

One of the seven schools, which make up the prestigious group of schools within the King Edward VI Foundation in Birmingham.



King Edward VI Handsworth

King Edward VI Handsworth School is a multi-ethnic, selective school for girls

900+ pupils

The school is a Specialist Performing Arts & Science College.

Strong links with other ‘outstanding’ schools




Lawrence Sheriff School

OFSTED rated ‘outstanding’ 2005, 2007 and 2011

Ranked top in the country for GCSE results for 3 of the past 4 years (2008, 2010 and 2011)



Lawrence Sheriff School

A selective school in Year 7 with a non-selective sixth form

870 pupils

300 high calibre students in the sixth form



COLLEGES INVOLVED IN THE FINANCE BACCALAUREATEA network of ‘outstanding’ Midlands sixth form colleges led by:

King Edward VI College, Stourbridge

OFSTED rated ‘outstanding’ 2006 and 2009

One of the leading A level sixth form colleges.

One of the country’s highest ‘success rates’ of any sixth form colleges


COLLEGES INVOLVED IN THE FINANCE BACCALAUREATE

King Edward VI College, Stourbridge

The college is a ‘Beacon College’

A national reputation for outstanding teaching and learning

1665 sixth form students

Strong links with other ‘outstanding’ colleges



A network of ‘outstanding’ Midlands sixth form colleges supported by:

Joseph Chamberlain Sixth Form College

OFSTED rated ‘outstanding’ 2008

Queen’s Anniversary Prize, 2007

Prime Minister's Prize for best public building in the UK



Joseph Chamberlain Sixth Form College

2000 students including adults

97% of students from an ethnic minority background

Outstanding work in raising students’ aspirations and progression to universities.

Inner city college

High levels of deprivation



COLLEGES INVOLVED IN THE FINANCE BACCALAUREATEA network of ‘outstanding’ Midlands sixth form colleges supported

by:

Hereford Sixth Form College


The sixth form college for Hereford city and the surrounding area.



Hereford Sixth Form College

The College regularly gains one of the highest A level points score per entry of sixth form colleges

For the last 3 years, one of the best colleges in the country for value-added examination results.

1800 sixth form students





King Edward VI Aston School


The school is a Specialist Sports College.

One of the seven schools, which make up the prestigious group of schools within the King Edward VI Foundation in Birmingham.



King Edward VI Aston School

King Edward VI Aston School is a multi-ethnic, selective school for boys

780 pupils

250 high calibre students in the sixth form



OTHERS INVOLVED

A number of other institutions are or will be taking part:

King Edward’s Handsworth (started 2012-13)

Alcester Grammar (started 2012-13)

Hills Road Sixth Form College (probably from 2013-14)

Winstanley Sixth Form College (from 2013-14)

Farnborough Sixth Form College (probably from 2013-14)


WHY YOU SHOULD BE INVOLVED: COLLEGES/SCHOOLS

Supports student progression and encourages high aspiration

Improves IAG

Cost effective to run

Effective marketing for your institution

The project has the support of :A major bank, government ministers (mentioned in parliament and

at select committees), MEI, IFS, some Russell Group and other universities


HOW CAN YOU BE INVOLVED?

Send students to one of the participating centres for the level 4 tuition.

Offer to host a group at your school/college.

Share finance business contacts to help develop the network of immersion day providers.

Send students to the finance conference in March (places limited) or put on a similar event.


WHY STUDENTS SHOULD TAKE THE FINANCE BACCALAUREATE

It is used in their university and employment applications to: indicate their academic

strength in their UCAS personal statement

show they are motivated and hard working

highlight their preparation for university

show employers their increased readiness for the world of work

It provides an opportunity to:

Develop their maths skills

Develop their understanding of organisations such as yours

Meet the challenge of first year undergraduate work

To aspire and see graduaterecruits in their working

environment

Gain an insight into career opportunities


WHY BUSINESSES SHOULD SUPPORTTHE FINANCE BACCALAUREATE

It is an opportunity for businesses to: Be involved with a new curriculum development supported by

the Royal Bank of Scotland

Be involved with a network of ‘outstanding’ schools and sixth form colleges

Provide support for the very best students in state education

Have direct access to the most able sixth form students

Identify highly motivated students as potential recruits

Provide opportunities for students who may have low aspirations and feel socially excluded


HOW COULD BUSINESSES SUPPORT THE FINANCE BACCALAUREATE?

Provide students with the opportunity to have an ‘immersion day’

Provide careers advice for graduate recruits or the most able 16-18 year old students

Become involved in the future development of the Finance Baccalaureate

Provide financial support to the schools and colleges, enabling them to develop this qualification further


IMMERSION DAYS

Provide students with the opportunity to have an ‘immersion day’

Between 15-20 students from one of the schools or colleges

1 day, or more, based within the organisation

Students linked up to graduate recruits and senior managers

Opportunity for the students to gain a high quality insight into ‘how do I go from here to get to where you are there...’

An opportunity to spot high quality recruits for the future


CAREERS ADVICE

Provide careers advice for the most able 16-18 year old students

Advice on how to enter the finance industry as a career

Opportunity to visit some of the best schools and colleges in the country

Tailored advice for high calibre students, who may be your recruits of the future


INFLUENCE CURRICULUM DESIGN

Become involved in the future development of the Finance Baccalaureate

Play a part in developing the new qualification

Join in the discussion of ‘what students should know about the UK financial sector’

Help us to refine the skills of some of the best mathematicians and financiers of the future

Have your say and be a part of this exciting curriculum development


FINANCIAL SUPPORT

Provide financial support to the schools and colleges

Funding needed to deliver the qualification in other ‘outstanding’ schools and colleges

Funding needed to update the content of the Finance Baccalaureate, so that it remains current and up to date

Funding needed to train the new staff involved in the Finance Baccalaureate

An opportunity for the private sector to support the very best students in some of the outstanding schools and colleges in state education


HOW CAN I FIND OUT MORE ABOUTTHE FINANCE BACCALUAREATE?

ContactMike Deasy, Head of Faculty

[email protected] OR

Mark Kent Deputy [email protected]

at King Edward VI College,

Stourbridge


Academy Status – Responding to the Needs of Employers

Lesley James, Director of Business Strategy, RSA Academy Tipton – Working with Caparo Industries

Transforming learning, transforming lives

Responding to the needs of employersWorking with Caparo and others


The Curriculum

Key Stage 3 – Opening MindsKey Stage 4 – the competencesKey Stage 5 – the competences (IB Learner Profile)


Post-16

3 pathways: IB Diploma, IBCC, Vocational

The International Baccalaureate Career related Certificate (IBCC):Internationally recognised combination of rigorous academic study plus high quality vocational courses


IBCC2 or 3 IB Diploma courses1 or 2 vocational courses (BTEC

nationals)IBCC Core (C&S, Approaches to

Learning, Reflective project)1 language

= 400 UCAS points


IBCC Vocational Courses:

Art, Health & Social, ICT, Sport, Business Studies, Engineering, Hospitality & Catering, Music Technology, Performing Arts.

All vocational courses within the IBCC must have industry links and participation.Plus, the reflective project must be based on one of the student’s vocational study areas.


Working with Caparo:Input to the curriculum (Engineering

and Business Studies) to help students complete units of study

VisitsCaparo staff in the classroomAuthentic case studies, project setCaparo Breakfasts @ the Academy,

students present


Available for Academy students:

Apprenticeship programmes1 fully funded university scholarshipPrizesCaparo Engineering Student of the

Year

Panel & Plenary session ‘Ways into Work’

chaired by Kate Shoesmith – Director of Policy and Corporate Affairs, City and Guilds, focusing on key priorities for participants, reactions to inputs and recommendations

Thank You

Slides and related information will be available on the BCPL websitewww.bcpl.org.uk