Implications For Teaching And Learning Of The Changes To The 14 19 Curriculum

IMPLICATIONS FOR TEACHING AND LEARNING OF THE CHANGES TO THE

14-19 CURRICULUM

INTRODUCTION The Key Changes

Why The changes happened

Implications of Learning

Implications of Teaching

Conclusion

Bibliography

Question Time

Margaret Heron

THE KEY CHANGES

To raise the minimum age that young people leave education or training

New qualifications e.g. Diplomas

Reformed A levels

Extended project qualification

New functional skills standards and qualifications

Margaret Heron

THE KEY CHANGES GCSEs (Reviewed and updated)

Expanded Apprenticeship opportunities

Foundation learning tier

Placing responsibility for education and training of all young people to 18 with local authorities (NEET)

Increased emphasis on science, technology, engineering and maths

Margaret Heron

Diplomas Diplomas will cover 17 subjects

Offered at Foundation, Higher and Advanced

Advanced Diploma can lead on to university or into a career.

Margaret Heron

A levels Most subjects will be reduced from six units to

four

A broad range of question types

A requirement for extended writing

Synoptic assessment

A* gradeMargaret Heron

Functional Skills

“Functional Skills are a key element to these reforms, bringing a sharper focus on the basics so that young people and adults can apply what they have learned, in the context of their daily life.”

(Department for Children, schools and families)

Help make sense of daily life Using English, maths and ICT in everyday situations

They are essential for:

Getting the most from education and training Personal development of all young people and

adults Developing employability skills Tackling England’s skills gap

Margaret Heron

GCSEs Replacing coursework with controlled

assessment

Examination papers with a broad range of question styles

Applied and general pathways within the same qualification

Incorporating functional skills into GCSEsMargaret Heron

Apprenticeship

Apprenticeships combine paid work with on-the-job training, qualifications and progression

Apprenticeships funding planned to increase to over £1 billion by 2009-10

From 2013, all suitably qualified young people will be entitlement to an Apprenticeship place

Margaret Heron

Foundation Learning Foundation Learning (FL) is the national suite

of learning for 14 to 19 year old predominantly at entry level or level 1

Learners and practitioners negotiate and agree an individual learning programme

Learning programmes integrate vocational/subject learning, personal and social development, and functional skills

By 2010/11, all areas are expected to be delivering some FL on a 14-19 basis

Margaret Heron

CONSIDEROPTIONS

17

GCSE

Foundation Learning

Apprenticeship

Foundation or Higher Diploma

Foundation Learning

Main routes through 14-19 education and training in 2015 and beyond

Higher or Advanced Diploma

GCSE / A-Level

Employment withtraining

CONSIDEROPTIONS

14

Further education

Higher education

Employment

Employment with training

Apprenticeship post 18

The Diploma combines theoretical study with practical experience based around a work-related curriculum. It is available at Foundation, Higher and Advanced level (Level 1 - Level 3).

GCSE and A level qualifications are regularly updated to ensure that they remain high quality, relevant and interesting. They can be combined with Diplomas.Apprenticeships allow students to learn at work and gain qualifications. The number and range of Apprenticeships is increasing hugely so 1 in 5 will take this route by 2020.

This is for learners not ready for a full level 2 qualification and include a mix of learning to suit the individual.

Higher or Advanced Diploma

GCSE / A Level

Apprenticeship

FoundationLearning

Functional Skills and Personal,Learning and Thinking Skills

There are, of course, many other optionsafter you turn 18, including a gap year and volunteering

Well before the decision points information and advice will be critical to guide young people to make the best choice for them in relation to their prior learning.Some students may change paths at 17 becausethere are more one year courses available after 16.

CONSIDEROPTIONS

CONSIDEROPTIONS

18

CONSIDEROPTIONS

16

Why? In 2020 only 600,000 jobs available to those with no

qualifications compared to 3.2 million now

Education needs to be more relevant to business needs

40 % of all jobs in 2020 will require a graduate level qualification

Raise participation and achievement rates post 16

Ensure young people achieve specified levels in mathematics, literacy and ICT

Encourage students to be more innovative and creative about their learning

Making the 14-19 curriculum and qualifications far less complex

Give students greater choice of career pathsMargaret Heron

Implications Of Teaching

Increase workload for teachers

Greater range of study programmes requiring more effective management

Greater subject relevancy requiring ongoing learning and research

Greater diversity providing greater job satisfaction

Pupils will study for longer thus increasing numbers

Margaret Heron

Implications Of Teaching Training required for new qualifications and subjects

Changes to approaches to teaching and learning throughout the curriculum

New teaching strategies to implement effective learning

Opportunity to forge strong links with institutions and local employers

Good communication with learners to forge a agreed

personal teaching plan

Natural levels of increased motivation in a learning environment due wider choices available for students

Margaret Heron

Implications of Learning

Greater chance of employability with the skills to succeed as ICT is seen as a key area in the Functional Skills initiative which is a current in today's society

Better developed individuals

Opportunity for less academic pupils and students to achieve a relevant qualification and enhance employability as well as further education in a practical environment which may not happen using traditional routes

Margaret Heron

Implications of Learning

Learning plans tailored to the learners specific needs with more learning environment available including the work place learning environment

Better communication with teachers with clear, agreed learning objectives in place

More choices for students with new courses and improved current courses as well as more study routes available

Lack of Apprenticeships available in the current economic climate

Margaret Heron

Conclusion More choices for young people

Our young people will stay in learning and training longer

Better opportunities for people in Learning and training

More options for the students in terms of a career

Constant review and adaptation to the changes to ensures success

Margaret Heron

Conclusion Employers receive better skilled individuals

with the ability to assimilate work

More qualified and stronger UK workforce for the future

More Educated As A Population

Teachers and employers will need to adapt to make the changes work

More training opportunities for teachers

Better communication across the board

Margaret Heron

Bibliography http://www.dcsf.gov.uk/14-19

http://www.qcda.gov.uk

http://publications.teachernet.gov.uk

http://news.bbc.co.uk/1/hi/in_depth/education/14-19_learning/default.stm

http://www.lluk.org/14-19.htm Margaret Heron

Thank You for ListeningAny Questions?.....

Margaret Heron