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IMPLICATIONS OF THE CHANGES TO THE 14-19 CURRICULUM By Munnas Ahmed
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Implications of the changes to the 14 19 curriculum

Nov 17, 2014

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Munnas Ahmed

 
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Page 1: Implications of the changes to the 14 19 curriculum

IMPLICATIONS OF THE CHANGES TO THE 14-19

CURRICULUM

By Munnas Ahmed

Page 2: Implications of the changes to the 14 19 curriculum

AIMS

Reasons for reforming Changes to the curriculum Affects of changes for teachers and

pupils Advantages of reforming Disadvantages of reforming

Page 3: Implications of the changes to the 14 19 curriculum

Reasons for Reforming

The world is changing fast. The UK is falling behind By 2020 there will be 5 million fewer low skilled

jobs. 40% of all jobs will require a graduate level

qualification. Employers are looking for high skilled

employees. Employees lack basic skills in numeracy, literacy

and IT. Education will be more relevant to today’s world.

Page 4: Implications of the changes to the 14 19 curriculum

Before Reform

Age 14 GCSE’s

Age 16 A-Levels BTEC’s

Age 18 University Employment

Page 5: Implications of the changes to the 14 19 curriculum

After Reform – Progression Routes Foundation Learning Tier

For learners not ready for a full level 2 qualification. Will help pupils to progress their studies to level 2. Personal learning programmes to cater for pupils

needs.

GCSE Regularly updated to ensure high quality. Functional skills incorporated into Maths, Science

and ICT. Challenging and preparing pupils for higher

education and employment.

Page 6: Implications of the changes to the 14 19 curriculum

After Reform – Progression Routes

Diploma’s New qualification as part of 14-19 reform Practical experience through work experience

and project. It will allow pupils to find out about an area of

their interest. Many options open for pupils as following the

diploma.

Page 7: Implications of the changes to the 14 19 curriculum

17 NEW DIPLOMAS

Business, Administration and Finance Construction and the Built Environment Creative and Media Engineering Environmental and Land-Based Studies Hair and Beauty Studies Hospitality Information Technology Manufacturing and Product Design Public Services Retail Business Society, Health and Development Sports and Active Leisure Travel and Tourism Humanities and Social Sciences

Page 8: Implications of the changes to the 14 19 curriculum

After Reform – Progression Routes Apprenticeships

The aim is to have one in five young people in apprenticeships by 2020.

Apprenticeships will continue to include NVQ’s, BTEC and City and Guilds qualifications.

Advanced apprenticeships will allow young people to achieve foundation or honours degree.

Working with accredited training. From 2013 pupils going into full or part time work at age

16 will need to continue in part time education until the age of 17.

Part time education will need to be one day a week on equivalent.

By 2015 the age will increase to 18.

Page 9: Implications of the changes to the 14 19 curriculum

After Reform – Progression Routes Functional skills

Introduced to ensure pupils have the skills required for employment and higher education.

Stand alone qualification equivalent to GCSE for each functional skill.

Functional skills for Maths, ICT and English will be taught to all students from 2010.

Page 10: Implications of the changes to the 14 19 curriculum

Functional Skills

“Functional Skills are practical skills in English, Information and Communication Technology (ICT) and Mathematics, that allow individuals to work confidently, effectively and independently in life”.

OCR

Page 11: Implications of the changes to the 14 19 curriculum

Implications - Learning

Decisions are made from a young age. At age 14, pupils can choose:

GCSE Foundation or Higher Diploma Foundation learning

At age 16, in school or college, they can take: The Diploma GCSE/A-Levels An Apprenticeship Foundation learning Employment with Training

At age 18, they can: FE or HE Apprenticeship post 18 Employment Employment with Training

Page 12: Implications of the changes to the 14 19 curriculum

Implications - Teaching

Collaborating and integrating with employers, colleges and schools.

ICT is a functional skill New courses Pupils will stay on longer thus increasing

numbers Workload will increase.

Page 13: Implications of the changes to the 14 19 curriculum

Advantages of the Reform

Young people to take charge of their own learning. Many pathways and options available for pupils. Boosts self-esteem by setting young people up for

success. Schools creating links to businesses. Provides an environment where young people can

apply key and functional skills with learning. Opportunities to transfer skills into different areas. Prepares young people for a continually changing

world.

Page 14: Implications of the changes to the 14 19 curriculum

Disadvantages of the Reform All stakeholder need to work together to

ensure success. Government funding and plans are essential

to the success of the initiative. More choices may create more problems? Will there be enough places for

apprenticeships because of the recession? Changes to the curriculum will mean a

review of university admission policies and entry requirements for all programmes

Page 15: Implications of the changes to the 14 19 curriculum

Every Child Matters

How does this link in? The Governments aim is for every child,

whatever their background, or their circumstances, to have the support they need to: Be healthy Stay safe Enjoy and achieve Make a positive contribution Achieve economic well-being

Page 16: Implications of the changes to the 14 19 curriculum

Will Reform work ?

Page 17: Implications of the changes to the 14 19 curriculum

References

http://www.dcsf.gov.uk/14-19/ http://www.14-19reforms.co.uk/ http://www.ttrb.ac.uk/ http://www.universitiesuk.ac.uk/14-

19Curriculum/ http://www.bbc.co.uk/news/10406595