Implications of the Changes to the 14-19 Curriculum
Alison Proctor
Aims
Why change the curriculum?
Key Changes
Positive Outcomes
Negative Implications
Why Change the Curriculum?
To enable students to develop skills to fit in with an ever evolving marketplace
At the end of 2009 9.2% of 16-18 were not in any form of employment or training
To achieve to goal of 90% of 19 year old's achieving level 2 qualifications and 70% of those students also obtaining level 3 qualifications by that age
To aid all learners from all backgrounds to reach their full potential
Key Changes
Diplomas Increase in post-16 Apprenticeships Functional Skills Foundation Tier Increased school leaving age Reform of A-level and GCSE level courses
Diploma
A new more practical way to learn
Created with businesses to ensure skills gap is closed
17 subjects available by 2013
10 Days work experience
Completion of project
Business Administration and Finance
Construction and Built Environment
Creative 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
Positive Outcomes
A more hands on way of learning
Learners are more prepared for the world of work and further study
Give all young people the chance to access post-16 education
Improved links between local educational establishments as they form consortia to deliver the courses
Non traditional subjects mean there's something for everyone
Negative Implications
Is 14 to young to make a choice of career?
Logistics of delivery, with especially difficult circumstances in rural locations
Review of existing University entry policies
Teachers need extensive training to deliver the courses
Consistency and reliability of involved businesses
Apprenticeships
Combination of paid work and on the job training
From 2013 an apprenticeship for all suitably qualified young people
Agriculture, Horticulture and Animal Care
Arts, Media and Publishing
Business Administration and Law
Construction Planning and Built Environment
Education and Training
Engineering and Manufacturing Technology
Health Public Services and Care
Information and Communication Technology
Leisure Travel and Tourism
Retail and Commercial Enterprise
Positive and Negative Outcomes
Providing future employees with the skills to meet modern business needs
Apprentices can earn while they learn A more hands on approach which may appeal to those
who don't enjoy standard lessons However in the current climate will there be enough
positions to meet with demand?
Functional Skills
A free standing qualification
Developing and improving skills used in everyday life
Covering Maths, English and ICT
Learners are readily equipped with the skills employers require
Enhancing skills such as:
Online Banking
Writing applications, reports and other correspondence
Mathematics of everyday tasks such as shopping
Increased School Leaving Age
From 2013 the school leaving age will be raised to 17
From 2015 the school leaving age will be 18
Eliminates the issue of 16-18 year old's not in training or employment
Helps those from disadvantaged background to reach full potential
However, there are potential cost implications for local authorities
What monitoring will be available?
A-level and GCSE reform
Less A-level modules in some subjects
A new A* grade for A-level
A broader range of question styles in both GCSE and A-level examinations
Extended project at A-level
Functional Skills at GCSE
Foundation Tier
Designed as an entry point for students who may have difficult circumstances or gaps in education
Each learners develops a personalised learning plan with a specific goal
Combines vocational and subject learning with personal/social development and functional skills
Aims to give better school experience which will hopefully encourage learners to continue in education
Will also lower the number of young people entering “Jobs Without Training”
In ConclusionIn order to maintain and develop an effective workforce, changes to
the education system are essential.By creating new qualifications a much broader section of learners are
attracted to enter and maintain further education, though changes may have cost implications in the present these costs will be
recouped by having a more advanced workforce.Students who before risked becoming disengaged from education, will
be able to access subjects of real interest and this intern will contribute to higher levels of concentration and appropriate
behavior in the class roomBy helping those from disadvantaged backgrounds to stay in
education cycles of low expectation and unemployment are broken and learners can reach their full potential.
References
www.dcsf.gov.uk/14-19
www.teachernet.gov.uk/teachingandlearning/14to19
www.tes.co.uk
www.diplomainfo.org.uk
web.aqua.org.uk/qual/gcse/functional_skills.php
Thank you