IMPLICATIONS FOR TEACHING AND LEARNING OF THE CHANGES TO THE 14-19 CURRICULUM

Ahsan Ashraf

Introduction

Why was there even a need? The Reform

Before and After Implications Reflection References

Why?

By 2020 there will be 5 million fewer low skilled jobs in Britain than there are today

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

Many reasons for requiring reform (Shift happens)

The world is changing...

Why?

From September 2008 the 14-19 curriculum is changing to make young people's education more relevant to today's world

Did we cater for: Climate Change Augmented Reality Artificial Intelligence Nanotechnology

Before Reform

At age 14 GCSE’s

At age 16 A-Levels BTEC’s City and Guilds

At age 18 University Employment

After Reform

The 4 learning pathways: The foundation learning tier

For learners not ready for a full level 2 qualification (mixture of learning)

GCSEs and A levels Regularly updated to ensure high quality (Can be

combined with Diplomas) The Diploma

Combination of theory and practical based around work related curriculum (level 1 to 3)

Apprenticeships Allows one to learn at work and gain qualifications

After Reform

Furthermore, the reforms include: introducing a new secondary curriculum integrating functional skills across the

curriculum, learning programmes and qualifications

introducing foundation, higher and extended projects into learning programmes for 14- to 19-year-olds

creating the qualifications and credit framework (QCF)

reforming vocational qualifications

The reform

Raising the minimum leaving age to 18 by 2015

New set of qualifications – Diplomas in 17 subject areas at 3 levels

A- levels – reduced assessment but ensuring students are stretched and challenged

Functional Skills standards in English, Maths and ICT

Reviewing and updating GCSE’s Expanding Apprenticeship Opportunities

The reform

Supporting learners below level 2 and level 1 through the foundation learning tier

placing responsibility for education and training of all young people to 18 with local authorities so LAs can take a more holistic view of services for under 19s

increased emphasis on science, technology, engineering and maths

Implications: Learning

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

GCSE Foundation or Higher Diploma Foundation learning

Implications: 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

Implications: Teaching

Integration and collaboration with employers, colleges and schools

Training required - diploma-support.org ICT is a functional skill New Courses Students will stay on longer

Reflection

Difficult to research but it was interesting Focus previously has been on technology A new topic with very little previous knowledge

Have to know and understand before expressing views Why did it change? How has it changed? What are the implications?

“We learn more by looking for the answer to a question and not finding it than we do from learning the answer itself” Lord Alexander

Bibliography

BBC, 2010. Special Reports - 14-19 Learning [Online]. BBC. Available at: http://news.bbc.co.uk/1/hi/in_depth/education/14-19_learning/default.stm [Accessed: 28 January 2010]

DCSF, 2010. DCSF 14-19 Reform [Online]. DCSF. Available at: http://www.dcsf.gov.uk/14-19/ [Accessed: 25 January 2010]

QCDA, 2010. The Qualifications and Curriculum Development Agency [Online]. QCDA. Available at: [Accessed: 28 January 2010]

TDA, 2010. 14–19 education reforms: developing the workforce [Online]. TDA. Available at: http://www.tda.gov.uk/teachers/hottopics/educationreforms.aspx [Accessed: 27 January 2010]

TEACHERNET, 2009. 14 to 19 reform [Online]. TEACHERNET. Available at: http://www.teachernet.gov.uk/teachingandlearning/14to19/ [Accessed: 28 January 2010]