implications of the changes to the 14 19 curriculum
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implication of changes to national curriculamTRANSCRIPT
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Khalid KhanKhalid Khan
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IntroductionIntroduction
Reasons for ReformReasons for Reform Reform aimsReform aims Key ChangesKey Changes Positive ImplicationsPositive Implications Negative ImplicationsNegative Implications ConclusionConclusion ReferencesReferences Questions And AnswersQuestions And Answers
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Reasons For ReformReasons For Reform Technological and Global economic Technological and Global economic
changeschanges
Education needs to be relevant to business Education needs to be relevant to business and industry needsand industry needs
Encourage students to be more creative Encourage students to be more creative and innovative in Engineering , Science, and innovative in Engineering , Science, Technology and mathematicsTechnology and mathematics
17% of 18 year olds are NEET (Not in 17% of 18 year olds are NEET (Not in Education, Employment or Training)Education, Employment or Training)
To allow students greater choice of career To allow students greater choice of career paths and help reach learners full potentialpaths and help reach learners full potential
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Reform aimsReform aims
To ensure that all young people participate To ensure that all young people participate until at least their 18th birthday – in until at least their 18th birthday – in education and training that stretches and education and training that stretches and challenges them to achieve their potential challenges them to achieve their potential and go on to further or higher education or and go on to further or higher education or skilled employmentskilled employment
To give young people the knowledge and To give young people the knowledge and skills that employers and the economy skills that employers and the economy need to prosper in the 21st centuryneed to prosper in the 21st century
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Reform aimsReform aims
To close the achievement gap so that all To close the achievement gap so that all have an equal opportunity to succeed, have an equal opportunity to succeed, irrespective of gender, race, disability or irrespective of gender, race, disability or background“background“
DCSFDCSF
By 2020 for 90% of young people to By 2020 for 90% of young people to achieve Level 2 (5 A* to C GCSEs achieve Level 2 (5 A* to C GCSEs equivalent) by the age of 19,and 75% to equivalent) by the age of 19,and 75% to achieve level 3 qualifications.achieve level 3 qualifications.
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Key ChangesKey Changes Increase school leaving ageIncrease school leaving age
2013 – 17 year old2013 – 17 year old2015 – 18 year old2015 – 18 year old
Diplomas- (17 subjects)Diplomas- (17 subjects) 3 Levels, (Foundation, Higher, 3 Levels, (Foundation, Higher,
Advanced)Advanced)
Expanding Apprenticeship OpportunitiesExpanding Apprenticeship Opportunities
New Functional skills Qualification in Eng, Maths, New Functional skills Qualification in Eng, Maths, ICT and Personal learning and thinking skills ICT and Personal learning and thinking skills (PLTS)(PLTS)
Foundation Tier LearningFoundation Tier Learning
Amendment of GCSE’s and A LevelsAmendment of GCSE’s and A Levels
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GCSE’s and A LevelsGCSE’s and A Levels
Updated and Updated and improved subject improved subject ContentContent
Controlled Controlled Assessments Assessments replace replace courseworkcoursework
A Levels stretching A Levels stretching and challengingand challenging
New A* Grade to New A* Grade to recognise high recognise high achieversachievers
Introducing the Introducing the Extended ProjectExtended Project
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Foundation = 5 GCSE’s grades D-GFoundation = 5 GCSE’s grades D-G
Higher = 7 GCSE’s grades A*-CHigher = 7 GCSE’s grades A*-C
Advanced = 3 and a half A levelsAdvanced = 3 and a half A levels
DiplomaDiploma
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Diploma subjectsDiploma subjects
Business, Administration and Finance Business, Administration and Finance Construction and the Built EnvironmentConstruction and the Built Environment Creative and MediaCreative and Media EngineeringEngineering Environmental and Land-based StudiesEnvironmental and Land-based Studies Hair and Beauty StudiesHair and Beauty Studies HospitalityHospitality Information TechnologyInformation Technology Manufacturing and Product DesignManufacturing and Product Design Public ServicesPublic Services Retail Business Retail Business Society, Health and Development Society, Health and Development Sport and Active Leisure Sport and Active Leisure Travel and Tourism Travel and Tourism Future Diploma subjectsFuture Diploma subjects
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ApprenticeshipsApprenticeships
Apprenticeships combine paid work with Apprenticeships combine paid work with on the job training, qualifications and on the job training, qualifications and career progressioncareer progression
From 2013 all suitably qualified young From 2013 all suitably qualified young people will be entitled to and people will be entitled to and apprenticeship placeapprenticeship place
2020 over 250,000 apprenticeships start2020 over 250,000 apprenticeships start
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Foundation LearningFoundation Learning
National suite of learning for 14-19 National suite of learning for 14-19 year olds at entry level and level one.year olds at entry level and level one.
Learners and practitioners negotiate Learners and practitioners negotiate and agree to a individual learning and agree to a individual learning programme programme
Learning programmes integrate Learning programmes integrate vocational/subjects learning, personal vocational/subjects learning, personal and social development and functional and social development and functional skillsskills
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Positive ImplicationsPositive Implications
Students will study longer, therefore Students will study longer, therefore increasing numbersincreasing numbers
Opportunities to forge strong links Opportunities to forge strong links with partnerships and employerswith partnerships and employers
Greater choice of employability as Greater choice of employability as functional skills and personal functional skills and personal learning and thinking skills (PLTS) learning and thinking skills (PLTS) are key to employer needsare key to employer needs..
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Positive Implications (Cont)Positive Implications (Cont)
Greater opportunities for less academic Greater opportunities for less academic and disadvantaged students to achieve a and disadvantaged students to achieve a relevant qualification and succeedrelevant qualification and succeed
Greater demand for teachers and career Greater demand for teachers and career opportunitiesopportunities
Teachers work becomes more varied and Teachers work becomes more varied and can make big difference to student can make big difference to student achievementsachievements
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Possible Negative ImplicationsPossible Negative Implications
High reliance on partnerships to work in High reliance on partnerships to work in harmony for reforms to succeedharmony for reforms to succeed
Potential shortfall in apprenticeship Potential shortfall in apprenticeship vacanciesvacancies
University Admissions policies will need to University Admissions policies will need to be reviewed be reviewed
Increased workload for Teachers and more Increased workload for Teachers and more effective management will be required.effective management will be required.
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ConclusionConclusion
Traditional routes of learning co exist with Traditional routes of learning co exist with new reforms which give opportunities for all new reforms which give opportunities for all students to succeedstudents to succeed
Reforms enhance learning and progression Reforms enhance learning and progression to FE and employment for all 16-19 year to FE and employment for all 16-19 year oldsolds
Positive steps to reduce NEET numbers Positive steps to reduce NEET numbers and minimise waste of youth potentialand minimise waste of youth potential
Goals and aims can be achieved if funding Goals and aims can be achieved if funding and partnerships work in close and partnerships work in close collaborationcollaboration
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ReferencesReferences
http://www.dcsf.gov.uk/14-19/indexhttp://www.dcsf.gov.uk/14-19/index
http://wwwteachernet.gov.uk/14-19http://wwwteachernet.gov.uk/14-19
http://www.1419reforms.co.uk/videoahttp://www.1419reforms.co.uk/videoaspxspx
http://www.qcda.gov.uk/qualificationshttp://www.qcda.gov.uk/qualifications/foundationlearning/foundationlearning//
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Thank You For ListeningThank You For Listening
Any questions or comments?Any questions or comments?