Implications of the changes to the 14 19 curriculum mark weston

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2. <ul><li>Technological and Global Changes </li></ul><ul><li>Encourage Students </li></ul><ul><li>Bridging…
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  • 2. <ul><li>Technological and Global Changes </li></ul><ul><li>Encourage Students </li></ul><ul><li>Bridging the Gap </li></ul><ul><li>Holistic Support </li></ul><ul><li>Review and update </li></ul>
  • 3. <ul><li>Increase the minimum school leaving age </li></ul><ul><ul><li>2013 – 17 </li></ul></ul><ul><ul><li>2015 – 18 </li></ul></ul><ul><li>Diplomas in 17 subjects at three levels by 2013 </li></ul><ul><li>New functional skills standards and qualifications in English, mathematics and ICT </li></ul><ul><li>Expand Apprenticeship Opportunities </li></ul>
  • 5. <ul><li>More options </li></ul><ul><li>= more flexibility </li></ul><ul><li>= greater opportunities </li></ul><ul><li>GCSE/A Levels </li></ul><ul><li>Diplomas </li></ul><ul><li>Foundation Tier Learning </li></ul><ul><li>Apprenticeships </li></ul>
  • 6. <ul><li>Coursework to be replaced with controlled assessment </li></ul><ul><li>A broad range of questions on examination papers. </li></ul><ul><li>Functional skills in English, maths and ICT to aid students employability. </li></ul><ul><li>Better preparation for academic environment in Higher Education </li></ul>
  • 7. <ul><li>Theory and Practical Study is combined </li></ul><ul><li>Valuable work experience is gained </li></ul><ul><li>Increased opportunity to pursue interests. </li></ul><ul><li>Insight in what work is like in particular area without future commitment. </li></ul><ul><li>Diplomas to cover 17 subjects and to become available from 2011 </li></ul>
  • 8. <ul><li>Business, Administration and Finance </li></ul><ul><li>Construction and the Built Environment </li></ul><ul><li>Creative and Media </li></ul><ul><li>Engineering </li></ul><ul><li>Environmental and Land-based Studies </li></ul><ul><li>Hair and Beauty Studies </li></ul><ul><li>Hospitality </li></ul><ul><li>Information Technology </li></ul><ul><li>Manufacturing and Product Design </li></ul><ul><li>Public Services </li></ul><ul><li>Retail Business </li></ul><ul><li>Society, Health and Development </li></ul><ul><li>Sport and Active Leisure </li></ul><ul><li>Travel and Tourism </li></ul>
  • 9. <ul><li>Learning for 14 to 19 year old learners working predominantly at entry level or level 1. </li></ul><ul><li>Learning programmes integrate vocational/subject learning, personal and social development, and functional skills. </li></ul><ul><li>Raise learners expectation through participation, achievement and progression </li></ul><ul><li>Enables many different routes to higher education </li></ul>
  • 10. <ul><li>Integral part of all other elements of the new curriculum </li></ul><ul><li>Practical skills in English, Math's And ICT </li></ul><ul><li>Develop skills essential for employment </li></ul>
  • 11. <ul><li>The Personal, Learning and Thinking skills framework is made up of 6 groups. </li></ul><ul><li>When incorporated with functional skills they are crucial to life, learning and work. </li></ul><ul><li>The new curriculum aims to give students the opportunity to gain these skills. </li></ul>Independent Enquiry Creative Thinkers Reflective Learners Team Workers Self-Managers Effective Participators
  • 12. <ul><li>16 and over to participate </li></ul><ul><li>Opportunity to start in a chosen career </li></ul><ul><li>Opportunity to gain nationally recognised qualifications </li></ul><ul><li>Three levels available </li></ul><ul><li>Can be a gateway into higher education </li></ul>
  • 13. <ul><li>A paradigm shift in focus – what the young person needs, not what providers can offer </li></ul><ul><li>Will all 14 year olds be able to determine their educational direction at such an early age </li></ul><ul><li>University admissions policies will need to be reviewed </li></ul><ul><li>Increase in teachers workload. </li></ul><ul><li>Potential shortfall in vacancies for apprenticeships </li></ul><ul><li>Commonality in delivery of education </li></ul>
  • 14. <ul><li>More opportunities for students to learn in different locations </li></ul><ul><li>Introduction of more e-learning and e-portfolios </li></ul><ul><li>ILPs for appropriate courses or to review progress </li></ul><ul><li>Preparation and planning to use ICT-enabled learning </li></ul><ul><li>Sharing learning resources with other providers </li></ul><ul><li>CPD for staff and re training for vocational subjects </li></ul>
  • 15. <ul><li>Apprenticeships - Directgov - Education and learning - http://www.direct.gov.uk/en/EducationAndLearning/14To19/OptionsAt16/DG_4001327 </li></ul><ul><li>Choices at 14-19 - http://eduwight.iow.gov.uk/student/higher_education/Choices_at_14_-19/ </li></ul><ul><li>DCSF 14 – 19 Reform - http://www.dcsf.gov.uk/14-19/index.cfm </li></ul><ul><li>Foundation Learning guidance – QCDA - http://www.qcda.gov.uk/qualifications/foundation-learning/772.aspx </li></ul><ul><li>Functional Skills ICT - http://www.functionalskills4u.com/ict.html </li></ul><ul><li>Initial Teacher Training - http://www.ict-tutors.co.uk/index.php?sec=4&tp=5&layout=1&ts=6 </li></ul><ul><li>ITTE- Framework for the 14-19 curriculum- Implications for ICT teachers and teacher educators - http://www.ttrb.ac.uk/viewarticle2.aspx?contentId=13894 </li></ul><ul><li>PLTS - Skills - Key stages 3 & 4 - National Curriculum - http://curriculum.qcda.gov.uk/key-stages-3-and-4/skills/plts/index.asp </li></ul><ul><li>Teachernet, 14 to 19 - http://www.teachernet.gov.uk/teachingandlearning/14to19/ </li></ul>
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