implications of the changes to the 14 19 curriculum
DESCRIPTION
TRANSCRIPT
IMPLICATIONS OF THE CHANGES TO THE 14-19
CURRICULUM
By Munnas Ahmed
AIMS
Reasons for reforming Changes to the curriculum Affects of changes for teachers and
pupils Advantages of reforming Disadvantages of reforming
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.
Before Reform
Age 14 GCSE’s
Age 16 A-Levels BTEC’s
Age 18 University Employment
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.
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.
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
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.
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.
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
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
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.
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.
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
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
Will Reform work ?
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