HERTFORDSHIRE CSF

1
HERTFORDSHIRE CSF

• Summary
• 14-19 opportunity and excellence

2
The Case for Change

• Weaknesses in 14-19 system
• nearly 50 do not achieve 5 good GCSEs
• even more do not reach standard in En and Ma
• 1 in 20 leave without a single GCSE
• too many truant in last two years of schooling
• behaviour of some makes it difficult
• 25 out of 29 in OECD for participation at 17
• weaknesses in vocational offer
• academic track learning often too narrow

3
New 14-19 Phase

• Education viewed as 2 phases 11-16 and 16-19
• Need to develop single coherent 14-19 phase
• To make change reality - need more choice
• More flexibility in GCSEs - applied options
• Requirement for institutions to collaborate
• Widest possible GCSE, A level and MA choice
• GCSEs as progress check

4
What will happen by 2005?

• English, maths and science to remain compulsory
• Continue to learn to be responsible healthy
  adults(Citizenship, RE, Sex Education, CEG and
  PE)
• ICT to remain compulsory for now
• All students will learn about work and enterprise
• Entitlement to study another language, a
  humanities subject, arts subject and DT
• Literacy,numeracy and computer skills to level 2

5
Reforms to address vocational weaknesses

• GCSEs in vocational subjects and new hybrid
  GCSEs for academic or applied track
• Modern apprenticeships improved and expanded to
  28 by 2004
• Removal of vocational and academic labels for
  GCSEs and A levels

6
Longer Term Reforms

• Stronger vocational offer
• More manageable assessment - all achievement
• Broaden choice and stretch students
• Unified qualifications framework
• Promote progression Foundation - Advanced
• Baccalaureate style qualifications
• Working Group for 14-19 reforms- remit
• vocational education
• assessment
• qualifications framework

7
Causes

• Disengagement - bored by GCSEs before 16
• Students coasting at KS3 and KS4
• Leaving at 16 seen as natural - GCSEs viewed as
  leaving certificate
• GCSEs at two levels - level 1 de-motivating
• Apparent jungle of alternative courses
• Modern Apprenticeship completion rates
  unacceptably low

8
Causes

• Many still study too narrow programmes at
  A level
• Teaching and learning styles at A level - not
  meeting needs of candidates - particularly
  vocational
• Amount of assessment limits wider experience
• Financial circumstances
• Variable quality advice and guidance at critical
  points in 14-19

9
Moving Forward

• Vision for 14-19 phase for all
• choose from range of courses and qualifications
  and skills from 14
• develop mix from 14, combining general and
  specialist choices that meet interests and
  aspirations
• clear progression routes - able to switch courses
• develop essential practical skills for life and
  work
• those with SEN, difficulties or problems are
  helped
• regardless of where they learn have full access
• schools and colleges work in partnership

10
Strategy for Teaching and Learning

• Learners at centre of policy
• Consistent approach to teaching and learning in
  schools, colleges and workplace
• New Standards Unit post-16 teaching and learning
• New training and support through local
  consultants and guidance to include
• different approaches for various age ranges and
  subjects
• wider dissemination of best practice
• individualised learning through e learning
• management of difficult behaviour and motivation

11
Apprenticeships

• Basic structure of Modern Apprenticeship in place
• Foundation MA at NVQ level2
• Advanced MA at NVQ level 3
• New employer-led MA Task Force
• Those not ready for apprenticeship to join Entry
  to Employment (E2E) programme
• Student Apprenticeships - further flexibility

12
Local Collaboration and Innovation

• Expect CEOs and LSC Directors to give forceful
  lead - seize opportunities 14-19 agenda offers
• New forms of partnership and collaboration
  between schools, colleges, employers, training
  providers and universities
• If schools and/or LEAs face legislative barriers
  to diversifying and innovate - Power to Innovate
  in 2002 Education Act

13
Supporting Local Delivery

• The IFP for 14-16 year olds
• Local 16-19 planning - LSC local reviews
• Performance tables - wider range of
  qualifications - collective performance measures
  to encourage more collaboration
• Ofsted/ALI arrangements for individual and whole
  areas14-19 in place of 16-19
• 14-19 pathfinders

14
Raising Aspirations Advice, Guidance and Support

• Individual learning plans
• New CEG framework 11- 19
• Connexions Service
• Giving young people greater ownership of their
  options
• Education Maintenance Allowances
• Connexions Card for post-16 learners

15
Annex1 Inquiry into A level Standards

• Main recommendations
• Simplify system so that AS and A2 are de-coupled
• Reduce total burden of assessment
• Professionalisation of examiners
• Increased use of ICT - both in marking and as a
  medium for examining and assessment

16
Annex 2 The 14-19 Curriculum and Qualifications

• 14-19 curriculum should provide greater
  flexibility, soften transition and have greater
  coherence
• Curriculum at Key Stage 4 - subjects should be
  mandatory if they
• keep young peoples options open
• are essential for personal development
• Work-related learning to be a requirement at KS4

17
Annex 2 The 14-19 Curriculum and Qualifications

• Employers critical about how prepared young
  people are for world of work
• Opportunities to develop enterprise capabilities
• Entitlement subjects at KS4
• Disapplication simplified for 2003-04
• Entitlement after 16 - literacy, numeracy and ICT
  to at least level 2 until age 19 - from
  2004-05

18
Annex 2 The 14-19 Curriculum and Qualifications

• New GCSEs in subjects - Science for all
• QCA developing new GCSEs
• New hybrid GCSEs
• New GCSE titles in vocational subjects from 2004
  - Construction
• Successors to GNVQs
• Move to single label for A levels
• A level critical thinking to complement AS and
  AEAs

19
Annex 2 The 14-19 Curriculum and Qualifications

• Pace and Progression
• students to move at pace consistent with
  abilities
• pace to be seen in an 11-19 context
• QCA guidance by September 2003
• QCA to work with Awarding Bodies on transition
  from AS to A2 for students who embark on them
  early
• AS levels taken early to be recorded in
  performance tables
• need to ensure proper support for SEN pupils

20
Annex 2 The 14-19 Curriculum and Qualifications

• Wider Activities and Experiences
• all young people should be involved
• identified in Individual Learning Plans
• Citizenship - 14-19
• Work-related learning
• Commitment to 2 hours PE/Sports
• Business and Enterprise
• Creativity - culture and heritage
• Opportunities outside education

21
Annex 3 Supporting Local Delivery

• Increased Flexibility Programme at KS4
• Institutional Leadership - NCSL programmes
• Initial teacher training
• CPD of teachers
• Local 16-19 Planning
• Performance Tables
• Area Inspections 14-19
• Recognising costs of collaboration
• Post-16 funding
• Diversity and specialisation

22
Annex 4 14-19 Pathfinders

• Objectives for 14-19 pathfinders are to
• Test out a range of ideas - discover new ones
• Develop good practice in 14-19 education and
  training to guide steps for national roll-out
• See how policy will fit other policies, identify
  barriers to coherent 14-19 phase
• Show that a coherent 14-19 phase can be achieved
  in a variety of situations

23
Annex 5 Supporting Choice Advice and Guidance

• Individual Learning Plans (ILP)
• Toolkit to support ILP
• Connexions Service nationally by 2003
• Personal Advisers and Learning Mentors
• National Framework for Careers Education Guidance
  11-19 - extended to Y7 and Y8

24
Annex 6 Working Group on 14-19 Reform

• Coherent learning programmes
• focus on Level 1 to Level 3
• contribution of Key Skills and wider Key Skills
• promotion of MAs
• Assessment arrangements
• focus on principles rather than detailed
  arrangements
• take account of assessment at end of KS3
• A unified framework of qualifications
• focus on all education and training 14-19