1419 all staff briefing

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14-19 all staff briefing
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Introduction by consortium
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Blank for consortium notes

• Contact details of consortium

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Rationale for change
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DCSF 14-19 reform priorities

• Increased support for young people to stay in
  learning by getting them onto the right
  programme, providing them with financial support
  and helping them to achieve.
• Reforming curriculum and qualifications to give
  young people more choice and flexibility and to
  make sure that what they learn is relevant and
  engaging.
• Delivering on the ground by ensuring that
  everyone involved in working with 14
  -19-year-olds works together to fulfil young
  peoples needs, to provide them with their full
  entitlement and to offer a personalised approach
  to their learning.

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Framework for change

• Must allow young people to
• choose from a broad variety of pathways
• develop their own programme of study
• easily see how studies lead to progression
  through education, training and employment
  (impartial information and guidance)
• develop essential skills for life and work
• overcome problems caused by difficult
  circumstances
• have access to specialist facilities.

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Will enable young people to have

• greater focus on the basics
• functional skills
• greater curriculum choice
• further valued qualification
• clear pathways
• greater stretchextend, accelerate, achieve
• increased motivation and participation.

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Overview of 14-19
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Changes to key stage 3

• Reforms introduced from September 2008 to create
  more space for
• stretch
• catch-up support
• development of skills in English, maths and IT.
• More scope for acceleration.
• A whole curriculum approach enabling thematic
  programmes to be developed at KS3 in preparation
  for KS4.
• Compressed KS3 can allow for early KS4 start.

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KS4 entitlement by 2013

• All young people will study

National Curriculum core subjects(En, ma, sc)
National Curriculum foundation subjects(ICT, PE
and citizenship)
RE, sex, drug, alcohol and tobacco education and
careers education
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Progression pathways

• Young people will develop their own pathways
  selecting from a range of appropriate courses
  including
• This will allow young people to make real choices
  based on their preferred learning styles and
  interests at all stages from 14-19.

Diplomas
GCSE / AS / A Level / VRQs
Apprenticeships
Foundation Learning Tier
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Progression pathways 11-19
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Employment
Higher education
Further education
16-19
Other work-based learning(eg BTEC, OCR, NVQs)
Advanced Apprenticeships apprenticeships
(work-based learning)
Advanced Diploma (equal to 3.5A-levels
Foundation and Higher Diplomas also available)
A-levels International Baccalaureate
14-16
GCSEs
Higher Diploma (equivalent to seven GCSEs at
grades A-C)
Other work-related learning (e.g. BTEC and
others)
Young Apprenticeships (work-based learning)
Foundation Learning Tiers 14-19
Foundation Diploma (equivalent in size to five
GCSEs at grade D-G)
Functional skills in all 14-19 learning
routes(Functional skills at Level 2 are required
for both level Higher and Advanced Diplomas)
11-14
11-14 key stage 3
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The economic case for Diplomas
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Leitch report 2006

• What are the skills requirements for our economy?
• In the 21st century, our natural resource is
  ourpeople and their potential is both
  untappedand vast. Skills will unlock that
  potential. Theprize for our country will be
  enormous higher productivity, the creation
  ofwealth and social justice.

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The economic case (Data from Leitch report 2006)
More than a third of adults do not hold basic
school leaving qualifications.
One in ten 25-34 year olds have no qualifications
at all.
Over the next 10 years demand for higher level
skills will continue and 75 of all job
opportunities will require skills at Level 2 or
above.

• In 2000, the average UK worker had 13 jobs in
  their lifetime, forecast to increase to 19 by
  2025 a positive and flexible approach to working
  life is needed.

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Diplomas - structure
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What is a Diploma?

• The Diploma offers young people
• a combination of the essential knowledge and
  skills that employers and universities look for
• opportunities to experience different styles of
  learning in different environments such as
  school, college and the workplace, with an
  emphasis on practical activities and an
  integrated curriculum
• opportunities to experience work in one of the
  UKs main employment sectors
• flexibility and choice with options to pursue
  their interests, whether this is further study or
  a job
• an insight into what work is really like without
  committing them to a career in a particular area.

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Key features of Diplomas
Advanced and Advanced Progression
Available at three levels
Higher
Foundation
Generic (functional skills and personal, learning
and thinking skills)
Three areas of learning
Principal (sector-related skills and knowledge)
Additional/Specialist (including NC subjects)

• To include
• learning in a realistic work environment/context
  
• 10 days in the workplace (generic employability)
• a project at all levels (extended project - a
  stand-alone qualification at Advanced level).

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Structure
Principal learning
Generic learning
Additional and specialist learning
Skills, knowledge and understanding central to
the chosen Diploma Employer and university
designed and endorsed
Functional skills English, mathematics,
ICT Personal, learning and thinking skills
Optional units Can broaden and deepen learning
programme Clear progression pathways
Work experience (minimum 10 days), project
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Diploma lines of learning
Diploma area first teaching
September 2008
September 2009

• Information Technology
• Society, Health and Development
• Engineering
• Creative and Media
• Construction and the Built Environment

• Environmental and Land-based Studies
• Manufacturing and Product Design
• Hair and Beauty Studies
• Business, Administration and Finance
• Hospitality

September 2010
September 2011

• Humanities
• Languages
• Science

• Public Services
• Sport and Active Leisure
• Retail Business
• Travel and Tourism

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Generic learning
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Personal, learning and thinking skills

• Integral to making the difference in style of
  teaching and learning.
• Must be integrated to ensure that learning is
  contextualised.
• Whole school/consortia approach to create
  opportunities for young people to learn, develop
  and demonstrate skills.
• Skills shortage report 2007.
• Half of recruitment difficulties are due to
  skills shortages in
• communication
• customer handling
• team working
• problem solving
• specific technical and practical skills.

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Personal, learning and thinking skills

• There are six PLTS

Creative thinkers
Independent enquirers
Reflective learners
Self managers
Effective participators
Team workers
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Functional skills

• Functional skills are those core elements of
  English, mathematics and ICT that provide an
  individual with essential knowledge, skills and
  understanding.
• Taught separately but practised/embedded in the
  principal learning.
• They enable learners to operate confidently,
  effectivelyand independently in life and at
  work.
• Individuals at any age who possess these skills
  will be able to participate and progress in
  education, training and employment.
• Functional skills also support the development of
  a broader range of aptitudes, attitudes and
  behaviours that will enable learners to make a
  positive contribution to the communities in which
  they live and work.
• Assessment of functional skills will be separate
  from GCSE but must be achieved at Level 2 to gain
  A - C after 2010.

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Where to find out more

• DCSF website www.dcsf.gov.uk/14-19
• QIA Excellence http//excellence.qia.org.uk
  
• Gateway
• QCA website www.qca.org.uk
• NAA website www.naa.org.uk
• One-stop shop www.diploma-support.org