Reforms in 14-19 Reforms in 14-19 LearningLearning

Autumn 2007 Autumn 2007

By 2013 it is expected that every By 2013 it is expected that every young person in a school or young person in a school or college will be entitled to pursue college will be entitled to pursue any one of the new Diploma any one of the new Diploma courses at an appropriate level for courses at an appropriate level for them, wherever they are in the them, wherever they are in the country. country.

Where are we now?Where are we now? Why Why Change?Change?• Too much disengagement from Year 9 onwardsToo much disengagement from Year 9 onwards• Variation in attainment across countryVariation in attainment across country• Curriculum is not relevant to the 21Curriculum is not relevant to the 21stst century century • Young people do not stay on post 16 and Young people do not stay on post 16 and

therefore do not reach their full potentialtherefore do not reach their full potential• Employers perspective - young people leave Employers perspective - young people leave

school without the skills needed for the world school without the skills needed for the world of work – not able to problem solveof work – not able to problem solve

• Need a 14-19 education system that meets Need a 14-19 education system that meets individual student choices/needs and that individual student choices/needs and that encourages them to continue in learning – encourages them to continue in learning – BTECS/DiplomasBTECS/Diplomas

Key DatesKey Dates

• QCF (Qualifications/Credit framework) QCF (Qualifications/Credit framework) replacing NQF from Summer 08replacing NQF from Summer 08

• Revision of GCE A/AS levels in 08 now 2013Revision of GCE A/AS levels in 08 now 2013• Revised GCSEs Sept 09Revised GCSEs Sept 09• 14-19 Entitlement to all 17 Diplomas 201314-19 Entitlement to all 17 Diplomas 2013• 90% participation by 201590% participation by 2015• Leitch ambitions (World class skills) by 2020Leitch ambitions (World class skills) by 2020• Personalised classrooms by 2020Personalised classrooms by 2020• World class education and training system World class education and training system

14-19 Agenda14-19 Agenda

• Placing greater focus on basics of English, Placing greater focus on basics of English, Maths and ICTMaths and ICT

• Offering more challenging options to most Offering more challenging options to most able young peopleable young people

• Finding new ways to re-engage young Finding new ways to re-engage young people and address barriers to people and address barriers to achievementachievement

• Offering broader curriculum choice for all Offering broader curriculum choice for all 14-19 year olds14-19 year olds

• Pathways will be their EntitlementPathways will be their Entitlement

Changes in Qualifications Changes in Qualifications explainedexplained

• Introduction of Functional skills in English, Introduction of Functional skills in English, Maths, ICT*Maths, ICT*

• 14-16 re-engagement programme 14-16 re-engagement programme • Enterprise education as part of curriculumEnterprise education as part of curriculum• New Diploma in 14 vocational lines at 3 New Diploma in 14 vocational lines at 3

levels followed by 3 Academic Diplomas in levels followed by 3 Academic Diplomas in Science, Humanities and LanguagesScience, Humanities and Languages

• Framework of personal, thinking and Framework of personal, thinking and learning skills developedlearning skills developed

* * Entitlement to study English, Maths, ICT to age 19 Entitlement to study English, Maths, ICT to age 19 until at least Level 2 achieveduntil at least Level 2 achieved

New Entitlement from 2013New Entitlement from 2013Every young person will study:Every young person will study:• Core subjects – English, Maths, ScienceCore subjects – English, Maths, Science• Foundation subjects: ICT, PE, CitizenshipFoundation subjects: ICT, PE, Citizenship• Work related learning and enterpriseWork related learning and enterprise• Religious educationReligious education• Sex, drugs, alcohol and tobacco Sex, drugs, alcohol and tobacco

education and careers educationeducation and careers education

New Entitlement from 2013New Entitlement from 2013They will also be able to study:They will also be able to study:• one specialised diploma from a choice of one specialised diploma from a choice of

17*17*• A minimum of one course in each of the A minimum of one course in each of the

following (with opportunity to follow all):following (with opportunity to follow all):- the Arts- the Arts- Design and Technology- Design and Technology- the humanities- the humanities- modern foreign languages- modern foreign languages

* * Schools will need to work in partnership with Schools will need to work in partnership with colleges and work based learning providers to colleges and work based learning providers to ensure this is possibleensure this is possible..

The Diploma modelThe Diploma model

PlanApply Do

Review/Record

Additional/specialist learning• Optional units• Choice• Specialisation• Complementary

Principal learning• Sector-related• Applied learning• Determines

Diploma title

Generic learning• Functional skills• Personal, learning

and thinking skills• Project• Experiential learning

cycle• Individual Learning

Plan

3 Levels of Diplomas and GLH3 Levels of Diplomas and GLH(plus 10 days work experience)(plus 10 days work experience)

Diploma volumes in glhs

0 200 400 600 800 1080

Level 3

Guided learning hours (glhs)

Generic

Principal

Additional

Level 2

Level 1

AttainmentAttainmentTo attain a specialised Diploma, a young person To attain a specialised Diploma, a young person

will have to achieve in three areas:will have to achieve in three areas:• ‘‘Generic learningGeneric learning’ – Functional Skills, Project, ’ – Functional Skills, Project,

Personal Learning & Thinking SkillsPersonal Learning & Thinking Skills• ‘‘Principal learningPrincipal learning’ – students develop ’ – students develop

knowledge, understanding, skills and attitudes knowledge, understanding, skills and attitudes relevant to a sector(s), 50% of which should relevant to a sector(s), 50% of which should focus on developing practical skills delivered focus on developing practical skills delivered in a work related learning environmentin a work related learning environment

• ‘‘Additional or specialist learningAdditional or specialist learning’ allowing ’ allowing young people to choose from a range of young people to choose from a range of traditional/vocational/work related optionstraditional/vocational/work related options

Functional SkiFunctional SkillsllsWhat are they?What are they?• The core elements of English, Mathematics and ICT The core elements of English, Mathematics and ICT

that enable young people/adults to operate that enable young people/adults to operate confidently, effectively and independentlyconfidently, effectively and independently

English:English:• Read and understand information/instructions and Read and understand information/instructions and

use this to act appropriately eg in solving problems.use this to act appropriately eg in solving problems.Maths:Maths:• Develop analytical/reasoning skills to draw Develop analytical/reasoning skills to draw

conclusions, justify how they are reached, identify conclusions, justify how they are reached, identify errors or inconsistencies, validate and interpret errors or inconsistencies, validate and interpret results, etcresults, etc

ICT:ICT:• Use ICT systems and tools confidently/safely.Use ICT systems and tools confidently/safely.

Functional SkiFunctional SkillsllsAll learners must meet the standards for All learners must meet the standards for

Functional Skills in English, Maths, ICTFunctional Skills in English, Maths, ICT

Diploma at Level 1

Functional Skills in English, Maths, ICT at Level 1

Diploma at Level 2

Functional Skills in English, Maths, ICT at Level 2

Diploma at Level 3

Functional Skills in English, Maths, ICT at Level 2

The ProjectThe ProjectLearners choose an area of research and will Learners choose an area of research and will then manage, develop, realise and review their then manage, develop, realise and review their ProjectProject

Level 1 and 2 Projects consist of 60 glhLevel 1 and 2 Projects consist of 60 glh

Level 3 Extended Project consists of 120 glhLevel 3 Extended Project consists of 120 glh

The specification is based on 4 criteria:The specification is based on 4 criteria:• Select, plan and carry out project/taskSelect, plan and carry out project/task• Use resources to achieve agreed objectivesUse resources to achieve agreed objectives• Develop and realise using range of skillsDevelop and realise using range of skills• Review and evaluate outcomesReview and evaluate outcomes

Principal learning Principal learning Content/AssessmentContent/Assessment

Level 1Level 1 5-8 units, 30-60 glh – 5-8 units, 30-60 glh – one unit externally assessedone unit externally assessedLevel 2Level 2 7-9 units, 30-60 glh – 7-9 units, 30-60 glh – one unit externally assessedone unit externally assessedLevel 3 Level 3 6-9 units, 60-90 glh – two units externally 6-9 units, 60-90 glh – two units externally

assessed (3 in Construction)assessed (3 in Construction)

What are Diplomas worthWhat are Diplomas worthLevel 1 - FoundationLevel 1 - Foundation• Equates to about 5 GCSEs grades D-G Equates to about 5 GCSEs grades D-G

Level 2 - HigherLevel 2 - Higher• Equates to about 7 GCSEs grades A*-CEquates to about 7 GCSEs grades A*-C

Level 3Level 3 - - AdvancedAdvanced• Equates to about 3 A levelsEquates to about 3 A levelsNote: The Government has yet to announce exact Note: The Government has yet to announce exact

weighting of Diplomas against other weighting of Diplomas against other

qualificationsqualifications

New Diploma LinesNew Diploma Lines• Construction and the built environment (2008)Construction and the built environment (2008)• Creative and Media (2008)Creative and Media (2008)• Engineering (2008)Engineering (2008)• Society, Health and Development (2008)Society, Health and Development (2008)• ICT (2008)ICT (2008)• Business Administration and Finance (2009)Business Administration and Finance (2009)• Hair and Beauty (2009)Hair and Beauty (2009)• Land based and Environment (2009)Land based and Environment (2009)• Manufacturing (2009)Manufacturing (2009)• Hospitality and catering (2009)Hospitality and catering (2009)• Public Services (2010)Public Services (2010)• Retail (2010)Retail (2010)• Sport and leisure (2010)Sport and leisure (2010)• Travel and Tourism (2010)Travel and Tourism (2010)• Science (2011)Science (2011)• Humanities (2011)Humanities (2011)• Languages (2011)Languages (2011)

Progress to date in S GlosProgress to date in S Glos• Most schools in an area partnershipMost schools in an area partnership• Area Wide Prospectus online from Sept 2007 Area Wide Prospectus online from Sept 2007 • Learner Entitlement document distributed Sept 2007 Learner Entitlement document distributed Sept 2007 • S Glos involved in re-engagement projectS Glos involved in re-engagement project• Kingswood Partnership have gateway approval to run Kingswood Partnership have gateway approval to run

Construction, Engineering, Society Health & Construction, Engineering, Society Health & Development, IT and Creative Media from Sept 2008. Development, IT and Creative Media from Sept 2008.

• Through Gateway 2 they are applying for: Business, Through Gateway 2 they are applying for: Business, Administration & Finance; Health & Beauty; Land-based Administration & Finance; Health & Beauty; Land-based & Environment; Manufacturing; Hospitality & Catering & Environment; Manufacturing; Hospitality & Catering from Sept 2009from Sept 2009

• Concorde Cluster have gateway approval to run Creative Concorde Cluster have gateway approval to run Creative Media from September 2009Media from September 2009

• Through Gateway 2 they are applying for: Engineering; Through Gateway 2 they are applying for: Engineering; Society, Health & Development; Business Administration Society, Health & Development; Business Administration and Finance; Land based and Environment from Sept and Finance; Land based and Environment from Sept 2009 2009