This document discusses the implications of reforms to the 14-19 curriculum in the UK. The reforms aim to ensure students leave education at 19 with the skills needed to succeed in life by offering more choices at ages 14 and 16, expanding apprenticeships and diploma programs, and emphasizing functional skills in core subjects. Key implications include local authorities taking responsibility for overseeing education and training up to age 19, increased workload for teachers, and whether there will be enough apprenticeship places and if participation and achievement targets can be met.

1. Implications Of The
Changes To The
14-19 Curriculum
Ankit Patel

2. Reasons For 14-19 Reform
Technological & Global Economy Changes
More Demand For Soft Skills & Work Place
Competencies Alongside Academic & Technical
Skills For 21st Century
Help Young People Reach Their Full Potential
To close the achievement gap, irrespective of
race, gender, disability or background
Participation In Education Or Training Over 16
is lower when compared to other countries
( Organisation for Economic Co-operation and Development figures)

3. Aims Of 14-19 Reform
Ensure By The Age Of 19 – Students have had
the education or training to succeed in life.
Give Young People the Knowledge & skills so
they and the economy can prosper in 21st
century
Help More Students Achieve Level 2 & 3 to
enable them to get and keep jobs in the future
By 2020 - 90% Of Young People Achieving
Level 2 and 70% Achieving Level 3

4. Strategy For 14-19 Reform
School Leaving Age Raised To 18 By 2015
Reduce NEET Numbers – Aged 16 -18
 Students Offered Choice At 14 & 16
 Diplomas Available in 17 Subjects By 2013
 Expanding Apprenticeship Opportunities
 Functional Skills – ICT, Maths & English
 More Responsibility With Local Authorities

5. Four Options – 14-19 Reform
• Apprenticeships
• Diplomas
• Foundation Learning Tier
• General Qualifications – GCSEs / A
Levels

6. Apprenticeships
Paid Work With On-the-job training leading
to qualifications.
Aimed at those who know which route they
wish to take - Hospitality, Media, Retail,
Construction....
Entitlement to a place by 2013 for all 16 year
•
olds suitably qualified.
DCSF expects 1 in 5 young people to take
•
apprenticeships over the next decade

7. Diplomas
Differs From GCSEs and A Levels
Mix of 'class work' and 'hands on experience'
Work Experience – Life Skills
Gives Insight Into Area Of Interest
3 Levels – Foundation / Higher/ Advanced
Entitlement by 2013 for all 14-16 year olds to
the first 14 Diplomas and for 16-18 year olds
to all 17 Diplomas

8. 17 New Diplomas
Construction and the Built Environment
Creative and Media
Engineering
Information Technology
Society, Health and Development
Business Administration and Finance 2009
Onwards
Environmental and Land-based Studies
Hair and Beauty Studies
Hospitality
Manufacturing and Product Design
Public Services
2010 Onwards
Retail Business
Sport and Active Leisure
Travel and Tourism
Humanities and Social Sciences 2011
Onward
Languages and International Communication
Science
Source : www.dcsf.gov.uk

9. 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

10. Functional Skills
 Key Element To Reform - Key To Success
 Core Emphasis On English, Maths And ICT
Develop Skills For Employment
- Team working
- Communication
- Presentation
- Problem solving

11. Foundation Learning Tier
Supports Learners Aged 14 And Over Who
Are Working Below Level 2
Raise Learners – Participation, Achievement
& Progression
Combinations Of Qualifications At Entry
Level And Level 1 – Personalised Learning
Enable progression pathways to higher level
qualifications.

12. Foundation Learning Tier

13. REFORM – 14-19 Routes

14. 14-19 Reform Implications

Local Authorities Responsible for Under 19s
In Education Or Training

Training & Structures

Timetables & Funding

Communication Barriers Between
Employers, Institutes And Colleges

Teachers With Increased Workload

Will There Be Enough Places On
Apprenticeships – Current Global Climate

More Choices – More Problems

15. Conclusion
 More Educated As A Population
 More Choices For Students
Teachers/Schools/Employers Will Need To
Adapt To New Changes For Reform To Work
Will Targets Be Met?

16. References
14-19 Reform
http://www.dcsf.gov.uk/14-19/
14-19 Diplomas
http://yp.direct.gov.uk/diplomas/
Diplomas And Life Changes
http://www.qca.org.uk/qca_10325.aspx
Functional Skills
http://www.qca.org.uk/qca_6062.aspx
Foundation Learning Tier
http://www.qca.org.uk/qca_8153.aspx