Implications For Teaching And Learning Of The Changes To The 14 19 Curriculum

1. Implications for teaching and learning of the changes to the 14-19 curriculum

3. Why The changes happened

4. Implications of Learning

5. Implications of Teaching

6. Conclusion

7. Bibliography

8. Question TimeMargaretHeron

10. New qualifications e.g. Diplomas

11. Reformed A levels

12. Extended project qualification

13. New functional skills standards and qualificationsMargaret Heron

15. Expanded Apprenticeship opportunities

16. Foundation learning tier

17. Placing responsibility for education and training of all young people to 18 with local authorities (NEET)

18. Increased emphasis on science, technology, engineering and maths Margaret Heron

20. Offered at Foundation, Higher and Advanced

21. Advanced Diploma can lead on to university or into a career. Margaret Heron

23. A broad range of question types

24. A requirement for extended writing

25. Synoptic assessment

26. A* gradeMargaret Heron

28. Using English, maths and ICT in everyday situations

29. They are essential for:

30. Getting the most from education and training

31. Personal development of all young people and adults

32. Developing employability skills

33. Tackling England’s skills gap Margaret Heron

35. Examination papers with a broad range of question styles

36. Applied and general pathways within the same qualification

37. Incorporating functional skills into GCSEsMargaret Heron

39. Apprenticeships funding planned to increase to over £1 billion by 2009-10

40. From 2013, all suitably qualified young people will be entitlement to an Apprenticeship placeMargaret Heron

42. Learners and practitioners negotiate and agree an individual learning programme

43. Learning programmes integrate vocational/subject learning, personal and social development, and functional skills

44. By 2010/11, all areas are expected to be delivering some FL on a 14-19 basisMargaret Heron

45. Further education Apprenticeship post 18 Higher education Employment Employment with training CONSIDEROPTIONS Higher or Advanced Diploma GCSE 18 Foundation or Higher Diploma CONSIDEROPTIONS CONSIDEROPTIONS 16 14 Employment withtraining CONSIDEROPTIONS 17 Main routes through 14-19 education and training in 2015 and beyond GCSE / A-Level FoundationLearning Foundation Learning Apprenticeship There are, of course, many other optionsafter you turn 18, including a gap year and volunteering Functional Skills and Personal,Learning and Thinking Skills Well before the decision points information and advice will be critical to guide young people to make the best choice for them in relation to their prior learning. Some students may change paths at 17 because there are more one year courses available after 16. The Diploma combines theoretical study with practical experience based around a work-related curriculum. It is available at Foundation, Higher and Advanced level (Level 1 - Level 3). Higher or Advanced Diploma CONSIDEROPTIONS GCSE and A level qualifications are regularly updated to ensure that they remain high quality, relevant and interesting. They can be combined with Diplomas. GCSE / A Level Apprenticeships allow students to learn at work and gain qualifications. The number and range of Apprenticeships is increasing hugely so 1 in 5 will take this route by 2020. Apprenticeship This is for learners not ready for a full level 2 qualification and include a mix of learning to suit the individual. FoundationLearning

46. Why? In 2020 only 600,000 jobs available to those with no qualifications compared to 3.2 million now Education needs to be more relevant to business needs 40 % of all jobs in 2020 will require a graduate level qualification Raise participation and achievement rates post 16 Ensure young people achieve specified levels in mathematics, literacy and ICT Encourage students to be more innovative and creative about their learning Making the 14-19 curriculum and qualifications far less complex Give students greater choice of career paths Margaret Heron

48. Greater range of study programmes requiring more effective management

49. Greater subject relevancy requiring ongoing learning and research

50. Greater diversity providing greater job satisfaction

51. Pupils will study for longer thus increasing numbers Margaret Heron

53. Changes to approaches to teaching and learning throughout the curriculum

54. New teaching strategies to implement effective learning

55. Opportunity to forge strong links with institutions and local employers

56. Good communication with learners to forge a agreed personal teaching plan

57. Natural levels of increased motivation in a learning environment due wider choices available for studentsMargaret Heron

59. Better developed individuals

60. Opportunity for less academic pupils and students to achieve a relevant qualification and enhance employability as well as further education in a practical environment which may not happen using traditional routesMargaret Heron

62. Better communication with teachers with clear, agreed learning objectives in place

63. More choices for students with new courses and improved current courses as well as more study routes available

64. Lack of Apprenticeships available in the current economic climateMargaret Heron

66. Our young people will stay in learning and training longer

67. Better opportunities for people in Learning and training

68. More options for the students in terms of a career

69. Constant review and adaptation to the changes to ensures successMargaret Heron

71. More qualified and stronger UK workforce for the future

72. More Educated As A Population

73. Teachers and employers will need to adapt to make the changes work

74. More training opportunities for teachers

75. Better communication across the board Margaret Heron

77. http://www.qcda.gov.uk

78. http://publications.teachernet.gov.uk

79. http://news.bbc.co.uk/1/hi/in_depth/education/14-19_learning/default.stm

80. http://www.lluk.org/14-19.htmMargaret Heron

81. Thank You for Listening Any Questions?..... Margaret Heron