The document discusses best practices for 14-19 vocational curriculum. It notes the need for a broad, balanced curriculum that prepares students for adult life and careers by developing employability skills. There is also a need to respond to the fast-changing economy by offering more approved vocational programs and work-related learning. Proposals include making vocational courses the norm and improving student retention. The goal is to deliver technical skills needed in an advanced economy through a more diverse, character-based education system.

1. 14-19 Curriculum14-19 Curriculum
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2. Best Practice in Vocational and Work-Best Practice in Vocational and Work-
Related Teaching and LearningRelated Teaching and Learning
• Educational Case
• “broad balanced curriculum”
• “that prepares pupils for the opportunities,
responsibilities and experiences of adult
life”
• “enabling progression and retaining young
people in learning”
• The case for lifelong learning

3. Best Practice in Vocational and Work-Best Practice in Vocational and Work-
Related Teaching and LearningRelated Teaching and Learning
• The Economic case
• Needs of the economy
• Needs of industry
• “employability” of all young people
• Current and emerging practice in the workplace
• Responding to a fast changing society and
employment
• Do GCSE’s do this?

4. Change in PolicyChange in Policy
• “an educational system that will deliver the technical and
vocational skills of an advanced economy”
• “a curriculum that better meets the needs of that
economy”
• “responding to the needs, interests and aspirations of
young people”
• “education with character and diversity”
• “the norm will be for most young people to take a
vocational course with a broad and balanced curriculum”
• “improving retention and progression”
• D. Blunkett Feb 2001

5. 14-19 Proposals14-19 Proposals
• Predominantly vocational programs
• More approved vocational programs
• Statutory requirement for WRL
• Entitlement to enterprise education
• Integrated approach to personal learning
development

6. OFSTED on New GCSE’sOFSTED on New GCSE’s
• Learners positive
• High quality work from
learners with modest prior
attainment
• Most teachers
enthusiastic
• Some good examples of
links with business
• Good or better teaching
in 40% of lessons
• Targeted at lower
achievers
• Vocational relevance the
most challenging issue to
overcome
• Weak links with business
• More support needed in
understanding the
assessment scheme
• 25% unsatisfactory
teaching (50% in L&T)

7. The Perfect School 1?The Perfect School 1?
• Independent specialist
• Extended or federated
• Partnered with a range of other providers
• Managing own assets/employing own staff
• 3 Year budget linked to SIP and pupil members
• Working in partnership with parents and the
coimmunity
• Aware of the impact of skill trends and gaps in
provision
• Participating in local HE partnerships

8. The Perfect School 2?The Perfect School 2?
• Increasingly providing assessment on demand
• At least 60% of 16 year olds gain good GCSE’s
• Minimal truancy 100% Staying on rate(?)
• Every young person is engaged in positive
activities outside school
• Enhancing greater take up of sporting activities
in school
• Reducing child obesity and teenage pregnancy
• In other words “Every child matters”

9. Key questions 1Key questions 1
• What is the point of a vocational course
that does not provide learners with the
skills for success in the vocational sector?
• How will employers value vocational
qualifications if young people with them
are unemployable?

10. Key Questions 2Key Questions 2
• Is education primarily about;
• Preserving the past or preparing for the
future?
• Preparation for university or preparation
for life?
• Success in examinations or success in
life?
• Preserving credibility of the system or
increasing inclusion and progression

11. Key Questions 3Key Questions 3
• Who have you enlisted the help of most
often in your life
• A Builder?
• A Solicitor?
• A Car Mechanic?
• An Architect?
• A Hairdresser?