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Tracey meigh presentation
1. Tracey Meigh THE IMPLICATIONS OF THE CHANGES TO THE 14-19 CURRICULUM
2. The new secondary curriculum was introduced in September 2008 as part of major reforms of 11–19 education and qualifications “ The 14-19 curriculum is changing to make young people’s education more relevant to today’s world” www.teachernet.gov.uk
3. The principle of the Children’s Plan is that all children have the ability to be successful in life
4. Curriculum changes 1 raising the minimum age at which young people leave education or training to 17 by 2013 and to 18 by 2015 2 introducing a new suite of qualifications, Diplomas in 17 subject area at three levels by 2013 3 reforming A levels with a reduction in assessment while ensuring that every candidate is stretched and challenged 4 introducing a new extended project qualification for Advanced Diploma and A level students 5 creating new functional skills standards and qualifications in English, mathematics and ICT
5. 6 reviewing and updating GCSEs 7 expanding Apprenticeship opportunities 8 supporting learners below level 2 and level 1 through the foundation learning tier 9 placing responsibility for education and training of all young people to 18 with local authorities so LAs can take a more holistic view of services for under 19s 10 increased emphasis on science, technology, engineering and maths
7. What are the implications for 14 – 19 year olds? The raising of the participation age is one of the most fundamental changes being introduced to education. It means that all young people will continue in education or training to 17 from 2013 and to 18 from 2015. Greater scope to become successful learners who enjoy learning, make progress and achieve . The opportunity to become confident individuals who are able to live safe, healthy and fulfilling lives. It presents the opportunity to become responsible citizens who make a positive contribution to society. It challenges gifted and talented young people so that they achieve their full potential and their progress is sustained and enhanced . It makes certain all young people develop the skills and abilities needed for success in life and can apply them in a wide range of contexts .
8. Further implications New relationships and the use of collaboration will require training development and support for teachers as well as the time for working approaches, and professional trust to be fostered. www.gtce.org.uk Collaboration between institutions not competition www.nuffield14-19review.org.uk The curriculum reforms will require
9. The new curriculum allows 14-19 year olds to develop their employment skills and finely hone their study skills. Young people are now given a choice of learning pathways to suit their needs and develop their skills, with guarantees of a place in education or training. There is greater personalisation with the focus on personal development The curriculum changes equip young people for today’s world
10. Testimonials “ What I love about the Advanced Diploma is that you get the opportunity to personalise the course to study the areas you are interested in. And every day we spend time on mathematics, English and ICT because we have to reach a high standard in functional skills in those areas in order to get our Diploma. We also have some really interesting visitors who come to talk to us, such as people from local radio stations and music websites. And it’s good when you get a reaction to your work from people who know what they are talking about.” Ellis Deaves, Advanced Diploma in Creative and Media, Truro College When I first started out as a volunteer at Barnardos I had very little confidence and few qualifications. The Apprenticeship has had a really huge impact on my life , offering learning in a way I hadn’t been able to at school, and a real focus. Having completed my Advanced Apprenticeship in retail and management, I feel as though my career is going from strength to strength. Now, I am the manager of a successful store employing three paid staff and 57 volunteers . The store is now doing so well that Barnardos are buying the building next door to double the size of the store, so that I can expand the business.” Paul Boulton, Advanced Apprentice of the Year, 2009
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Notes de l'éditeur
Play music to second mention of “stronger”
In 2007 the first ever Children’s Plan was published. This was a vision for change to make England the best place in the world for children and young people to grow up. It put the needs and wishes of families first, setting out clear steps to make every child matter . The Children’s Plan set out the government’s ambition to improve the lives of children and young people over the next decade and how they intended to achieve this via the curriculum. Every Child Matters changed the way local and national government, and other organisations work with children and families. The Children’s Plan has built on this, to give children the best possible start in life.
The principle of the Children’s Plan is that all children have the ability to be successful in life . We have a moral responsibility to give all children the opportunity to unlock their potential. That means providing them with the best possible education in our schools and offering a variety of options for young people to continue their education and training. To do so stronger partnerships with other schools, local children’s services, health and police services to share their expertise and facilities, and provide children with the skills and confidence for greater independence in adult life. This will enable them to develop the broader skills, knowledge and understanding that they will need for the future world. For those children and young people that are or have been in care, the local authority should provide the same support, and have the same aspirations for these children and young people as any other good parent would have.
Say “ this is where you need to refer to the handout” THE MAP LA’s have websites dedicated to prospectus information. Staffordshire has the way2go.me.uk. Students can research courses of interest and find providers of the courses, which may be schools or colleges. In schools and colleges, children and young people are benefiting from increased personalisation through greater emphasis on the individual learner, one-to-one tuition, Diplomas, Apprenticeships, the Foundation Learning Tier, and secondary curriculum reforms. Focussing just on the functional skills for a moment – Functional skills are those core elements of English, mathematics and ICT that provide individuals with the skills and abilities they need to operate confidently, effectively and independently in life, their communities and work. Individuals possessing these skills are able to progress in education, training and employment and make a positive contribution to the communities in which they live and work. For example ICT is a functional skill for the future. The increased use of technology in all aspects of society makes confident creative productive use of ICT an essential skill for life. An increased capability supports independent learning, pupils decide when and where it is a necessary application.
Technological change and the global economy are leading to a quantitative change in demand for knowledge workers and a broader range of work place competencies and soft skills that complement academic or technical skills. Education and training in the UK is changing in line with this to ensure that every young person has a high-quality, interesting and useful curriculum that will help them achieve their potential and progress to further and higher education and skilled employment. These reforms will collectively encourage more young people to continue in learning on courses that they find engaging and that will help them to achieve more by 19.
Give out sheet – this is what we have been using at Clayton Hall B and L for the last year. Personal learning and thinking skills are embedded across the curriculum, comprising of six groups of skills that, together with the functional skills of English, mathematics and ICT, are essential to success in learning, life and work. The framework captures the essential skills of: managing self; managing relationships with others; and managing own learning, performance and work. It is these skills that will enable young people to enter work and adult life as confident and capable individuals. Each group is distinctive and coherent. The groups are also interconnected. Young people are likely to encounter skills from several groups in any one learning experience. At Clayton, at the end of many lessons pupils are asked to reflect on the skills they’ve used during a lesson to reinforce their skill awareness.
The eleven year olds who started secondary school in 2008 were the first to experience the new curriculum incorporating functional and personal, learning and thinking skills. They are the first group of children that will continue their learning until the age of 17. They are being given the opportunity to be successful learners, confident individuals and responsible citizens, with the skills and abilities to enjoy a successful life.
Young people and families are at the heart of the reforms and this marks the beginning of a very different relationship between government and families
TO SUM UP – (READ SLIDE) The frontline is vital to improving the lives of children, young people and families. It is what is done by headteachers, teachers, social workers, support staff, nurses, doctors, youth workers and police that makes a difference to children and young people’s lives.
Here are a couple of testimonials from pupils already experiencing the changed curriculum. Two different sets of circumstances but both praising the opportunities they have had, emphasising the personalisation of the new system. There’s an example of an advanced diploma stressing the importance of functional skills And an example of an apprenticeship, which has had a huge impact on a young persons life
