Transcript Helping or Hovering?

Welcome
Lancashire Functional Skills
Network
Ian Phillips
14-19 Adviser
14-19 Reform: Structure
14-19
Partnerships
IAG
Services
+ Standards
ECM
Machinery
Of
Government
Qualifications
Reform
NEET /
Participation
14-19
Curriculum
Funding
QUALITY
Employer
Engagement
14-90 Qualifications
GCE
A levels
Diploma
Level 3
Advanced
Apprenticeship
Diploma
Diploma in
[occupation]
Level 3
GCSE
A* -C
Diploma
Level 2
Apprenticeship
Diploma
Diploma in
[occupation]
Level 2
GCSE D -G
Diploma
Level 1
+other provision
Traditional
route
Young
Apprenticeship
Level Level Level Level
4
3
2
1
Foundation Degree
Degree
Diploma in [occupation]
Level 4
1
Diploma
14-19 Qualifications
1
Diploma in
[occupation]
Level 1
Certificate in
[occupation]
Award in
[occupation]
Certificate in
[occupation]
Award in
[occupation]
Certificate in
[occupation]
Award in
[occupation]
Apprenticeship
route
Occupational route
Mostly 16 +
Adult 16+ QCF
What prompted the
reforms?
Raising the participation age
Ensuring that young people have appropriate and worthwhile
activities, with progressive educational components, up to
the age of 18 is socially beneficial
This requires diversifying the range of options available for 14-19
year olds and providing effective IAG
Approximately 30%
of young people
have not achieved a
level 2 qualification
by age 19
There are presently
8 million adults
without a
qualification at all
Meeting the skills gap
The 2006 Leitch review of skills in the UK explained that the UK education system needed to
adapt to meet current and future skills requirements in a globalised environment
Employers have echoed the call for more functional skills, project skills and sector relevance
in education – Ensuring Young People have the knowledge & Skills for employment
Closing the achievement gap
Gender, race, disability and socio-economic background are still
strong predictors of attainment
Despite much good
practice, too much
provision is limited
and fails to meet
the needs of
learners leading to
any progress or
progression
The landscape of reform
A levels
Key Stage 3
KS 4
Engagement
Programme
National
Extended project
Function
al
Skills
Diploma
Foundation
Learning
Tier
Curriculum
GCSEs
Key Stage 4
Apprenticeships
6
Progress and progression routes across
14 -19, as part of a learners entitlement
Diploma Framework
FL Framework
Apprenticeship
Framework
Principal Learning
Subject / Vocational
NVQ
Skills, Knowledge and
Understanding central to
chosen line of learning
Knowledge and
Understanding central to
Learner aspiration & progression
(National Vocational Qualification)
Knowledge and Understanding
central to chosen occupational area
Generic Learning
Functional Skills
FS in Mathematics, English and ICT
•PLTS/PSD
• Project
Stand alone qualifications in
FS in Mathematics,
English and ICT
Key Skills
Additional Specialist Learning
• Optional units
• Broaden and deepen learning
• Facilitate progress to other levels
10 days min. Work Experience
Personal and Social
Development
• Work Experience/WRL
• Quals that accommodate spiky profiles
• Quals that broaden and deepen learning
in a level or at higher levels
• Clear progression choices and routes
(Functional Skills)
Technical Certificate
Sector specific
From Planning to
Implementation
•
•
•
•
•
•
Support for Functional Skills Delivery - Barbara Calvert,
Assessment of Functional Skills – Maureen Emmett
National update – Pam Hemphill
Embedding Functional Skills
Sharing effective practice
Curriculum modelling group to devise and publish models
of delivery in KS3 and KS4
• Professional Development