Transcript Slide 1

14-19 all staff briefing
Leitch report 2006
What are the skills requirements for our economy?
‘In the 21st century, our natural resource is our
people – and their potential is both untapped
and vast. Skills will unlock that potential. The
prize for our country will be enormous –
higher productivity, the creation of
wealth and social justice.’
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The economic case (Data from Leitch report 2006)
More than a third of adults do not hold
basic school leaving qualifications.
One in ten 25-34 year olds have no
qualifications at all.
Over the next 10 years demand for higher level skills
will continue and 75% of all job opportunities will
require skills at Level 2 or above.
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In 2000, the average UK worker had 13 jobs in their
lifetime, forecast to increase to 19 by 2025; a positive and
flexible approach to working life is needed.
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Rationale for change
DCSF 14-19 reform priorities
• Increased support for young people to stay in learning by
getting them onto the right programme, providing them
with financial support and helping them to achieve.
• Reforming curriculum and qualifications to give young
people more choice and flexibility and to make sure that
what they learn is relevant and engaging.
• Delivering on the ground by ensuring that everyone
involved in working with 14 -19-year-olds works together
to fulfil young people’s needs, to provide them with their
full entitlement and to offer a personalised approach to
their learning.
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Framework for change
• Must allow young people to:
– choose from a broad variety of pathways
– develop their own programme of study
– easily see how studies lead to progression
through education, training and employment
(impartial information and guidance)
– develop essential skills for life and work
– overcome problems caused by difficult
circumstances
– have access to specialist facilities.
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Overview of 14-19
Changes to key stage 3
• Reforms introduced from September 2008 to create
more space for:
– stretch
– catch-up support
– development of skills in English, maths and IT.
• More scope for acceleration.
• A whole curriculum approach enabling thematic
programmes to be developed at KS3 in preparation
for KS4.
• Compressed KS3 can allow for early KS4 start.
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Progression pathways
• Young people will develop their own pathways
selecting from a range of appropriate courses
including:
Diplomas
GCSE / AS / A Level / VRQs
Apprenticeships
Foundation Learning Tier
• This will allow young people to make real choices
based on their preferred learning styles and interests
at all stages from 14-19.
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Progression pathways 11-19+
19+
16-19
14-16
Employment
Other work-based
learning
(eg BTEC, OCR,
NVQs)
Higher education
Advanced
Apprenticeships:
apprenticeships
(work-based
learning)
Further education
Advanced Diploma
(equal to 3.5
A-levels;
Foundation and
Higher Diplomas
also available)
A-levels;
International
Baccalaureate
GCSEs
Higher Diploma (equivalent
to seven GCSEs at grades
A*-C)
Other work-related learning
(e.g. BTEC and others)
Young Apprenticeships
(work-based learning)
Foundation Learning Tiers
14-19
Foundation Diploma
(equivalent in size to five
GCSEs at grade D-G)
Functional skills in all 14-19 learning routes
(Functional skills at Level 2 are required for both level Higher and Advanced Diplomas)
11-14
11-14 key stage 3
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Diplomas - structure
What is a Diploma?
• The Diploma offers young people:
– a combination of the essential knowledge and skills that
employers and universities look for
– opportunities to experience different styles of learning in
different environments such as school, college and the
workplace, with an emphasis on practical activities and an
integrated curriculum
– opportunities to experience work in one of the UK’s main
employment sectors
– flexibility and choice with options to pursue their interests,
whether this is further study or a job
– an insight into what work is really like without committing
them to a career in a particular area.
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Key features of Diplomas
Advanced and Advanced Progression
Available at
three levels
Higher
Foundation
Generic (functional skills and personal, learning and thinking skills)
Three areas
of learning
Principal (sector-related skills and knowledge)
Additional/Specialist (including NC subjects)
• To include:
– learning in a ‘realistic’ work environment/context
– a minimum of 10 days in the workplace (generic employability)
– a project at all levels (extended project - a stand-alone qualification at
Advanced level).
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Structure
Principal learning
Skills, knowledge and
understanding
central to the chosen
Diploma
Employer and
university designed
and endorsed
Generic learning
Additional and
specialist learning
Optional units
Functional skills:
English,
mathematics, ICT
Personal, learning
and thinking skills
Can broaden and
deepen learning
programme
Clear progression
pathways
Work experience (minimum 10 days), project
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Diploma lines of learning
Diploma area first teaching:
September 2008
September 2009
• Information Technology
• Environmental and Land-based Studies
• Society, Health and Development
• Manufacturing and Product Design
• Engineering
• Hair and Beauty Studies
• Creative and Media
• Business, Administration and Finance
• Construction and the Built Environment
• Hospitality
September 2010
• Public Services
• Sport and Active Leisure
September 2011
• Humanities
• Languages
• Science
• Retail Business
• Travel and Tourism
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Generic learning
Personal, learning and thinking skills
• Integral to making the difference in style of teaching and
learning.
• Must be integrated to ensure that learning is contextualised.
• Whole school/consortia approach; to create opportunities for
young people to learn, develop and demonstrate skills.
• Skills shortage report 2007.
• Half of recruitment difficulties are due to skills shortages in:
– communication
– customer handling
– team working
– problem solving
– specific technical and practical skills.
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Personal, learning and thinking skills
• There are six PLTS:
Creative
thinkers
Independent
enquirers
Reflective
learners
Self managers
Effective
participators
Team workers
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Functional skills
•
Functional skills are those core elements of English, mathematics
and ICT that provide an individual with essential knowledge, skills and
understanding.
•
Taught separately but practised/embedded in the principal learning.
•
They enable learners to operate confidently, effectively
and independently in life and at work.
•
Individuals at any age who possess these skills will be able to
participate and progress in education, training and employment.
•
Functional skills also support the development of a broader range of
aptitudes, attitudes and behaviours that will enable learners to make a
positive contribution to the communities in which they live and work.
•
Assessment of functional skills will be separate from GCSE.
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Where to find out more
DCSF website
www.dcsf.gov.uk/14-19
QIA Excellence
Gateway
http://excellence.qia.org.uk
QCA website
www.qca.org.uk
NAA website
www.naa.org.uk
One-stop shop
www.diploma-support.org
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