14-19 current and future developments

1. 14-19 current andfuture developments Sandra Stalker

2. Purposes • to provide information on national developments • in the curriculum • in qualifications • to consider their implications for schools and colleges

3. Policy documents • Schools: achieving success - 2001 • 14-19: raising standards, extending opportunities - 2002 • Success for All - 2002 • 14-19: opportunity and excellence - 2003

4. 14-19: opportunity and excellence “The key to higher achievement is to put the needs of students at the centre of 14-19 provision. They need a coherent and motivating curriculum, delivered in a wide range of institutions, recognised by a coherent qualifications system. We owe it to our young people to put this in place.” Secretary of State’s foreword

5. Vision for the 14-19 phase • to raise standards of attainment and increase participation in learning to 19 • to meet individual needs and aspirations • to develop the ‘whole person’ as a contributing citizen • to develop employability skills, bridge the skills gap and overcome social exclusion • to encourage lifelong learning

6. Characteristics of the 14-19 phase • young people equipped to plan at 14 for a goal at 19, without decisions being irrevocable • availability of diverse opportunities, matched to individuals • differentiated progression into and through the phase • coherent learning programmes suited to the individual

7. Characteristics of the 14-19 phase • high quality teaching and learning • availability of a range of high-quality qualifications, recognising the full range of achievements and strengths • less break in learning at 16 and improved post-16 retention • secure progression routes in all pathways and movement between them

8. Achieving the vision • new 14-16 statutory requirements to allow flexibility • development of vocational pathways and qualifications • increased flexibility of place, pace and progression of learning • development of collaborative networks • revised performance measures • reformed Modern Apprenticeships and E2E programmes

9. Tomlinson 14-19 reform group • three sub-groups • assessment • coherent programmes • unified qualifications framework • summer statement of work in progress • comment until mid-October 2003 • website launch end of July 2003 www.14-19reform.gov.uk

10. Key stage 4 – flexibility and choice • meeting students’ individual needs and strengths • help students acquire a course of general learning and experience

11. Key stage 4 curriculum • a rationale for statutory requirements - progression in learning and personal development • core of compulsory subjects - mathematics, English, science, ICT • aspects of personal development - citizenship, religious education, careers education, sex education, physical education and work-related learning • new entitlement - to study arts, design and technology, humanities, modern foreign language

12. Key stage 4 – science • a small core relevant to all learners • new single award GCSE • revised programme of study • alternative programme routes • record of disapplication • implementation date - 2005

13. Key stage 4 – ICT • cross-curricular development of skills • new ways of recognising ICT capability • more “employer focused” qualifications

14. Work-related learning “Learning is important in its own right but if education is not properly relating to the world of work it has failed.” Charles Clarke, 2002

15. Key stage 4 - work-related learning • becomes statutory within a non-statutory framework • planned activity that uses work as a context for learning • learning through work, learning about work, learning for work • using the context of the world of work to develop the knowledge, skills and understanding that will be useful in the world of work

16. Key stage 4 - entitlement • modern foreign languages and design and technology cease to be compulsory • together with the arts and the humanities they become entitlement areas

17. Key stage 4 – entitlement areas • available to all students who wish to study them • a minimum of one course in each entitlement area • a course must lead to a qualification • the opportunity for students to take a course in all four areas

18. Proposed timeline for changes to key stage 4 statutory requirements 2002 • no change to disapplication purposes but simplified arrangements 2003 • revised purposes for disapplication to reflectplanned changes • consultation on changes to requirements • guidance in schools 2004 • new statutory requirements implemented 2005 • new programme(s) of study introduced

19. Key stage 4 – guidance • developing the key stage 4 curriculum • pace and progression • using GCSEs in vocational subjects • implementing the entitlement curriculum, entitlement subjects • work-related learning • coordinating personal development areas • health and well being in PE

20. GCSE pilots • new ‘hybrid’ GCSEs in science and geography piloted from September 2003 • proposed new GCSEs in construction, performing arts • draft criteria for new GCSEs: • general qualifications, can introduce vocational area • unitised, single tier • leading to short course/single award/double award • 25% minimum external assessment • to include teacher-assessed component where possible

21. Advanced level • new GCE maths specifications available autumn 2003 • new VCE specifications available autumn 2004 • restructured VCE available for teaching from September 2005 • subject criteria for A level critical thinking - consultation until July 5 • advice to ministers on AEA development and cashing in/resit rules • UCAS research on how HEIs use AS results • report on C2K in autumn 2003

22. Key skills • interim report on consultation March 2003 • draft new specifications for comment July – September 2003 • decision on changes to assessment to be made • revised key skills for use from September 2004 • current specifications available for certification until August 2006 • example portfolios available in autumn 2003 • National Skills Strategy white paper – July 2003

23. Vocational learning • high quality vocational learning vital to achievement of 14-19 aims • vocational pathways that maximise participation post 16, attainment by 19 and progression into HE and skilled employment • new framework for vocational qualifications • entitlement to literacy, numeracy, ICT to level 2 • frameworks for Entry to Employment (E2E) programmes and Modern Apprenticeships • engagement of employers and work-based learning providers • clear and compelling messages to learners and employers

24. Collaboration • greater collaboration • to provide the range of programmes • to ensure effective progression • to provide cost-effectively for individuals • range of collaborative partners • new types of collaboration

25. Drivers for 14-19 development • post-16 standards unit • performance indicator changes • funding developments • Strategic Area Reviews from April 2003 • 14-19 area wide inspection and inspection framework • diversity/specialist programmes for schools and colleges • learner demand

26. Strategic area reviews • to ensure • the right mix of provision to meet learner, employer and community needs, drive up standards and success rates • maintenance of collective capacity to deliver expectations • the best balance between specialisation, collaboration and co-ordination within each area network • may result in development of new provision or rationalisation • should recognise distinctive 16-19 requirements in taking decisions

27. Area-wide inspection of 14-19 • local strategy for 14-19 education and training • access to and participation in education and training • quality of education and training 14-19 • levels of achievement • guidance and support • leadership and management

28. 14-19 Pathfinders • 25 phase 1 pathfinders in operation • 23 partnerships invited to work up proposals for phase 2 • 10-15 will be successful, announced in July 2003 • phase 2 intention to be more radical • £16m available 2003/4 for both phases • programme for phase 3 not yet fixed • enterprise pathfinders to be announced this term

29. www.qca.org.uk/14-19