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CURRICULUM 2000

CURRICULUM 2000. Briefing for Higher Education on changes to the post-16 curriculum in England, Wales and N. Ireland Jenny Fitton Principal, Taunton’s College. 1999 Situation for students with 5 or more GCSE passes at C+. 2, 3 or more subjects at Advanced level, A combined with AS or GCSEs

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CURRICULUM 2000

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  1. CURRICULUM 2000 Briefing for Higher Education on changes to the post-16 curriculum in England, Wales and N. Ireland Jenny Fitton Principal, Taunton’s College

  2. 1999 Situation for students with 5 or more GCSE passes at C+ • 2, 3 or more subjects at Advanced level, A combined with AS or GCSEs • GNVQ Advanced (including key skills) • BTEC National

  3. Raising Standards • Key priority of government spending review • Lifelong learning agenda • Retention and achievement rates • ‘Qualifying for success’ • Broader, more demanding programmes

  4. Curriculum 2000 Aims • Broaden sixth form curriculum • Unitise programmes of study • Develop Key Skills • Assessment / qualification possible at end of year 1

  5. National Qualifications Framework Three broad categories of qualification: General Vocationally Occupational related GCE A, AS Vocational A NVQ and AS (formerly Advanced GNVQ

  6. Available Options • Changes at Advanced level • Changes in GNVQ Advanced framework • Key Skills Qualification • BTEC National unchanged

  7. GCE Advanced Level changes • AS in Year 1 3 units the first half of an A Level • A2 in Year 2 3 units • Full Advanced = AS + A2 6 units • 4 subjects at AS the norm • 3 A2 the likely norm • Key Skills Qualification - to level 3

  8. GNVQ Advanced Changes • Full Award (double) - 12 units (2 Vocational A Levels) • Single Award - 6 units (1 A Level) in 1 or 2 years • Part Award - 3 units (AS) • Grading awarded A to E, to bring in line with GCE Advanced Level

  9. Curriculum 2000 Qualifications Structure AS 3 Curriculum Units ‘A’ 6 Curriculum Units GNVQ 12 Curriculum Units GNVQ 6 Curriculum Units GNVQ 3 Curriculum Units

  10. AS AS AS A2 A2 A2 Student A From 2000 KS AS AS 1999 ‘A’ ‘A’ ‘A’

  11. Pardeep has 10 GCSEs at grades A*-C

  12. Pardeep’s course in Year 2 Pardeep will acquire 3 A Levels, 2 AS Levels and a Key Skill qualification

  13. GNVQ K S Student B From 2000 K S GNVQ ‘A’ AS 1999

  14. Anna has 7 GCSEs at A* - C AS English Literature AS Sociology Voc. AS Health & Soc Care GCSE Science Key Skills

  15. Anna’s course in Year 2 AS English Literature AS Sociology Voc A (GNVQ) Health & Social Care Single Award GCSE Science Key Skills Anna completes with a Vocational A Level, two AS Levels and an additional GCSE as well as a Key Skills qualification A2 English Literature AS Art

  16. Key Principles of an ‘Entitlement’ for 16-19 Year Olds • Supports curriculum 2000 • More guided learning hours • Contains some prescription • Covers all abilities and levels Continued...

  17. Key Principles of an ‘Entitlement’ For 16-19 Year Olds • Matches individual student needs • Flexible • Incentives based on progression • Main programme plus: - key skills - tutorial - enrichment

  18. Examples Of Activities Within ‘Entitlement’ Music, Dance and Drama Careers and Guidance Using Learning Resource Centres Young Enterprise and Duke of Edinburgh Sports Work Experience Wider Key Skills Modern Foreign Languages Personal and Social Education

  19. Key Skills Accreditation • Communication, Application of Number, IT - normally up to level 3 • Assessment through exams + portfolio • Portfolio built up by work in main subjects (sign-posted) + workshops/additional study

  20. Implications for students • Wider range of choice • More subjects to be studied More teacher contact More hours of study • Communication, Application of Number and IT to be extended • Mid-point programme review

  21. Implications for students • The normal expectation for Advanced Level students in any of the Hampshire Sixth Form Colleges will be a programme of: 4 AS Levels (or the vocational equivalent) + Key Skills

  22. Changed UCAS tariff • Changes to the UCAS tariff after 2001 entry • New tariff accords points to Vocational A Levels, the new AS and Key Skills qualifications

  23. Implications for H.E. • Institutional and departmental policies on admissions: • encourage breadth in post-16 curriculum? • balance between breadth and depth - impact on entry requirements? • desirable volume of study - 3, 4 or 5 AS in year 1? • acceptability of mixed programmes - how to deal equitably with a variety of entry routes

  24. Implications for H.E. • account to be taken of AS grades on application (not all students will have these)? • attitude towards Key Skills and their acceptability as proxy for other qualifications (especially GCSE Maths / English)? • Assess impact of changed patterns of demand and students’ experience of learning and assessment styles

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