1 / 20

14-19 all staff briefing

14-19 all staff briefing. Leitch report 2006. What are the skills requirements for our economy?

geranium-virgil
Télécharger la présentation

14-19 all staff briefing

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. 14-19 all staff briefing

  2. Leitch report 2006 What are the skills requirements for our economy? ‘In the 21st century, our natural resource is ourpeople – and their potential is both untappedand vast. Skills will unlock that potential. Theprize for our country will be enormous –higher productivity, the creation ofwealth and social justice.’

  3. The economic case (Data from Leitch report 2006) 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. 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. 3

  4. Rationale for change

  5. 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.

  6. 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.

  7. Overview of 14-19

  8. 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.

  9. Progression pathways Diplomas GCSE / AS / A Level / VRQs Apprenticeships Foundation Learning Tier • Young people will develop their own pathways selecting from a range of appropriate courses including: • This will allow young people to make real choices based on their preferred learning styles and interests at all stages from 14-19.

  10. Progression pathways 11-19+ 19+ Employment Higher education Further education 16-19 Other work-based learning(eg BTEC, OCR, NVQs) Advanced Apprenticeships: apprenticeships (work-based learning) Advanced Diploma (equal to 3.5A-levels; Foundation and Higher Diplomas also available) A-levels; International Baccalaureate 14-16 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

  11. Diplomas - structure

  12. 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.

  13. Key features of Diplomas • 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). 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)

  14. Structure Principal learning Generic learning Additional and specialist learning Skills, knowledge and understanding central to the chosen Diploma Employer and university designed and endorsed Functional skills: English, mathematics, ICT Personal, learning and thinking skills Optional units Can broaden and deepen learning programme Clear progression pathways Work experience (minimum 10 days), project

  15. Diploma lines of learning • Humanities • Languages • Science Diploma area first teaching: September 2008 September 2009 • Information Technology • Society, Health and Development • Engineering • Creative and Media • Construction and the Built Environment • Environmental and Land-based Studies • Manufacturing and Product Design • Hair and Beauty Studies • Business, Administration and Finance • Hospitality September 2010 September 2011 • Public Services • Sport and Active Leisure • Retail Business • Travel and Tourism

  16. Generic learning

  17. 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.

  18. Personal, learning and thinking skills Creative thinkers Independent enquirers Reflective learners Self managers Effective participators Team workers • There are six PLTS:

  19. 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, effectivelyand 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. slide 20

  20. Where to find out more DCSF website www.dcsf.gov.uk/14-19 QIA Excellence http://excellence.qia.org.uk Gateway QCA website www.qca.org.uk NAA website www.naa.org.uk One-stop shop www.diploma-support.org

More Related