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Current 14-19 curriculum developments

Current 14-19 curriculum developments. Southwark Diploma Support Programme Planning, Support and Information Event David Smith. Developing Diplomas I. The purpose of the diplomas is to encourage progression, participation, achievement

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Current 14-19 curriculum developments

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  1. Current 14-19 curriculum developments Southwark Diploma Support Programme Planning, Support and Information Event David Smith

  2. Developing Diplomas I • The purpose of the diplomas is to encourage progression, participation, achievement • They contain a mixture of general and applied studies, with practical opportunities • They should provide a balanced and coherent curriculum • They contain essential Learning – including Functional Skills, Personal, Learning and Thinking Skills and a Project • They are designed by Diploma Development Partnerships (DDP) to meet the skill needs of employers and provide for progression to Higher Education (HE)

  3. Developing Diplomas II • Designed to develop the knowledge and skills needed to progress into employment, training or further or higher education • Designed to achieve the target (set in the White Paper on 14-19 education) of 90% of 17 year-olds in full-time education or training • Designed to help increase the percentage of young people who achieve level 2 and 3 qualifications. • Designed to improve the quality and recognition of qualifications in applied subjects

  4. Work Occupationally related Vocationally related Work related Work relevant School Work preparation Occupationally specific Placing the Diplomas Occupationally related Location of experience Vocationally related Work related Work relevant Occupational detail in standards

  5. The Gateway I • Proposals submitted by 11 December 2006 • Regional Panels meet January – February 2007 • Government Office • Representative from a DDP • Higher Education • Qualifications and Curriculum Authority (QCA) • Learning and Skills Council (LSC) • Department for Education & Skills (DfES) • National Strategies • Outcomes announced February – March 2007

  6. The Gateway II • DfES Gateway Guidance • “Successful consortia will only be those who are able to demonstrate that they have rigorous and compelling plans to prepare for the delivery of the Diplomas they hope to offer” • Funding • £40 million capital funding with applications for grants of up to £1 million • Teacher support programme funded by the Quality Improvement Agency (QIA) available to successful consortia

  7. Diploma volumes in glhs Level 3 Generic Levels Level 2 Principal Additional Level 1 0 200 400 600 800 1080 Guided learning hours (glhs) Diploma Volumes

  8. Regulatory Criteria • Published by the Qualifications and Curriculum Authority (QCA) • Intention to achieve consistency in design and comparability across lines of learning and awarding bodies • E.g. External Assessment (set and marked by awarding bodies) • Level 1 – 30 glhs out of the total 240 glhs • Level 2 – 60 glhs out of the total 420 glhs • Level 1 – 120 glhs out of the total 540 glhs

  9. Level 3 Progression Award – less Additional & Specialist Learning

  10. Additional/Specialist Learning • Will be taken from Section 96 • May be units or full qualifications • No features of these qualifications will change • New provision developed for Additional/Specialist Learning will need to be accredited by July 2007 if it is to be available for first teaching in September 2008

  11. Work Experience • It is a requirement that a learning undertakes work experience to achieve the Diploma (ten days minimum) • The learner transcript will record that this has taken place • However, there is no requirement with9in the Diploma to assess the learner’s performance during their work experience

  12. Projects I • The draft criteria have been agreed – they will be reviewed in the light of the pilot • The criteria will apply to the projects done by GCE A level students and to those within Diplomas • Students will have choice of topic but given support in scoping the project • Group projects will be allowed but the role of each member of the group must be clearly identified • There will be a taught element to develop the skills of research, including use of resources, and independent learning

  13. Projects II • The outcome may be: • A dissertation presenting an argument • An investigation/field study • A performance • An artefact • There will be a written component in all, outlining research, justifying decisions made and evaluating the outcome • Students will produce a presentation of findings (not necessarily oral) • Extended projects should provide evidence for assessment of some or all of the wider key skills

  14. Projects III • Will be assessed as discrete qualifications that touch upon at least one aspect of the Principal Learning • There will be four assessment objectives: • Manage • Use Resources • Develop and Realise • Review • Use Resources more heavily weighted at levels 1 and 2, at level 3 weighting will be given to Develop and Realise

  15. Extended Project Pilot • Piloted 2006-2008with two awarding bodies (Edexcel and AQA in collaboration with City & Guilds) have been commissioned to run the pilots • Will be piloted with students on A level and vocational programmes • Pilots should engage HE and employers in the pilot • Taken in year 1, year 2 or spanning the two years of a student’s programme • It will be half a GCE A level in size • There will be an evaluation of the taught element requirement, manageability of delivery, comparability of outcomes, training needs of teachers

  16. Functional Skills I • Functional skills will be stand-alone qualifications and will link to GCSEs • QCA are reviewing a number of possible models for incorporating functional skills into GCSEs – the assessment of functional skills could be • Separate from the rest of the GCSE • Partially integrated into the GCSE • Completely integrated into the GCSE • It is likely that functional skills will require a change in approach to teaching and to assessment

  17. Functional Skills II • Consultation on the functional skills’ standards at Entry level, level one and level two in July • Standards were revised and English and ICT were signed off in September 2006 • Some further changes made to the Mathematics standards and these were signed off in October 2006 • Awarding body trials and modelling of functional skills standards and assessment models are taking place from Autumn 2006 to Spring 2007

  18. Functional Skills III • Functional skills to be piloted both within GCSEs and as stand-alone qualifications from September 2007 • Functional skills to be piloted in Diplomas from September 2008 • Functional GCSEs in English and ICT available September 2009 • Functional GCSE in Mathematics available September 2010

  19. Personal, Learning &Thinking Skills • The teaching of these will be across the curriculum but, for assessment purposes, will be entirely integrated in the Principal Learning • Achievement will be recorded separately in the learner’s transcript • Team workers • Self managers • Independent enquirers • Reflective learners • Creative thinkers • Effective participators

  20. Other Related Developments • Area Prospectus • Personalised Learning • Learner Achievement Record • Minerva – CABs and DABs • Foundation Learning Tier • Qualifications and Credit Framework • Review of GCSEs and GCE A levels

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