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14-19 Reforms

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  1. 14-19 Reforms The four strands: • Traditional Academic Qualifications – GCSE/ GCE • Diplomas • Apprenticeships • Foundation Learning Tier

  2. Diplomas

  3. Principal Learning Additional and/or specialist learning Generic Learning Advanced Diploma Foundation Diploma Higher Diploma

  4. Principal Learning Additional and/or specialist learning Generic Learning Advanced Diploma Foundation Diploma Higher Diploma

  5. The entitlement from 2013 • All young people will study as part of the new secondary curriculum: • Key stage 4 core curriculum: English, maths and science • Key stage 4 foundation subjects: ICT, PE, Citizenship • -Work-related learning and enterprise • -Religious education • -Sex, drug, alcohol and tobacco education and careers education • A course in at least one of the arts; design and technology; the humanities; modern foreign languages and all four if they wish to • Learning for young people will lead to qualifications from one of four routes: • Apprenticeships – with an entitlement to a place by 2013 for all 16 year olds suitably qualified • Diplomas - with an entitlement by 2013 for all 14-16 year olds to the first 14 Diplomas and for 16-18 year olds to all 17 Diplomas • Foundation Learning Tier – with an entitlement by 2010 to study one of the progression pathways • General Qualifications, e.g. GCSEs and A levels

  6. The entitlement from 2013 cont’d…. Young people will be able to study qualifications that do not fall under these four routes where there is a clear rationale to maintain them in learners’ interests and some young people will study informal unaccredited provision to re-engage them. • Throughout the curriculum and qualifications routes there will be • Functional skills in English, maths and ICT and personal, learning and thinking skills • There will be the right support, including: • Excellent Information, Advice and Guidance (IAG) and support to make the right choices at 14 and 16 • A 14-19 Prospectus in every area setting out the courses and support available • A Common Application Process linked to the 14-19 Prospectus that makes it easier to apply for education and training • The September Guarantee to ensure all 16 and 17 year olds have an offer of a suitable place in learning and targeted supported tot hose who need it most.

  7. Information Technology Society, Health and Development Engineering Creative and Media Construction September 2008 Diploma first teaching timeline Land-Based and Environmental Manufacturing Hair and Beauty Business Administration and Finance Hospitality September 2009 Public Services Sport and Active Leisure Retail Business Travel and Tourism September 2010 MFL Science Humanities September 2011 (post 16 only)

  8. Why were the Diplomas developed? Higher Education (HE) and employers feel that not all the skills necessary to be successful in HE and the workplace are being developed in the current education system. The Diplomas are a way of bridging that gap by combining the best elements of academic and vocational qualifications. This produces a new way of learning that will better engage many students as they learn in the context of their area of interest.

  9. David Taylor, DfES, 2006. BUT WHY?...................................

  10. Diplomas Functional Skills Apprentices NVQ High Employability A levels GCSE Low Low High Diploma - perceived outcome Employers Needs University Needs

  11. How were they developed? Unlike A Levels and GCSEs, the content of the Diploma has been developed in conjunction with industry and HE. The worlds of business and higher education were engaged with on both a national and local level and were asked what skills were important to them. The Diploma will be the vehicle to deliver these.

  12. Who are they for? Everyone! They are a new way of learning! NOT a new standard of learning. A new way Taking the best elements and concepts from academic and vocational qualifications, the Diploma is a rigorous and demanding qualification. It is applied in the context of what happens in the real world of industry.

  13. Principal Learning Additional and/or specialist learning Generic Learning Components of a Diploma Advanced Diploma Principal Learning This content is specific to the Diploma and is delivered through 4 themes. Work Experience Minimum 10 days – this does not need to be related to the creative and media industries. Foundation Diploma Higher Diploma Generic Learning Functional skills in English, maths and ICT are developed as well as the personal learning and thinking skills that employers and HE look for. Project Allows individuals to plan and organise their own learning, demonstrating skills that HE say they require. Additional & Specialist Offers the opportunity to study a particular topic in more depth, or broaden studies to other areas. This could include an A Level.

  14. RobustAcademically challenging in order to demonstrate ability. Work-relatedTaught in an industry context developing valuable and transferable skills. FlexibleCreating individual learning experiences with the flexibility to add other qualifications, both inside and outside Diploma time..

  15. Diploma Time… Other Time… - Additional &/ or Specialist (may be GCSEs, A Levels, or vocational qualifications within the Diploma) - Principal Learning - Generic Learning - Work Experience - Project • - Other qualifications in addition to your Diploma. • e.g. GCSEs, A Levels, or other • vocational qualifications +

  16. Extended Advanced Diploma 4½ A Levels Extended Higher Diploma 9 GCSEs Extended Foundation Diploma 7 GCSEs Advanced Diploma A* - E Progression Diploma 3½ A Levels A* - E 2½ A Levels 7 GCSEs A* - C Higher Diploma A* - C Foundation Diploma A* - B 5 GCSEs D - G NOT a new standard Level 3 Level 2 Level 1

  17. How is the Diploma taught? The Diploma is a combination of academic and practical learning taught in a project based system with industry employers.  + Practical Employers give real world briefs for learners to work on, ensuring the academic learning is experienced in a work-related context. This also develops teamwork and communication skills as learners work together on a brief. Academic Both teachers and industry employers are involved in teaching the creative process.

  18. Who should do this Diploma? Level 1 / 2 Level 3 Students who want a more work-related style of learning but don’t want to specialise in a specific area. Students who want to develop their thinking skills within business led qualifications. Anyone who wants to move into HE and follow a course of study that values a strong broad sector specific base. Anyone who wants to gain employment with skills both desired and needed within today’s workplace.

  19. Who should NOT do this Diploma? Anyone who thinks a Diploma is easy! The Diploma has been designed to be academically rigorous and to stretch and challenge students at all levels. It is definitely not purely a qualification for those at risk of disengagement. If you want to move into a specific area of a known industry you might be better doing a specific vocational qualification, if these are available. Alternatively, if you know what course you want to study at University and they are requesting specific entry requirements then you should check what they are.

  20. Local Authority Janine Vernon School Improvement Adviser 14-19 janine.vernon@shropshire.gov.uk 01743 254442 Graham Moore 14-19 Development Officer graham.moore14-19@shropshire.gov.uk 01743 2543981 Rebecca Knight 14-19 Development Officer rebecca.knight@shropshire.gov.uk 01743 254398 Contacts

  21. Shropshire 14-19 Partners Please click on a logo to access a Partner’s web page