Reforming 14-19 Curriculum and Qualifications

consult reform improve

Reforming 14-19 Reforming 14-19 Curriculum and Curriculum and QualificationsQualifications

Presentation to Secondary Deputy Heads Forum

23rd March 2004


Terms of referenceTerms of reference

To make recommendations for:

• “a strengthened structure and content of vocational programmes, and greater coherence in learning programmes for all young people throughout their 14-19 education;

• assessment arrangements for 14-19 year olds that are appropriate to different types of course and styles of teaching and learning, with the overall amount of assessment manageable for learners and teachers alike; and

• a unified framework of qualifications that stretches the performance of learners, motivates progression and recognises different levels of achievement.”


Why reform?Why reform?

• A low staying on rate at both 16 and 17, placing us about 27th out of 30 OECD countries

• A serious disengagement from learning at 14 for a significant number of students

• A fragmented and confusing system of vocational provision

• Insufficient stretch and challenge, particularly at the upper end of achievement

• Young people lack skills, knowledge and attributes to succeed in life, learning and employment

• Assessment burden on learners and teachers


Inclusiveness, challenge, quality & Inclusiveness, challenge, quality & choicechoice

• ensure all young people develop the knowledge, skills and attributes they will need for success in later learning, employment and adult life

• ensure coherence, structure and relevance within all young people’s 14-19 learning programmes

• offer all young people flexible and valued progression opportunities

• reduce the assessment burden associated with current qualifications


What success will look like• Young people are motivated to continue learning whether in education,

training or employment, and face fewer barriers to participation and access• All young people are presented with meaningful choices and stretched

according to their abilities• Each young person’s experience is better tailored to his/her needs,

interests and aspirations• Young people are taught to be aware of themselves, their talents, their

aspirations and limitations: to understand how they appear to and interact with others

• The burden of assessment on young people, teachers and institutions is significantly reduced

• Young people achieve more, both in educational attainment and outcomes relating to their knowledge, attributes and skills as individuals, learners, employees and members of the community

• They are supported and have their achievements recognised and valued by themselves, employers, HE parents and the community

• Their achievements and experiences provide a sound basis for progression and allow employers, training providers and education institutions to differentiate between them as necessary; and…

• The Diploma students receive as a qualification is valued.


What will the reforms do?• A flexible ladder of progression which all can climb and where

different routes are valued• Coherent programmes of learning in which the whole is

greater than the sum of the parts• A compulsory core of learning and assured achievement in

the key components such as communication and mathematical skills

• High status vocational programmes rationalised into smaller number of recognised and valued routes

• Diploma qualifications of sufficient volume to deliver choice, breadth, depth and stretch

• A reduction in assessment burden (particularly external assessment)

• More information about learners’ achievements and their development of knowledge, skills and attributes as a basis for differentiation and selection


A framework of diplomas

Personalised

Specialised

OPEN

OPEN

Specialised

OPEN

SpecialisedAcademic/Professional

ADVANCED

INTERMEDIATE

FOUNDATION

ENTRY

Mainly pre-16Post-16

ModernApprenticeships

AMAs

FMAs

EntryTo Employment


Diploma Levels and Existing National Qualifications

GCSE at grades A*-C, intermediate GNVQ, level 2 NVQ and equivalent qualifications

Intermediate

Entry level certificatesEntry level

GCSE at grades D-G, Foundation GNVQ, level 1 NVQ and equivalent qualifications

Foundation

Advanced Extension Award; GCE and VCE AS and A level; level 3 NVQ; equivalent qualifications

Advanced

Existing National Qualifications Diploma Levels


A Template for 14-19 learning

MAIN LEARNING

Common skills

CORE

• Maths skills• communication• ICT• Extended project• Wider activities• Personal planning,

review and guidance

specialisation complementary learning

learner choice

• Independent learning• Interpersonal skills• Active citizenship


CoreCoreEnsure that all young people:

• progress over time towards at least level 2 in mathematical skills, communication and ICT

• undertake an extended project or personal challenge• develop a range of knowledge, skills and attributes, such

as self-awareness, self-management, working with others, international awareness and personal and interpersonal skills

• participate in wider activities based on personal interest, contribution to the community as active citizens, and experience of employment

• undertake personal planning, review and guidance to underpin their programme, consolidate their learning and inform their choices


Main learningMain learning

Main learning forms the major part of young people’s diploma programmes and is selected by the learner. It will:

• ensure achievement and progression within individual subjects and areas of learning which provide a basis for entry to specific employment sectors, work-based training and HE

• support specialised learning by providing any required or optional complementary learning

• enable young people to select programmes to pursue their own interests and/or to provide subject breadth and contrast with any specialist areas of study


Common Skills

MAIN LEARNING

Common skills

CORE

• Maths skills• communication• ICT• Extended project• Wider activities• Personal planning,

review and guidance

specialisation complementary learning

learner choice

• Independent learning

• Interpersonal skills

• Active citizenship


Choice and specialisation: diploma Choice and specialisation: diploma and programme typesand programme types

The framework will be organised to offer a choice from:

• a range of specialised diplomas, designed to provide the knowledge and skills needed for entry to and successful progress in specific employment sectors and areas of further learning; and

• open diplomas which enable the learner to select a mixed pattern of subjects or areas of learning.


QCA framework for sectors and QCA framework for sectors and subjectssubjects

Retailing and wholesaling; Warehousing and Distribution; Service Enterprises; Hospitality and Catering

Retail and Commercial Enterprise

ICT Practitioners; ICT for Users Information and Communication Technology

Architecture; Building and Construction; Urban, Rural and Regional Planning

Construction, Planning and the Built Environment

Engineering; Manufacturing Technologies; Transportation Operations and Maintenance

Engineering and Manufacturing Technologies

Agriculture; Horticulture and Forestry; Animal Care and Veterinary Science; Environmental Conservation

Agriculture, Horticulture and Animal care

Science; Mathematics and StatisticsScience and Mathematics

Medicine and Dentistry; Nursing and subjects and vocations allied to Medicine; Health and Social Care; Public Services; Child Development and Well Being

Health, Public Service and Care


QCA framework for sectors and QCA framework for sectors and subjectssubjects

Accounting and Finance; Administration; Business Management; Marketing and Sales; Law and Legal Services

Business, Administration and Law

Foundations for Learning and Life; Preparation for Work

Preparation for Life and Work

Teaching and Lecturing; Direct Learning Support Education and Training

Languages, Literature and Culture of the British Isles; Other Languages; Literature and Culture; Linguistics

Languages, Literature and Culture

Geography; Sociology and Social Policy; Politics; Economics; Anthropology

Social Sciences

History; Archaeology and Archaeological Sciences; Philosophy, Theology and Religious Studies

History, Philosophy and Theology

Performing Arts; Crafts, Creative Arts and Design; Media and Communication; Publishing and Information Services

Arts, Media and Publishing

Leisure, Travel and Tourism

Sport, Leisure and Recreation; Travel and Tourism


Pre-entry

ENTRY Entry

FOUNDATION

Interlocking Diplomas

Foundation

INTERMEDIATE Intermediate

ADVANCED

ADVANCED

ENTRY

FOUNDATION

INTERMEDIATE

ADVANCED


Fitness for Purpose AssessmentFitness for Purpose Assessment

• measures achievement in ways suited to the subject, level and type of learning

• has validity, reliability and wider currency, underpinned by appropriate quality assurance

• helps learners to extend, deepen or consolidate their knowledge, skills and understanding

• enriches their experience through a variety of types and styles of assessment

• provides formative feedback on their progress• avoids undue burden on students, teachers/tutors

and awarding bodies; allows time for learning; and embraces the potential benefits of e-assessment

• makes appropriate use of the professional judgement of teachers/tutors


TranscriptTranscript

Provides a record of:

• the components contributing to the diploma award, including the extended project/personal challenge

• the scores or grades awarded for each ‘graded’ component

• achievement in any additional components which extend the breadth or volume of the programme beyond the basic diploma requirements

• wider activities undertaken and personal skills developed


Benefits of the Diploma Benefits of the Diploma FrameworkFramework

• recognition of achievement of all 14-19 year-olds• flexible ladder of progression• coherent programmes of learning• compulsory core of learning• achievement in key components, such as communication and

mathematical skills• high status vocational programmes rationalised into a smaller

number of recognised and valued routes• choice, breadth, depth and stretch• reduction in assessment burden• more information about learners’ achievements and their

development of knowledge, skills and attributes as a basis for differentiation and selection


Further workFurther work

• setting out in more detail the content of the core• establishing design principles which will guide the

specification of main learning and of individual diploma components

• specifying the volume of learning and teaching appropriate at each diploma level

• developing the assessment framework• considering how our proposals can be implemented

without undermining the existing system or causing excessive upheaval during the transition

• examining what implications our proposals will have for other elements of education and training, particularly Key Stage 3 and Modern Apprenticeships, and for contextual factors such as the ways in which 14-19 learning is funded, and the performance of institutions measured and monitored


An Entry Level Diploma

• provide a flexible, balanced and enriching programme of learning that promotes self-determination for the learner;

• provide a suitable level of challenge both for individuals who reach their potential within Entry level or choose to leave the diploma system at this level and for those who progress to level 1;

• promote progression both within Entry level and to level 1 and beyond;

• provide a record of the distance travelled by the learner over the course of the programme; and

• assess in ways that are appropriate to the needs of learners and the nature of the programme.


Speculation - Intermediate Diploma

I I I I I

F F F F F

PersonalChallenge

To qualify for Diploma, must have Literacy, Numeracy, ICT at Intermediate Level

Intermediate Merit

Distinction????


Speculation- What might the Advanced Diploma look like?

A1

A2

PersonalResearch

Critical ThinkingResearch Skills

A1 A1 A1

A2 A2 A2

Lighter assessment

Transfer of some coursework Assessment –Allow greater depth in A2

Common Core – includingAttested wider activities,Common skills

Int Int Int Numeracy, Literacy, ICT

MINIMUM for Pass?

A1


Intermediate Key Skills

Should the Diploma itselfbe graded? - Speculation

Ex

tend

ed

Pro

ject A1 A1 A1

A2 A2

PASS MERIT DISTINCTION

At least GradeC,C,C

2 Advancedcomponents + Extended Project

At least GradeA, B, B, B

3 Advanced components +Extended Project

PASS

MERIT

DISTINCTION

Is it about Depth and Breadth?


Maths - a way forward?

Key stag

e 3

14Age 16

Mathematics EnEntry level

Mathematics NLNumerical Literacy

Level 1

Mathematics QLQuantitative Literacy

Level 2

Mathematics MLMathematical Literacy

Level 2

Mathematics EExtension

Level 2

Mathematics NLNumerical Literacy

Level 1


Level 2


Level 3

Mathematics SMStatistical Methods

Level 3

Mathematics PUPublic Understanding

Level 3

Mathematics MLMathematical Literacy

Level 3

Mathematics EExtension

Level 3

Age 18/19


ConsultationConsultation

• You are invited to comment on the issues identified for further work or any other aspect of the interim report

• A form on which to submit your views can be found at annex G in the interim report or by visiting

www.14-19reform.gov.uk

Documents

Reforming 14-19 Curriculum and Qualifications