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14 – 16 Curriculum Seminar

14 – 16 Curriculum Seminar. The impact of recent DfE changes on curriculum planning and outcomes for schools. The Challenge.

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14 – 16 Curriculum Seminar

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  1. 14 – 16 Curriculum Seminar The impact of recent DfE changes on curriculum planning and outcomes for schools

  2. The Challenge Continuing and further education post 16 are vital in developing skills needed for the UK economy to grow and compete. Unemployment among 16-24 years is now 1 million and rising. Attainment at age 16 is the key determinant for achievement post 16. This has crept up incrementally and leaves 40% poorly equipped for further learning and qualifications. A level 2 qualification with English and maths needs to be the basic entitlement for all, to secure employability Not just about grades but teaching, learning and curriculum change that are more responsive to students’ needs Produce more highly employable young people

  3. The ambition By 2015 all young people in Kent will be able to access education and training that is appropriate to their needs and relevant to the local and national economy. 14 – 24 Strategy

  4. Aspirations By 2015 All 18 year olds in education or work based training No NEETS 70% 5 A*-C with English at Maths at KS4 Level 2 at age 19 above the national average and achievement gap for disadvantaged 19 year olds reduced by at least 10% Reduced unemployment among 18-24 year olds to below 2008 levels Significant increase in uptake and completion of apprenticeships and level 2 and 3 vocational training A reduction in the number of young people who achieve no improvement in qualifications between the ages of 16 and 19, so that this number is less than 5%

  5. Where are we now... Only 28% of pupils on fsm achieved five good GCSEs with English and maths in 2011 Attainment for this group at age 19 is below average, which limits their employability and access to apprenticeships 18-24 year olds account for 28% of Kent’s unemployment Kent has five of the UK’s unemployment black spots, with youth unemployment above 20% Too many 16-19 year olds gain no improvement in qualification levels Most NEETS drop out at 17 + There are no vocational and technical qualifications with meaningful work experience and work based learning, no pre-apprenticeship programmes and no part time employment with training for 16-19 year olds

  6. Where are we now: post 16 8000 learners are on vocational courses for 14-16 year olds Only 2700 16-18 year olds (6.5%) are on an apprenticeship scheme And 2318 young people (6.5%) are NEETs 9000 (32%) of the unemployed on jobseekers allowance are 16-24 year olds Number increases to 16,500 when other out of work benefits are included Population increasing, 22% are 0-17 years (312,900) but forecast to increase by 3.5% (11,900) by 2014 Inequality gaps wide and low attainment at ages 16 and 19 is a key issue Increase in NEETS at 17+ is another key issue Need to plan for full participation for 18 year olds by 2015 and the introduction of destination measures from KS4 to KS5

  7. Maths and English are key The 2011 Key Stage 4 results show that 59.9% of learners achieved 5 or more GCSE’s at grades A* - C including English and Maths. Therefore, in Kent 40.1% learners did not achieve the level of English and Maths required for skilled employment or further progression at the end of Key Stage 4. Fewer than half of these young people(44%) who achieve level 2 without English and Maths, go on to achieve a level 3 qualification. Draft 14 – 24 Strategy

  8. What are your chances? Grade in Maths and English Chances of a level 3 B 4 in 5 C 3 in 5 D 2 in 5 E Westminster Briefing, OCR

  9. The view from Kent If the new regulations on vocational courses had applied to 2011 results:  • 1248 fewer students would have achieved 5 A*- C including English and Maths • Only 53% students would have achieved 5 A*- C including English and Maths

  10. Needs More..... • Flexible learning...to influence learning wherever it is taking place • Work based learning initiatives and curriculum focus on vocational and employability skills • Partnership with FE and employers to aid curriculum design, meet local needs and secure better progression into work and more work with training • More apprenticeships and pre-apprenticeship learning • More meaningful work experience • More innovative ways to achieve English and maths qualifications • Vocational options 14-16 that offer better progression to post 16 and steps to level 2 qualification at least by 19 • Better alternative curriculum options that secure useful qualifications and progression

  11. Moral purpose • We have a shared accountability for the outcomes for all learners • We are collectively responsible for securing the best outcomes for children and young people. • The best interests of the learners should drive improvement and curriculum design • A self improving school system and improved outcomes for all are based on positive and effective relationships and partnership between schools and other agencies Kent Learning Partnership

  12. Curriculum advice 1 “Schools may offer qualifications that are approved for teaching pre-16 but are not included in the performance tables and are encouraged to do so where they judge this to be in the best interests of a particular pupil.” DfE Guidance

  13. Curriculum advice 2 “The most important thing is that the choice of course or qualification is driven by what is best for the pupil, not the performance table score.” Government response to Wolf

  14. But ….. the 80:20 core:option model proposed for KS4 runs the risk of squeezing out the very skills that young people need to develop for progression and the labour market foundation learners are still poorly served, especially with the position of functional skills Ofsted framework does not specify 20:80 split but refers to the right balance of vocational and academic curriculum offer to meet the needs of all pupils The needs of all pupils are that they can progress to 16-19 learning and training and gain at least a level 2 qualification

  15. Employers ….. want young people entering their first job to be good at timekeeping, possess literacy skills and numeracy skills,and show enthusiasm and commitment aren’t so prepared to fund training to help people develop the skills that they see as a basic requirement for employment

  16. Employers also . . . are however prepared to pay to help people develop more sophisticated job-related skills are struggling to recruit school and college leavers with the skills they need for their businesses LSN, Employability Issues Explored

  17. Partnership and Collaboration We aim to: • Develop local area 14-19 partnerships • Pilot integrated youth support services • Promote new models of delivering alternative curriculum pathways • Support new models of school and employer partnerships • Help disseminate the best practice and innovation in re-designing the curriculum

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