The 16-19 Study Programme Guide for ITE students

1. The 16-19 Study Programme Guide for ITE students “The aim of Study Programmes is to maximise the potential of young people (16-19) to progress onto higher education and/or skilled employment by ensuring that vocational routes to higher education and employment are seen as high quality and a genuine alternative to academic routes.” Department for Education, January 2013 (based on Alison Wolf’s 2011 Review of Vocational Education) • An Overview • The 16-19 study Programmes have been introduced with the aim of giving FE colleges more freedom and flexibility to match the courses the offer to the individual needs of students. • Colleges will be expected to offer each student a programme based on their prior attainment, and designed to meet clear educational and career aspirations. • Funding changes have also been introduced; funding will no longer be linked to success. This is designed to make it easier for colleges to fund non-qualification activity, e.g. enrichment and work experience. • All students who haven’t achieved a grade C in GCSE maths and English will have to continue to study these subjects. • The way study programmes principles are applied will depend on the needs, abilities and ambitions of individual students and are likely to vary widely. • Students of all abilities will be enrolled on study programmes. • All institutions will be expected to ensure that their curriculum offers opportunities for students to take subjects and participate in activities that really support their educational and career ambitions. • The Principles • Provides progression to a level higher than that of their prior attainment • Includes qualification(s) that are of sufficient size and rigour to stretch the student and are clearly linked to suitable progression opportunities in training, employment or higher levels of education. • Requires students to work towards GCSE A* – C grade in Maths and English (or other qualifications that will act as a stepping stone for achievement of these qualifications in time). • Allows for meaningful work experience related to the vocational area of the Study Programme, which develops employability skills and/or creates potential employment options. • Includes other activities unrelated to qualifications that develop the skills, attitudes and confidence that support progression. • http://media.education.gov.uk/assets/files/pdf/s/study%20programmes • Accountability • Schools, colleges and providers will be accountable for the quality of their study programmes through: • Reformed 16-19 performance tables that show student achievement in an easily understood format. • The publication of student destination data (FE, HE or employment) on completion of their study. • Publication of maths and English data (GCSE, level 1, level 2, A-level and other level 3). • An Ofsted framework that will pay particular attention to the quality, coherence and success of study programmes and their success in preparing students for employment. • Robust minimum standards for providers with financial penalties, intervention and possible closure as sanctions.

2. The Timeline • The Elements • The substantial qualification: • At L3 the majority of learners will complete a vocational qualification/ A-levels; • At L2 most will complete a year of L2 study before moving on to L3 or an apprenticeship, many will also continue to study English and maths; • At entry level 2- level 1 learners are likely to complete a mixture of GCSEs and BTEC Firsts, qualifications from the Foundation Learning suite and work based skills/ certificates. • 2. English and maths: • Programme guidance encourages learners to study GCSE wherever possible. • For learners unlikely to achieve grades A*-C over the course of the programme other qualifications are available. Decisions should be made based on KS4 levels of attainment, progression aims post-16, the wider study programme that the learner is following. • 3. Non-qualification elements: • Work preparation and work experience including support for work placements, reflective skills, interview techniques and help looking for jobs. Optional in the study programme but encouraged, WorkSkills qualifications exist that can be completed in this element. • Pastoral, personal and social development: No absolute requirement but most providers will run tutor periods or PSD as part of their pastoral programme, approximately 2hrs per week. • Extra curricular activities can include things such as centre organised sport. These thing will need to be fully timetabled and monitored for attendance and completion. Traineeships As part of the 16-19 study Programme reforms the government has introduced Traineeships for learners who want to (and can) progress rapidly into an apprenticeship or paid employment. The target group for this route will be young people who are not currently employed but who are focused on the prospect of employment; are qualified below L3,; providers and employers believe have a reasonable chance of being ready for employment or an apprenticeship within six months. The focus will be on high quality work experience, work preparation training and achieving an A*-C at GCSE in English and maths. • Impact • The potential impact of these reforms will include: • A greater focus on the progress and progression of students in the 16-19 age range. • A greater focus on tracking the progress and progression of disadvantaged young people in further education. • A need for more English and maths teachers at this level. • An increased necessity to effectively embed numeracy and literacy skills across the curriculum. • A focus on developing employability and work force skills. • A need to ensure that routes are clearly defined and considered. • A greater emphasis on supporting and providing work experience placements. • A focus on developing pastoral activities. • Oversight of these programmes and their associated pastoral, enrichment and work-related elements will be crucial. • Impact measures will be central to demonstrating success and quality of study routes for students. • Monitoring to ensure learners complete their Planned Learning Hours (PLH).