14-19 Diplomas and curriculum change

1. 14-19 Reforms 14-19 Diplomas and curriculum change

2. 14-19 education is one of the weakest parts of our system Proportion of 4 year-olds enrolled in education 0-11 11-19 Workforce HE Age stage OECD ranking 2 - 6 2 3 4 7 Research output and impact 10 year old reading and literacy 18 20 Survival rate on academic courses 15 year old mathematics and literacy Post-16 participation rate Proportion of workforce with skills above Level 2

3. The changes include: • A-levels • Introduction of extended project • Introduction of Diplomas • Functional skills • Apprenticeships • GCSE

4. Changes to GCE AS/A Levels • Reduction of the number of units from six to four in most subjects • Introduction of A* • The inclusion of coursework only where it is the most valid way of assessing an aspect of the subject • No optional coursework • Revisions of content where appropriate • Stretch and challenge incorporated into A2 units • No structural changes to mathematics (new approaches to be piloted) and the applied A levels

5. Extended Project • Integral component of Diplomas, optional at GCE level • Will be part of the total entitlement for all students by 2013 • Will be approximately equal to half an A-level in size • The outcome can be: • A dissertation presenting an argument • An investigation/field study • A performance • An artefact • Should provide evidence for assessment of some or all of the wider personal, learning and thinking skills

6. Functional Skills and GCSEs • Functional Skills in maths, English & ICT • Pilots from September 2007 until June 2010 • Combined with GCSEs and stand alone quals • Part of Diplomas, Apprenticeships and GCSE programmes

7. The Diploma (1) • A different type of qualification • It is not just a vocational qualification • 14 different Diplomas at levels 1,2,3 • Sector themes • Education not training • Employability for life (not jobs for life)

8. The Diploma (2) • Aims to deliver a blend of sector and general learning to learners aged 14-19 within ‘applied’ settings and contexts • A composite qualification – credit and unit based • Incorporates functional skills and personal, learning and thinking skills • Collaborative development and collaborative delivery

9. The Diploma (3) • 50% principal learning • 30% additional and/or specialist learning • 20% generic learning • Functional skills at Level 2 • Approx size of a 3 A-level programme • 2 year programme • Progression award: • Approx size of 2 A-levels • Generic and principal learning only

10. Diplomas with purpose • Develop the knowledge and skills needed to progress into employment, training or further or higher education. • Achieve the target (set in the White Paper on 14-19 education) of 90% of 17 year-olds in full-time education or training. • Help increase the percentage of young people who achieve level 2 and 3 qualifications. • Improve the quality and recognition of qualifications in applied subjects

11. Developing Diplomas – a partnership • DDPs (Diploma Development Partnerships) • Schools, Colleges, work-based learning providers and partnerships • Higher Education • QCA • Awarding Bodies • Learners • Department for Education and Skills • Skills for Business Network

12. Roll out timetable

13. Diploma roll out • Three phases each in pilot for three years • Full entitlement from 2013 • Start small – build up • Gateway ensures highest quality delivery partnerships go first • In September 2008, 145 consortia across 97 local authorities (2/3 total) • Engineering (60), Creative and Media (62), IT (45), Construction & the Built Environment (44), Society, Health and Development (39)

14. Discussion points • What will the 14-19 reforms mean for: • Admissions policies • Undergraduate curricula