Implications for 14-19 Reform

1. Implications for 14-19 Reform Janice Pigott SLLP Manager

2. Objectives • To give an overview of the changes to 14-19 qualifications • To give information on Diplomas, Functional Skills, PTLS and Extended project. • To discuss the implications of changes for admissions to higher education.

3. Programme • Overview of Reform programme • Diplomas – what they are • Discussion on consequences and issues for HE

4. Context for Reform • Raising achievement • Personalisation • Employability • Raising of participation age • Changes to commissioning and funding of 14-19 provision But………….politics!

5. Timeline • September 2008 - introduction of Diplomas; changes to A Levels • 2009 – National Apprenticeship Service 2010 – introduction of Foundation Learning Tier; LAs take over 16-19 funding • 2013 – Diplomas in place; RPA implemented; Review of qualifications • 2015 – all in place

6. Entitlement • Four routes to qualifications • Functional skills (English, Maths, ICT • Personal Learning & thinking skills • Excellent IAG • 14-19 Prospectus • Common Application Process • September Guarantee

7. Four pathways

8. A Level & GCSE reforms • Revision of secondary curriculum • Sept 2008 A Level units changed • A* grade introduced • Extended project available • 2010- functional skills part of GCSE maths and English

9. 14-19 Diplomas ‘Unique blend of general and applied learning’ Applied learning: acquiring knowledge and skills through tasks or contexts that have many of the characteristics of real work

10. Levels: Level 1: Foundation – 5 GCSEs Level 2: Higher - 7 GCSEs Level 3: Advanced – 3.5 A Levels Level 3: Progression Diploma – 2.5 A levels

12. Diploma structure • Principal Learning • Sector Related • Mandatory • Generic Learning • functional skills in English, mathematics and information and communication technology (ICT) • personal, learning and thinking skills • work experience (10 days) • a project offering the chance to show potential, and breadth and independence of learning • Additional and/or Specialist Learning • As given in the Diploma Catalogues (see NDAQ)

13. Diploma volumes in glhs Level 3 Generic Level 2 Levels Principal Additional Level 1 0 200 400 600 800 1080 Guided learning hours (glhs)

14. PLTSPersonal Learning & Thinking Skills • Independent enquirers • Creative thinkers • Team workers • Self-managers • Effective participators • Reflective learners • PLTS will not be separately assessed but will be integrated into the assessment criteria for principal learning. PLTS will be recorded in the Diploma transcript

15. Work Experience • Each learner at each level of the Diploma must do at least 10 days of work experience • For older learners, in some cases, part-time work could provide some, or all, of the required experience, with appropriate structured recording of skills development • Work experience will not be assessed

16. Project At levels 1 and 2 the project will: encourage independent learning • be sector-relevant • provide the opportunity to draw on and integrate learning from all Diploma components

17. Project At level 3 the project will: encourage critical, reflective and independent learning • be sector-relevant • provide the opportunity to draw on the complexities of all Diploma components and develop the connections between them

18. Project - volumes • At levels 1 and 2 the project requires 60 glhs of directed study. Further supervised study, including research, will also be required • At level 3 the project requires 120 glhs of directed study. Further supervised study will also be required up to an additional 60 glhs

19. Functional Skills • English, Maths ICT • Part of generic learning • Required at level 1 for Foundation • Required at level 2 for Higher & Advanced • Free standing qualifications separately assessed

20. Grading • Advanced Level - level 3 A*, A, B, C, D, E – Fail • Higher Level - level 2 A*, A, B, C – Fail • Foundation Level - level 1 A*, A, B – Fail

21. Assessment • All Diplomas have external assessment- Foundation 30 glh -Higher 60 glh- Advanced 120 or 180 glh • All will have some internal assessment • Project has its own assessment

22. Diploma Transcript • A report of achievement in units and qualifications. • Grades at Unit level • PLTS • Completion of work experience

23. Progression • Move up Diploma levels • Move between pathways • Move into employment • Move into Higher Education

24. London context • Diploma consortia formed in every borough • Some consortia delivering now • Gateway process to decide readiness for delivery • Diploma Support programme

25. What are the issues for HE? • Support from the top? • What does a Diploma student ‘look like’? • What skills will Diploma students have? • How do Diplomas map to HE course requirements including extended project?

26. Issues continued • What are the differences in assessment styles between HE and Diplomas? • How will this translate into admission criteria for each course? HEIs are required to publish their course entry requirements by Feb 2009

27. Discussion • What is the impact of 14-19 Reform on my role? • What do I need to take back to my organisation and who do I need to speak to?

28. For further information: Janice Pigott Skills & Learning for London Partnership Janice.pigott@prospects.co.uk www.sllp.org.uk