Hugh Milroy (Liverpool Local Authority)

1. 14-19 Update Hugh Milroy (Liverpool Local Authority)

2. National Policy

3. 14-19 Reform Agenda • Outlined in 2005 White Paper ’14-19 Education and Skills’ • Vision : to create a qualifications system in which every young person can learn the right subject for them, at the right level . . learning in a style that suits them • Supported by IAG and right financial support

4. Curriculum Reform • New more flexible KS3 • Strengthened GCSEs/A levels and apprenticeship route • Functional skills • Personal learning and thinking skills • Diplomas (mix of theoretical and practical learning) – rollout starts Sept 08 • Foundation Learning Tier (piloted Sept 08)

5. Curriculum Aim The curriculum aims to enable all young people to become successful learners, confident individuals and responsible citizens Successful learners who make progress and achieve Responsible Citizens who make a positive contribution to society Aim Confident Individuals who lead safe and healthy lives Five outcomes Enjoy and achieve Safe Healthy Participation Economically active What are we trying to achieve? Developing individuals… To do To know and understand To be Knowledge and Understanding Big Ideas that shape the world Chronology, conflict, scientific method, etc. Personal Development Attitudes and dispositions, determined, adaptable, learning to learn Whole Curriculum Skills, Knowledge and Attributes Skills Functional Skills (Lit/Number/ICT) + Personal, Learning and Thinking Skills Personal Development The curriculum as the entire planned learning experience Components Location Lessons Events Environment Routines Extended Hours Out of school Learning Approaches A range of teaching and learning approaches (enquiry, active learning, practical and constructive) - in tune with child development and adolescence - learning beyond the school, community and business links – deep immersive and regular frequent learning – relevant and connected to life and work – a range of audiences and purposes – opportunity for learner choice and personalisation Areas of Learning Ethical – Cultural – Physical and health – Spiritual- Creative and aesthetic- Environmental- International – Scientific and technological – Employability and enterprise – Human and social How to organise learning? Subjects Assessment fit for purpose Building a more open relationship between learner and teacher Clear learning intentions shared with pupils Understood, shared/negotiated success criteria Celebrate success against agreed success criteria Advice on what to improve and how to improve it Peer and self assessment Peer and self evaluation of learning Taking risks for learning Testing Individual target setting Using error positively Assessment * To make learning and teaching more effective * So that learners understand quality and how to improve * How well are we achieving our aim? To secure… Reduced NEET Accountability and measures Civic participation Healthy Lifestyle Choices Behaviour and attendance Attainment and improved standards Hist PE MfL Cit RE Geog D&T ICT Sci Ma A&D Eng Music PSHE The ‘big picture’ of the curriculum Working draft (December 06) Succ Whole

6. Aims of the Curriculum To enable all young people to become: • Successful learners who enjoy learning, make progress and achieve • Confident individuals who are able to live a safe, healthy and fulfilling life • Active and responsible citizens who make a positive contribution to the well-being of present and future generations

7. Successful Learners who . . . • enjoy learning • are motivated to learn • are determined to achieve the best they can • have the essential learning skills of literacy, numeracy and ICT • communicate well in a range of ways • have enquiring minds • think for themselves and process information, reason, question and evaluate • are creative, enterprising and able to solve problems • understand how they learn and how to learn from their mistakes • are able to learn independently and with others • know about big ideas and events that shape the world • are able to transfer knowledge and skills to new situations • appreciate the benefits and fulfillment learning can bring

8. Confident Individuals who • have a sense of self-worth and believe it themselves • recognise their talents and have ambition • are willing to try new things and make the most of opportunities • are able to take the initiative and organise themselves • relate well to others and form good relationships • are self-aware and deal well with their emotions • have secure values and beliefs • make healthy life-style choices • are physically competent and confident • take managed risks and stay safe • resist negative pressures and make informed choices • become increasingly independent • are open to the excitement and inspiration offered by thenatural world and human achievement

9. Active and Responsible Citizens who • make a positive contribution to the communities in which they live, learn and work • respect others • act with integrity • understand different cultures and traditions and have a strong sense of their own place in the world • appreciate the benefits of diversity • live peaceably and work productively with others • challenge injustice and are commited to human rights • maintain and improve the environment locally and globally • are enterprising and able to contribute to the economic well-being of society • take account of the needs of present and future generations in the choices they make • feel that they can change things for the better

10. The Landscape in 2008 Publication of ‘Raising Achievement: Making it happen: A Strategy for 14-19 Qualifications’ signalled • 4 pathways • how to make it happen through a new regulator – Ofqual and • Intention to move towards a single credit based framework by 2013 with all 14-19 qualifications compared by level and size

11. Pathways • 4 Pathways • General (GCSE and A level) • Diplomas • Apprenticeships • FLT • Within this context must decide which qualifications to continue to fund beyond 2012 – ‘will only fund outside these routes if meets a need not met there’

12. General Pathway: GCSE and A level

13. GCSEs • New revised GCSEs with up to date content • Functional skills mandatory component of • English • Maths • ICT

14. A levels • More emphasis on ‘deep learning’ and synopticity • More ‘stretch and challenge’ – introduction of a new A* grade • Reduced burden of assessment • Extended project from 2008 – will it become an entitlement? • Remove Applied A levels as covered by Diplomas • Withdraw Advanced Extension Awards • Another full review in 2013

15. Apprenticeships

16. Apprenticeships • High quality sector related qualifications at levels 2 and 3 • Make it easier for apprenticeships to count towards a diploma and vice versa

17. Diplomas

18. Diploma Lines First Introduction Engineering September 2008 Health and Social Care ICT Creative and Media Construction and the Built Environment Land-based and Environment September 2009 Manufacturing Hair and Beauty Business Administration and Finance Hospitality and Catering Public Services September 2010 Sport and Leisure Retail Travel and Tourism

19. Diploma Lines First Introduction Humanities September 2011 Science Languages

20. The Vision • Set out to create something different – encouraged innovation and ‘bring learning to life’ • A true partnership approach – moving existing partnerships to a new level • Creation of applied learning environments • City-wide structures to support two full days of off-site and applied learning

21. Build on Expertise Creating the Vision • Built on existing collaborative experiences • Strong Strategic Area Wide 14-19 partnership • Seven 14-19 collaboratives provided a strong structure for diploma partnerships with positive impact on • - participation post-16 and NEET • - achievement and ALPS grades • - willingness of learners to move and class sizes • - Collaborative self-evaluation • City-wide IFP pre-16 • Year 9 ‘Skills Club’ Project

22. Diploma Strategy • Clear diploma delivery plan with two forms of partnership • city wide partnerships based around central FE/WBL provision where expertise mainly was or numbers are small – one Gateway proposal for the whole city • travel to learn partnerships where expertise largely in schoolswith links to FE and employers for specialist provision – separate proposals for each partnership

23. NORTH CENTRAL LIVERPOOL COMMUNITY COLLEGE WORK-BASED LEARNING EAST SOUTH Strategy: Travel to Learn Areas

24. Strategy: Bringing through the Gateway • Staged approach leading to 2013 • City wide partnerships based on institutions initially ready • As suppliers of learners • As deliverers • Bring other institutions on stream when ready • Sub-regional partnerships apply for Gateway when ready • Only those really ready apply for the Gateway

25. NORTH CENTRAL LIVERPOOL COMMUNITY COLLEGE WORK-BASED LEARNING EAST SOUTH City-Wide Proposals • Construction • Engineering • ELB • Hair & Beauty • Hospitality

26. NORTH CENTRAL LIVERPOOL COMMUNITY COLLEGE WORK-BASED LEARNING EAST SOUTH Partnership Proposals • IT • SHaD • Creative & Media • Business

27. 4 Diplomas in North (9 in total) 0 diplomas in Central 5 City-Wide Diplomas 3 Diplomas in East (not BAF) 3 Diplomas in South (Shad from 2010) Post Gateway 2

28. To Ensure Entitlement • Guaranteed learner access • Engagement of a full range of partners • Employers • HEIs • Quality IAG • Workforce Development • Diploma Protocols • Funding to support learners

29. Funding • Diploma Funding - Start up - Uplift - Funding following the learner • DSG PLO Funding

30. Future Challenges • LA capacity to support • Integrating relevant information systems • Continuing workforce development • Planning for Gateway 3

31. 14-19 Education Plan Simon Clough

32. Raising Expectations and the Machinery of Government (MOG) Has implementation and delivery issues for: • Provision • Funding and Commissioning • Quality Improvement

33. Raising Expectations….and implications • Funding changes post 16 to ‘deliver world class skills in demand led system’ • “LA to provide a place for learning for every young person through strategic commissioning” • 16-18 funding routed through LA from 2010/11, enhanced funding of diplomas • LA funded according to provider base, not where the learner lives • All post 16 providers to plan the same way

34. So we need a plan……………. A 14-19 Education Plan !

35. Integral component of CYPP

36. Needs Joint Coherence FE & 6th Form LA/LSC/ Connexions Diocese WBL Schools Sub Regions Employers Duty to co-operate

37. Will Shape Commissioning + Young Peoples Learning Agency Skills Funding Agency _ National Apprenticeship Service

38. Some features of a good plan Vision • Volume Quality VFM Demands Robust Analysis

39. Entry Points Current 14-19 Options 09 Options @19 GCSE Apps NVQ BTec A level E2E Work NEET Options @16 07 90% GCSEs 10% Alternative 20,300 learners @ 14 started options 2005 2005

40. Entry Points 14-19 Pathway 2013 17 Options @19 16 GCSEs Diplomas A levels App’s NVQ EET + + + + Pre entry 15 L2 14-19 Learning Pathway 40% GCSES 14 L1 10% GCSES Pre entry 15% L1 Diploma 25% L2 Diploma 10% KS4 Gateway 18,500 learners @ 14 start options 2013 2013

41. Align all 14-19 Capital Streams

42. Pivotal Role of 14-19 Partnership • Agree the local vision for 14-19 that is consistent with the wider Sustainable Community Strategy • Develop and articulate strategies for the full range of 14-19 priorities • Reflect the outcomes of area wide planning, and act as a basis for joint action, rather than serve as an end in itself

43. Possible Contents Three elements of the 14-19 EducationPlan 1. The strategy Sets out the local context and vision for 14-19, describes roles and responsibilities of partners, sets out targets and obectives for improvement, broad approaches to delivery, funding sources and links to local initiatives

44. Possible Contents Three elements of the 14-19 Education Plan 2. The implementation plan Sets out the action to be taken to deliver the strategy with action owners and timescales……… May look like an action plan for members of the 14-19 Partnership

45. Possible Contents Three elements of the 14-19 Education Plan 3. The operational plan Gives the detail of numbers of learners, expected demand for the different lines of learning and September Guarantee. This information will help to inform the commissioning plans of the local authority and LSC.

46. Next Steps 14-19 Trust • Outline14-19 Education Plan • Consult widely • Identify Commissioning Process • Work alongside LSC on Business cycle

47. The Merseyside 14-19 Network Eddie Sloan 14-19 Partnership and Strategy Manager Sefton

48. Early Days • 2002 • Area Wide Inspections • Incorporation of LSC • 14-19 Green Paper “Opportunities and Excellence” • Movement of 16-19 to 14-19

49. Early membership • LA Advisers from,Liverpool,Sefton, Halton,St Helens-met through LEACAN • Joined by Knowsley through the Collegiate • Very informal • Sounding board

50. Initial remit • LEA/LSC functions • Growing Agenda • Area Wide Action Plans • Funding • Percepetions within each Authority • Strategic Area Review