Reforming 14-19 Curriculum and Qualifications

1. Reforming 14-19 Curriculum and Qualifications Presentation to Secondary Deputy Heads Forum 23rd March 2004

2. Terms of reference To make recommendations for: • “a strengthened structure and content of vocational programmes, and greater coherence in learning programmes for all young people throughout their 14-19 education; • assessment arrangements for 14-19 year olds that are appropriate to different types of course and styles of teaching and learning, with the overall amount of assessment manageable for learners and teachers alike; and • a unified framework of qualifications that stretches the performance of learners, motivates progression and recognises different levels of achievement.”

3. Why reform? • A low staying on rate at both 16 and 17, placing us about 27th out of 30 OECD countries • A serious disengagement from learning at 14 for a significant number of students • A fragmented and confusing system of vocational provision • Insufficient stretch and challenge, particularly at the upper end of achievement • Young people lack skills, knowledge and attributes to succeed in life, learning and employment • Assessment burden on learners and teachers

4. Inclusiveness, challenge, quality & choice • ensure all young people develop the knowledge, skills and attributes they will need for success in later learning, employment and adult life • ensure coherence, structure and relevance within all young people’s 14-19 learning programmes • offer all young people flexible and valued progression opportunities • reduce the assessment burden associated with current qualifications

5. What success will look like • Young people are motivated to continue learning whether in education, training or employment, and face fewer barriers to participation and access • All young people are presented with meaningful choices and stretched according to their abilities • Each young person’s experience is better tailored to his/her needs, interests and aspirations • Young people are taught to be aware of themselves, their talents, their aspirations and limitations: to understand how they appear to and interact with others • The burden of assessment on young people, teachers and institutions is significantly reduced • Young people achieve more, both in educational attainment and outcomes relating to their knowledge, attributes and skills as individuals, learners, employees and members of the community • They are supported and have their achievements recognised and valued by themselves, employers, HE parents and the community • Their achievements and experiences provide a sound basis for progression and allow employers, training providers and education institutions to differentiate between them as necessary; and… • The Diploma students receive as a qualification is valued.

6. What will the reforms do? • A flexible ladder of progression which all can climb and where different routes are valued • Coherent programmes of learning in which the whole is greater than the sum of the parts • A compulsory core of learning and assured achievement in the key components such as communication and mathematical skills • High status vocational programmes rationalised into smaller number of recognised and valued routes • Diploma qualifications of sufficient volume to deliver choice, breadth, depth and stretch • A reduction in assessment burden (particularly external assessment) • More information about learners’ achievements and their development of knowledge, skills and attributes as a basis for differentiation and selection

7. Modern Apprenticeships AMAs FMAs EntryTo Employment A framework of diplomas ADVANCED OPEN Specialised Academic/Professional Specialised OPEN INTERMEDIATE Specialised OPEN FOUNDATION Personalised ENTRY Post-16 Mainly pre-16

8. Diploma Levels and Existing National Qualifications Diploma Levels Existing National Qualifications Advanced Advanced Extension Award; GCE and VCE AS and A level; level 3 NVQ; equivalent qualifications Intermediate GCSE at grades A*-C, intermediate GNVQ, level 2 NVQ and equivalent qualifications Foundation GCSE at grades D-G, Foundation GNVQ, level 1 NVQ and equivalent qualifications Entry level Entry level certificates

9. A Template for 14-19 learning MAIN LEARNING specialisation complementary learning • Maths skills • communication • ICT • Extended project • Wider activities • Personal planning, • review and guidance learner choice CORE • Independent learning • Interpersonal skills • Active citizenship Common skills

10. Core Ensure that all young people: • progress over time towards at least level 2 in mathematical skills, communication and ICT • undertake an extended project or personal challenge • develop a range of knowledge, skills and attributes, such as self-awareness, self-management, working with others, international awareness and personal and interpersonal skills • participate in wider activities based on personal interest, contribution to the community as active citizens, and experience of employment • undertake personal planning, review and guidance to underpin their programme, consolidate their learning and inform their choices

11. Main learning Main learning forms the major part of young people’s diploma programmes and is selected by the learner. It will: • ensure achievement and progression within individual subjects and areas of learning which provide a basis for entry to specific employment sectors, work-based training and HE • support specialised learning by providing any required or optional complementary learning • enable young people to select programmes to pursue their own interests and/or to provide subject breadth and contrast with any specialist areas of study

12. Common Skills MAIN LEARNING specialisation complementary learning • Maths skills • communication • ICT • Extended project • Wider activities • Personal planning, • review and guidance learner choice CORE • Independent • learning • Interpersonal • skills • Active • citizenship Common skills

13. Choice and specialisation: diploma and programme types The framework will be organised to offer a choice from: • a range of specialised diplomas, designed to provide the knowledge and skills needed for entry to and successful progress in specific employment sectors and areas of further learning; and • open diplomas which enable the learner to select a mixed pattern of subjects or areas of learning.

14. QCA framework for sectors and subjects Health, Public Service and Care Medicine and Dentistry; Nursing and subjects and vocations allied to Medicine; Health and Social Care; Public Services; Child Development and Well Being Science and Mathematics Science; Mathematics and Statistics Agriculture; Horticulture and Forestry; Animal Care and Veterinary Science; Environmental Conservation Agriculture, Horticulture and Animal care Engineering and Manufacturing Technologies Engineering; Manufacturing Technologies; Transportation Operations and Maintenance Architecture; Building and Construction; Urban, Rural and Regional Planning Construction, Planning and the Built Environment Information and Communication Technology ICT Practitioners; ICT for Users Retail and Commercial Enterprise Retailing and wholesaling; Warehousing and Distribution; Service Enterprises; Hospitality and Catering

15. QCA framework for sectors and subjects Leisure, Travel and Tourism Sport, Leisure and Recreation; Travel and Tourism Arts, Media and Publishing Performing Arts; Crafts, Creative Arts and Design; Media and Communication; Publishing and Information Services History, Philosophy and Theology History; Archaeology and Archaeological Sciences; Philosophy, Theology and Religious Studies Social Sciences Geography; Sociology and Social Policy; Politics; Economics; Anthropology Languages, Literature and Culture Languages, Literature and Culture of the British Isles; Other Languages; Literature and Culture; Linguistics Education and Training Teaching and Lecturing; Direct Learning Support Preparation for Life and Work Foundations for Learning and Life; Preparation for Work Business, Administration and Law Accounting and Finance; Administration; Business Management; Marketing and Sales; Law and Legal Services

16. Interlocking Diplomas ADVANCED INTERMEDIATE ADVANCED FOUNDATION ADVANCED INTERMEDIATE Intermediate ENTRY FOUNDATION Foundation Entry ENTRY Pre-entry

17. Fitness for Purpose Assessment • measures achievement in ways suited to the subject, level and type of learning • has validity, reliability and wider currency, underpinned by appropriate quality assurance • helps learners to extend, deepen or consolidate their knowledge, skills and understanding • enriches their experience through a variety of types and styles of assessment • provides formative feedback on their progress • avoids undue burden on students, teachers/tutors and awarding bodies; allows time for learning; and embraces the potential benefits of e-assessment • makes appropriate use of the professional judgement of teachers/tutors

18. Transcript Provides a record of: • the components contributing to the diploma award, including the extended project/personal challenge • the scores or grades awarded for each ‘graded’ component • achievement in any additional components which extend the breadth or volume of the programme beyond the basic diploma requirements • wider activities undertaken and personal skills developed

19. Benefits of the Diploma Framework • recognition of achievement of all 14-19 year-olds • flexible ladder of progression • coherent programmes of learning • compulsory core of learning • achievement in key components, such as communication and mathematical skills • high status vocational programmes rationalised into a smaller number of recognised and valued routes • choice, breadth, depth and stretch • reduction in assessment burden • more information about learners’ achievements and their development of knowledge, skills and attributes as a basis for differentiation and selection

20. Further work • setting out in more detail the content of the core • establishing design principles which will guide the specification of main learning and of individual diploma components • specifying the volume of learning and teaching appropriate at each diploma level • developing the assessment framework • considering how our proposals can be implemented without undermining the existing system or causing excessive upheaval during the transition • examining what implications our proposals will have for other elements of education and training, particularly Key Stage 3 and Modern Apprenticeships, and for contextual factors such as the ways in which 14-19 learning is funded, and the performance of institutions measured and monitored

21. An Entry Level Diploma • provide a flexible, balanced and enriching programme of learning that promotes self-determination for the learner; • provide a suitable level of challenge both for individuals who reach their potential within Entry level or choose to leave the diploma system at this level and for those who progress to level 1; • promote progression both within Entry level and to level 1 and beyond; • provide a record of the distance travelled by the learner over the course of the programme; and • assess in ways that are appropriate to the needs of learners and the nature of the programme.

22. Speculation - Intermediate Diploma I I I I I Personal Challenge To qualify for Diploma, must have Literacy, Numeracy, ICT at Intermediate Level F F F F F Intermediate Merit Distinction ????

23. Speculation- What might the Advanced Diploma look like? Transfer of some coursework Assessment – Allow greater depth in A2 Common Core – including Attested wider activities, Common skills A2 A2 A2 A2 Personal Research MINIMUM for Pass? Lighter assessment A1 A1 A1 A1 A1 Critical Thinking Research Skills Int Int Int Numeracy, Literacy, ICT

24. DISTINCTION Should the Diploma itselfbe graded? - Speculation MERIT PASS PASS MERIT DISTINCTION At least Grade C,C,C 2 Advanced components + Extended Project At least Grade A, B, B, B 3 Advanced components + Extended Project A2 A2 Extended Project A1 A1 A1 Intermediate Key Skills Is it about Depth and Breadth?

25. Age 18/19 Maths - a way forward? Mathematics NL Numerical Literacy Level 1 Age 16 14 Mathematics En Entry level Mathematics QL Quantitative Literacy Level 2 Mathematics NL Numerical Literacy Level 1 Mathematics QL Quantitative Literacy Level 3 Mathematics QL Quantitative Literacy Level 2 Key stage 3 Mathematics SM Statistical Methods Level 3 Mathematics PU Public Understanding Level 3 Mathematics ML Mathematical Literacy Level 2 Mathematics ML Mathematical Literacy Level 3 Mathematics E Extension Level 2 Mathematics E Extension Level 3

26. Consultation • You are invited to comment on the issues identified for further work or any other aspect of the interim report • A form on which to submit your views can be found at annex G in the interim report or by visiting www.14-19reform.gov.uk