1419 Reforms The Leicester Context

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14-19 Reforms The Leicester Context
Leicester City Area 13-19 Partnership
stuart.king_at_vesa.org.uk www.vesa.org.uk/Diplomas/s
kills.php
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Why 14-19 reforms?

• Forces for change in society
• Changes in society, social structures and the
  nature of work.
• The impact of technology on subjects and
  schooling.
• New understandings about the nature of learning.
• Increased global dimension to life, learning and
  work
• The public policy agenda - personalisation, ECM,
  sustainability, social cohesion, enterprise..

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Why 14-19 reforms?

• If at first you dont succeed you dont succeed!
• Too few qualified at Level 2 and above
• Too few staying on in education
• Too many NEET
• Recognition of differing Learning stylesbut
• lack of parity between Academic / Applied /
  Vocational routes

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National Policy
The skills white paper Getting on in business,
getting on at work March 2005
14 - 19 Education and Skills white paper
February 2005
The Skills Agenda
Higher Standards, Better Schools for All white
paper October 2005
2020 Vision - the Gilbert Review December 2006
The Leitch review of skills report
November 2006
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Leitch Report 2006

• What are the skills requirements for our economy?
• In the 21st century, our natural resource is
  ourpeople and their potential is both
  untappedand vast. Skills will unlock that
  potential. Theprize for our country will be
  enormous higher productivity, the creation
  ofwealth and social justice.

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Driven by
Only 45 of school leavers achieve five A-C
GCSEs including English and mathematics.
The need to give every child a good command of
English and Maths is seen as the way to
overcome economic and social disadvantage and
make equality of opportunity a reality for every
child. Higher Standards, Better Schools for All
(DfES, 2005c)
Basic skill levels of those leaving school and
seeking employment are inadequate. Working on the
Three Rs (CBI, 2006)
Without Functional Skills, pupils would find it
almost impossible to succeed because of the
difficulty they would have in accessing the
secondary curriculum. 2020 Vision (the Gilbert
Review) (DfES, 2006b)
Functional skills are central to achieving the
outcomes of Every Child Matters (DfES, 2003),
particularly enjoy and achieve make a positive
contribution achieve economic well-being.
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What are the 14-19 Reforms?

• 2005 White Paper 14-19 Education and Skills
• Revised secondary curriculum (KS3!) to ensure
  students are well prepared for the 14-19 phase
• Strengthened GCSEs and A Levels
• 14 new employer-led Diplomas (3 Academic)
• Foundation Learning Tier FLT
• Secondary Engagement Programme SEP
• Significant expansion of Apprenticeships
• Underpinned by Functional Skills FS Personal
  Learning and Thinking Skills PLTs
• Entitlement by 2013

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Progression Pathways

• Bringing together all education services for
  young people, funded through Local Authorities
• Creating Pathways of learning for all young
  people

Diplomas
GCSE / AS / A Level / VRQs
Apprenticeships
Foundation Learning Tier

• Providing progression routes within each Pathway,
  including up to HE
• More opportunity to transfer between Pathways
  through credit framework
• Increasing availability of vocational learning
  options including Apprenticeships
• Each Pathway to contain a balance of functional
  skills, personal learning and thinking skills
  and subject and vocational learning

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Progression Pathways 11-19
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Employment
Higher education
Further education
16-19
Other work-based learning(eg BTEC, OCR, NVQs)
Advanced Apprenticeships apprenticeships
(work-based learning)
Advanced Diploma (equal to 3.5A-levels
Foundation and Higher Diplomas also available)
A-levels International Baccalaureate
14-16
GCSEs
Higher Diploma (equivalent to seven GCSEs at
grades A-C)
Other work-related learning (e.g. BTEC and
others)
Young Apprenticeships (work-based learning)
Foundation Learning Tiers 14-19
Foundation Diploma (equivalent in size to five
GCSEs at grade D-G)
Functional skills in all 14-19 learning
routes(Functional skills at Level 2 are required
for both level Higher and Advanced Diplomas)
11-14
11-14 key stage 3
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System-wide Transformation!
Postcode Lottery
Free Access
What one provider can offer
What whole City can collaboratively offer
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Diploma Lines of Learning
Diploma area first teaching
September 2008
September 2009

• Information Technology
• Society, Health and Development
• Engineering
• Creative and Media
• Construction and the Built Environment

• Environmental and Land-based Studies
• Manufacturing and Product Design
• Hair and Beauty Studies
• Business, Administration and Finance
• Hospitality

September 2010
September 2011

• Humanities
• Languages
• Science

• Public Services
• Sport and Active Leisure
• Retail Business
• Travel and Tourism

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Diplomas

• Foundation Diploma Level 1
• equivalent to 5 GCSEs D-G (7 extended)
• Higher Diploma Level 2
• equivalent to 7 GCSEs A - C (9 extended)
• Advanced Diploma Level 3
• equivalent to 3.5 GCE A Level

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Key Features of Diplomas
Advanced and Advanced Progression
Available at three levels
Higher
Foundation
Generic (functional skills and personal, learning
and thinking skills)
Three areas of learning
Principal (sector-related skills and knowledge)
Additional/Specialist (including NC subjects)

• To include
• learning in a realistic work environment/context
  
• 10 days in the workplace (generic employability)
• a project at all levels (extended project - a
  stand-alone qualification at Advanced level).

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Structure
Principal learning
Generic learning
Additional and specialist learning
Skills, knowledge and understanding central to
the chosen Diploma Employer and university
designed and endorsed
Functional skills English, mathematics,
ICT Personal, learning and thinking skills
Optional units Can broaden and deepen learning
programme Clear progression pathways
Work experience (minimum 10 days), project
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Diploma Strategy
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EAST
WOLC
1 Longslade 2 Babington 3 Beaumont Leys 4
English Martyrs 5 New College 6 Fullhurst 7
Riverside 8 Groby 9 Bosworth
1 Rushey Mead 2 Soar Valley 3 Hamilton 4 Moat 5
Crown Hills 6 St Pauls 7 COLC 8 Judgemeadow 9
SJNCC 10 Lancaster 11 Wreake 12 Guthlaxton 13
Beauchamp
11
1
2
1

V
2
3
V
4
3
8
1
Creative Media
2
5
6
Leic Coll
4
6St Pauls
3
4
5
V
9
2
8
7
WQE1
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1 Keyham Lodge 2 Nether Hall 3 PRU 4 Ash Field 5
Millgate 6 West Gate 7 Ellesmere 8 Hospital
Special schools
V
6
7
9SJNCC
7
5
10Lancaster
1
NEW
13
V
1 Samworth 2 Madani
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V
Potential Voc Centre
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2009 Pilot Partners

• Creative and Media
• SJNCC, The Lancaster, St Pauls , Gateway, (Soar
  Valley Music?) Leicester College
• Hair and Beauty
• New College, Leicester College, Heart of England
• Society, Health and Development
• New College, Longslade, Gateway, Leicester
  College, Regent
• Engineering
• Babington, Moat, Leicester College
• Environmental and Land Based
• Babington, Riverside, Leicester College, Brooksby
  Melton

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Roll out from Pilots
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Functional Skills

• Central role of Functional Skills
• Diplomas
• FLT
• GCSEs in respective subjects
• New Secondary Curriculum11-16
• They get everywhere!

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Functional skills stages in the process of
learning

• A successful learner
• builds the full range of functional skills
• practises applying those skills in a range of
  contexts
• demonstrates mastery in a range of contexts.

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Implications for Learners

• Functional skills are much more than a set of
  technical competencies in English, mathematics
  and ICT.
• Mastery involves selection, application and
  evaluation of a range of skills to tackle tasks
  and problems.

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Factors affecting the level of demand
the complexity of situations and activities
the technical demand associated with these
activities
a learners level of familiarity with the task or
activity
the level of independence with which a learner
can complete the activity.
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Functional Skills What now?

• 2008-9 The Pilot
• Try things outTL
• RD (AB websites)
• Link with an Awarding Body/s
• Testing regimes/assessment
• Meet, network, CPD
• 2009 - Deliver to Diploma Learners (at least)
• But still a pilot qualification!
• Grouping
• Linking with Diploma ( FLT) colleagues
• Supporting FS embedding (development
  opportunities)
• 2010 Functional Skills for all